Courage to Risk

Risk-taking behavior is usually frowned upon in our society. But I challenge that perception. If you didn't risk every once in a while, how else would you know the value of your life? The status quo is overrated if you ask me. You can't move forward when you're standing still.

But we teach our kids to play it safe. Don't make waves. Don't rock the boat. Do things the way they've always been done.

Complacency is the child of the status quo; innovation is the child of risk. If we want our kids to make a difference in this world, they'll need to be risk-takers.

Risk takers overcome certain barriers. First is fear. Doing something different than you've always done it can be scary. But what's the worst thing that could happen? You could fail. You could struggle. And what's wrong with that? Iron sharpens iron, so without resistance, without the struggle we remain weak. I want my kids to be strong!

Second is discomfort. It gets uncomfortable when you step into the unknown. I remember trying to teach my boys to swim. My oldest HATES getting water on or near his face. This made learning to swim almost unbearable - almost. Without putting that first toe in the water, he would never have had an opportunity to become comfortable with the uncomfortable.

Third is listening to the voices. Everyone seems to have something to say about how we live our lives or parent our children. Learning how to tune out those voices is important for the risk-taker.

"It's impossible," said PRIDE.
"It's risky," said EXPERIENCE.
"It's pointless," said REASON.

"Give it a try," whispered the HEART.

Encourage kids to listen to their hearts....in fact, I think we grown-ups could use that encouragement as well!

Take risks. If you win, you will be happy. If you lose, you will be wise!

Here's to You, Mrs. Robinson!

It's Teacher Appreciation week and I encourage you to take some time to appreciate the teachers you had THEN and NOW.

As I searched images to show you something that depicted the power of a teacher as a role model, I realized I already had one that was perfect from my own personal images. 1969, first grade, me and Mrs. Robinson!

That was the year I decided I wanted to be a teacher too.

What was it about Mrs. Robinson that caused me to look up to her in such awe? I was happy. Can you tell? But what I remember and what this picture shows is that SHE saw ME! I wasn't just one more student in her class. I wasn't a head to be filled with knowledge. When she looked at me, I knew she really saw me.

Being known and loved anyway - precious.

As teachers we are role models. But it's the power in our ability to build authentic relationships with our students that makes the difference. Six year old, little redheaded girls, don't look up to statuesque, confident teachers because of their hairdo's or because of their smarts. We're in awe of their heart-warming ability to see through the failed math test, the not so perfect handwriting, and the stumbling over three syllable words during reading and into the people we are.

So, here's to you, Mrs. Robinson. You loved me more than I will ever know. Thank you for being the model I follow!

5 Tips to Plan for a Great Teacher Evaluation

For many teachers across the country, annual evaluations are mysterious. Every state, every district uses a different tool to determine teacher effectiveness and rate their teachers on different scales. Sometimes teachers are unsure as to why they are rated the way they are. I've seen many a tear in the teachers' lounge during evaluation season. There is incredible anxiety inherent in this process, especially for new teachers who are still trying to get their "teaching legs" under them. They have the knowledge, they are gaining the skills, but putting it all together is no easy feat.

We're coming to the end of this school, and now is actually the time to begin planning for next year. In anticipation of the coming evaluation, consider these tips to plan for a great teacher evaluation:

1. Be teachable!This is most important. If you do not have a teachable spirit, you will not be open to new ideas and new ways of doing what you already do. We all know how difficult it is to motivate or teach a student who does not have a willing and teachable spirit; put on a teachable spirit so that you are willing and motivated to improve.
2. Set your own goals! Before an administrator or mentor teacher ask you to, set your own personal and professional development goals. Take ownership of this process from the very beginning. If you are proactive, it is less likely you will feel the expectations are unreasonable or irrelevant. Take stock of your own inventory of knowledge, skills, and attitudes and then purposely set measurable goals that reflect your own improvement and that of your students.
3. Be prepared with a rationale! It's critical that you ask yourself why you're doing what you're doing before someone else does. If you are employing a practice unlike that of your colleagues, you will need to provide the rationale for that choice. What is the research/evidence base of your choice? How do you monitor its effectiveness? 
4. Collect evidence of your effectiveness! Even if no one expects you to, maintain a teaching portfolio that is organized by the expectations set forth by your evaluation. Collect artifacts from your classroom that display your effectiveness with students. 
5. Monitor your own progress! Conduct strategic and periodic checks for hod w well you are meeting those personal and professional development goals you set for yourself at the beginning of the school year. How will you know you are progressing? Provide data, artifacts, and other evidence of your progress. Reflect on how well you are doing and even consider keeping a teaching journal that narrates your progress. If you discover that you are not progressing as well as you had planned, change your strategy and then re-evaluate your progress. A reflective teacher is highly valued!

The common theme in all of these tips is to take responsibility for your own evaluation. It is proactive and not reactive. A self study of your own practice now will go a long way to securing a positive evaluation no matter what tools your district uses to document your effectiveness! Take ownership of the process!

Teach well - always!