do i get a cape?

Whenever I talk about being an NAIS Teacher of the Future at home, Ken (the soon-to-be husband) says “Teacher of the Future” in a circa 1920’s radio announcer voice.  It makes me laugh and gives it a somewhat superhero spin. It provides a comical twist to a really big thing. I get to represent my school as someone who has a voice in the future of education. No pressure there, huh?

But in all seriousness, I take this responsibility very seriously. We, the Teachers of the Future cohort and alumni, are charged with studying, reflecting, and sharing our understanding of the way teaching and learning should be in the 21st century. Since we are getting started 14 years in, we have our work cut out for us. While we will all study the aspects of Blended/Online Learning, Assessment, Student Health/Well-being, and Accreditation, we will really be looking at how education is “done” in the United States and elsewhere.

I think it comes down to asking great questions. I am a big fan of the Essential Question. Wiggins and McTighe define an essential question as “a provocative question that will foster inquiry, understanding, and transfer of learning.” (2003) As a teacher, it is incredibly important that I ask questions about my own practice. Is what I am doing a Best Practice*? This summer, I went so far as to read an entire book about asking good questions.

I begin a reflective process of teaching and learning with these questions:

What are we doing? Why are we doing it? How is it good for kids? What do we need to change to make it better?

As I ask these questions, I am able to refine my practice of teaching and learning and guide students on their educational journey. Without these questions, teaching and learning can easily become stagnant or sterile. With these questions, teaching and learning can become robust, innovative, creative, and, frankly, fun for the teacher and the student.

The fact of the matter is, we are ALL teachers of the future. The children in our charge are going to be the leaders of our world. It is our responsibility, in collaboration with their family, community, and friends, to give them skills and experiences that will prepare them for adulthood. (Again, no pressure, right?!) It is our duty to ask the right questions, to encourage the children to ask them, and work together to find the answers.

No capes required.

Amazing Graphic from @venspired, Krissy Venosdale

*This was our Norwood School summer read for 2014. Such a fantastic read for new and veteran teachers alike. Chock full of all of the things you should have learned in ed school, but probably didn’t.*

remembering when they can’t remember.

My current crop of children are between the ages of 5 and 14. The oldest ones were only a year old at most when the towers fell and the Pentagon burned. How do you explain to them a horror that happened only a few miles away? How do you even begin to share this moment that his real for many of the adults in their lives yet only an historical moment for them. Much like the assassinations of JFK, MLK, and Pearl Harbor are a piece of history for me yet so real for the generations who came first, I suppose we show them the pursuit of honor and reverence for courage, peace, and share stories of hope. It is hard to be a teacher in a time of war. However, these children have never lived the blissful existence of troops generally safe at home and abroad. They have never known a time without public, flag-draped caskets. Yet, we still offer hope. We still offer lessons both intentional and unintentional on modeling, love, compassion, global unity, and peace. We allow the children to come to their understanding of suffering and pain in their own time and hope they will become the “good ones.” Working for justice. Working for Peace.

On this day, we try just a bit harder to show them the lessons that really matter in this world. As we, the adults, each have our own memorial.

The work we do is noble my friends. May this day find you blessed with strength, courage, and hope.


Lucky 13



This year marks my 13th year in education (technically 12.5 until January**, but I’m calling it even.) Each year has brought new challenges, joys, children, adults, programs, rooms, and resources to create a fantastic time of learning and growing. I am really excited about the new adventures I am able to undertake in 2014.2015 including curriculum review, a new coding course, and more parent education for the digital age. We are blessed with a new Head of School this year and the buzz around our campus is enthusiastic and optimistic. I can’t wait to watch the change process from both a boots on the ground perspective and a 30,000 feet view. 

My intention for the year is set to focus on my own humility as a leader and to encourage others to grow their own practice in a way that makes learning personal and meaningful for everyone. This begins this week with 1:1 new teacher tech training. We’ve moved this from whole group to 1:1 so that I can establish relationships, gauge each new teachers comfort with tech, and open up lines of communication in order to serve them this year. I’m so excited to meet our new faculty! 

Do you set an intention or specific goal each year that trumps all others? I started this practice three years ago and have found that if I have that one mission-driven word to come back to each year, I can maintain focus and simultaneously build a character skill. In my first year, I chose patience and last year, I chose courage. This is my personal challenge to self, unattached from my professional growth goals with my boss. I find this really keeps me accountable to growing.

