Listening to Students’ Voices through Audio Essays
I aim to teach my Chicago high-school students that writing is not always about the writing. Yes, the ideas, the sentence structure, the connotations matter. But sometimes, the process before the writing or after matters more. I start every year with a challenging non-fiction narrative unit that pushes students to focus on one key event…
Why Pronouncing Students’ Names is Important to Building Relationships
The beginning of the school year is a stressful period: teachers readjust to their school schedules, master new curricula, set up classrooms, learn new policies, and, finally, meet a new group of students. The last part is most important to me, because it connects to the first step of the Architecture of Accomplished Teaching (AAT).…
Opening My Door as a Candidate for National Board Certification
When I first started teaching, a veteran teacher told me that one of the best things about teaching is that as a teacher I could close my door and become my own boss, taking control of the room. I didn’t have to answer to anyone. For the longest time I kept my door closed. I was…
Variety is the Spice of Accomplished Teaching
While attending the National Board Leaders’ Academy in Las Vegas in early July, I found myself sitting with a distinguished group of educators as we enjoyed a lunch of New Orleans styled selections (being a native Louisianan, I dubbed the meal a respectable homage to Cajun cuisine). During the meal, we talked about the common…
Accomplished Teaching and the Growth Mindset
Do you ever have an “Ah Ha” moment, only to wonder what was possibly wrong with you that you didn’t make the connection before? For example, the first time I discovered that cream cheese and jelly are a fabulous combination on crackers. It was perfectly obvious that this would be a delectable duo, but yet…
Taking responsibility for professional practices
This blog post is the conclusion in a series of three posts suggesting we can push accomplished teachers even further with regard to some professional practices. Part One suggested that teachers must be more willing to meet students and families where they are – online. Part Two focused on the need to improve practices around…
Religious Tolerance: Teaching the Teachers
In June, educators from Maryland’s Montgomery County Public Schools made history when they completed an intensive academic study of religion. The course, which rewards MCPS teachers with three Continuing Professional Development credits, exposed teachers to the diversity of religious practice in the region and across the United States as a whole, while giving them the…
30% of Finalists for Agents of Learning Challenge are Board-Certified Teachers
CHICAGO, IL. — July 22, 2016 — Learning Forward and the National Commission on Teaching & America’s Future (NCTAF) today announced winners from the 12 finalist teams in its Agents for Learning challenge, a nationwide call to action designed to engage educator teams in advocating for the best use of federal funding for professional learning…
To Transform Schools, Slow Down
I’m a bit of a teacher-nerd in that one of my favorite parts of the job is lesson planning. I’m a notorious wheel-re-creator, as it is a captivating puzzle for me to build together just the right sequence of experiences to help my learners move from point-A to point-B. I don’t necessarily script out activities…