So here’s to Lucky #13 and all my best wishes for you as you begin your new school year! Make it your personal best.


**Oh and how about a look back to that very first year. 2001 in Iowa.



mathophobia and edu-change

“I suck at math!”

“I’m afraid of math.”

“I can’t teach in the general classroom because of math.”

“No, music and math don’t exactly correlate for me, thanks.”

All of these phrases have come out of my mouth repeatedly in the last 36 years. I am suffer from severe mathophobia. I have struggled with every math class I have taken from first grade addition to senior year, “oh crap, I have to pass this to graduate high school”, Algebra II. I have received exactly one A in math, in my General Ed Math class in college. For the most part, with the help of a tutor, it has been scrape of my teeth passing.

So when the NY Times Magazine Article, “Why Do Americans Stink at Math“, came out two weekends ago, I clipped it to evernote and put it away. But as several other articles including, “5 Ways to Help Your Kid Not Stink at Math” and “Americans are Bad at Math, But It’s Not Too Late to Fix” came out this week, I decided to dig a little deeper.

Quick summary. The original article draws comparisons between the intent of American math reforms as seen by a Japanese educator in the 1980’s. Upon his arrival to the US, he found that all of his hopes (and reforms he’d put into place in Japan) were dashed by a didactic American system of learning math. Specifically, an emphasis on answers, products rather than process. There are many causes for lack of implementation within any curricular reform, in the case math, but specifically, the article draws attention to the lack of teacher training when reforms create a dramatic shift. It points to the current shift to the Common Core Math Standards and their emphasis on process and thinking skill over rote computational skill. Lessons that take numeracy out of context and emphasize rote memorization have led to an American population with math-phobia and worse, math innumeracy. 

stink at math


I have watched many a teacher and parent, included my beloved sister, balk at the implementation of the CCSS in Math. I have read a million articles pro and con. I have seen publishing companies take the CCSS and reduce it down to a series of workbooks and apps to make the standards fit within the traditional pedagogy of worksheet, drill-practice mania. I’ve come across lots of  booklets and tools wrapped up in little bows with cutesy graphics to give teachers tools to implement curricular reform into their classrooms. But tools and training are not the same. Additionally, wrapping up a new way of thinking about math must be accompanied with a new way of thinking about teaching and learning. 

In order to make a turn around on the nation-wide epidemic of mathphobia and innumeracy, we must turn the tide of what it means to be a teacher. We must look at the way teachers are prepared both in undergraduate and graduate education and the way we provide and undertake professional development within our schools and districts. Implementing curricular reform is difficult and it takes vast hours of quality professional development to provide both a philosophical base and a pedagogical base for change. We need to take all that we know about best practices in teaching to teach our teachers first! A teacher who understands how to teach in a way so students can learn will be a much stronger classroom leader than a teacher who teaches only the way they were taught. 

My argument  is not with educational reforms or the common core (though I will not touch the topic of standardized assessment at this juncture.). Rather, my argument is with our current practices of teacher preparation, continuing education, and professionalism. Teachers need to be given time to learn and grow to implement new practices. Teachers need to maintain and active growth mindset to believe that they can and should learn and grow. Finally, communities need to embrace the role of teacher as a professional title and expect this form of professional growth from their teachers while simultaneously respecting their expertise in teaching and learning. 

As with all edu-change, the pace feels like running in molasses. In the meantime, I’m working on my mathophobia by opening my mind to thinking about math in new, practical ways. To look at how math is used regularly in my own life and recognizing when I need a brush up on skills beyond calculating tip and sale price. And to recognize that it is never too late to learn.

explore.learn.share. #naistof

Our NAIS Teachers of the Future Conference flew by so quickly. We had 48 hours of intense learning, sharing, and bonding only to have to say goodbye from our palatial nest at Episcopal High School and off to our individual homes and schools. We have a clear mission. We are to explore, learn, and share as much as possible in the 2014-2015 school year. Some of us will engage in deeper conversations on specific topics (for me it is student assessment and health/well-being) while some focus on brush strokes of all of our four major topics (to also include blended/online learning and accreditation.) Our conversation has begun and now we are off and away for what is sure to be an amazing year.

I would be remiss if I did not offer my humblest thanks to the NAIS Team: Jefferson, Ioana, Whitney, and John (with Emily, too, we missed you!) and the ToF Mentor Team: Shannon, David, Brad, Michael, Stacey, and Angela. And to my new cohort friends, we are in for a great year. See you on twitter, google hangouts, our listserv and at NAIS Conference in Boston (we are all bunking at Allyn’s!) 

TofCOhort pic

August Begins with a Bang!

the aha moment (#naistof)

Today at NAIS Teacher of the Future Orientation/Conference one of our reflections centered upon our “aha” moment. I did not share at the time because I wasn’t sure which aha moment to pick. The time when I was 7 and I knew I wanted to be a teacher? The moment in my first job when I realized I was not going to be a high school chorus teacher? What was the “aha’ moment that changed my professional trajectory? Well, this I can answer for complete certain.

It was my 9th year of teaching vocal/general music in grades K-8. I loved my students. I loved my school. I loved teaching recorder to 8 year olds and introducing first graders to Peter and the Wolf. I loved when I heard my K students match so-mi for the first time. I loved so many elements. But something nagged…in the last few years of teaching music I realized that I cared more about learning about organizational change, curriculum development, and technology integration. My master’s program led me down a path to administration, but really led me down a path of loving watching others grow. My final research paper centered upon the change process for technology integration in schools; if that isn’t a seismic shift, I don’t what is.

So as I spent the day in an Orff Schulwerk workshop with a MASTER educator, I found myself realizing, “This is perfect for someone who wants to grow in this field and that person is not me.” It was liberating. It was as if the clouds lifted and I finally had clarity. Despite that fact that the previous 30ish years would have led me to believe that I would be a life-long music educator, it was the recent two-three that came to head at that workshop to tell me to walk away.

Walk away from educating, NO WAY! Walk away from school, heck No! Walk away from a constant pursuit of learning and growing, definitely NOT. But in the area of elementary-choral music, it was time to say no. It was time to move to an area that inspired me, intrigued me, challenged me, and made me want to show up—working with teachers. Working with teachers to help them become their best selves. Spending time with other education professionals to help them refine their practice, innovate their instruction, and match the needs of their students. This was my new calling.

At this given moment, I work through the lens of technology integration. I have the privilege of working with teachers and students to impact educational shift. I encourage new ways to look at curriculum through best practices, technology integration, and shifting from traditional classroom settings to modern ones. As our culture shifts from an isolated approach in teaching and learning to a collaborative one, I want to be on the forefront of guiding and supporting teachers to make this shift.

We have a unique opportunity as Teachers of the Future to collaborate with a cohort of teachers who have the same passions and ideals. We gather around the common themes of blended learning, assessment, accreditation, and student health and well-being for the modern age. We get to share with one another and lead the conversation on educational change at a national level. What an incredible opportunity! My aha moment is starting to find a way into being. And now is only the beginning.

NAIS Teacher of the Future, a beginning

Today begins a new adventure in teaching and learning. I am currently at Episcopal High School in Alexandria, Virginia to participate in the 2014-2015 NAIS Teacher of the Future Conference. (Here is where I have to insert that from here on out, Teacher of the Future must be said with a superhero-esque voice.) This is an orientation for our cohort of 35 independent school educators from across the US. We will spend 2.5 days learning and talking about one of our themes for 14-15, Blended and Online Learning.

Let’s back up for a second for me to say that this is a tremendous honor for me to be a part of this cohort and to represent Norwood. I was graciously nominated by my dear colleague, partner in PD crime, and edu-twin Shannon and feel so blessed to have the opportunity. I really love learning and to be a part of a group that is going to have a year-long conversation to benefit our schools, well, that is just plain super-duper.

So, we have begun what will be a year-long journey focusing on four themes: Blended and Online Learning, Student Health and Wellness, Assessment, and Accreditation. We will look at each of these through the lens of growth and innovation. In our introduction today, John Chubb, NAIS President, said that we cannot be content with stability in our schools, that we must grow and innovate to be successful (that is, of course, a paraphrase.) To this, I say, AMEN! I have spent my entire career so far being constantly committed to re-thinking practice, to ask “why”, to seek feedback, and to try new ideas. For the next few days, I get to be in a room with like-minded folks  to grapple with ideas of innovation, change, and practice. We will be able to take these ideas into our individual schools and work with the willing, the skeptical, and the stalwart, to grow our schools for the 21st century and beyond! This is a tremendously exciting prospect and I can’t wait to see our work unfold before us.