Even On Your Worst Days

I watched this Youtube video from John Spencer.

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And the bit that struck me the most was when he came to a moment where he talked about teachers, even on their worst days.

He said, “Even on your worst days you are going to think critically, and promote justice, and transform the teaching practice. You will inspire your students to be better people and empower them to be deeper thinkers. They will feel safe and loved and challenged. They will be the makers who build a better future and the world will be a better place because of you.”

I think this caught my attention because at the beginning of the year a popular conversation is just how busy how each of us are and how, perhaps, the job we are doing each day is not our best.

But, I think teachers need to be reminded that we needn’t be so critical of ourselves. Because even on the days we know we did not live up to our potential, the students are still taking so many positives away from the experience. They don’t feel the disappointment because the paper wasn’t laminated just so or the lesson didn’t flow the way you anticipated.

To students, teachers are superheroes.

As teachers, we need to remind ourselves that even if we feel like Clark Kent or Diana Prince, the students still see Superman and Wonder Woman. And I’m going to take this thought with me this week and give myself the chance to feel good about the work that’s happening each day with my students.

marigolds. walnuts. and everything in between.

it’s the craziest time of year here at asm.

the beginning of the year.

school hasn’t started yet and i’m just trying to keep my head above water as i plan for two middle school classes and prep 200 iPads to go into elementary classrooms. on monday. and it’s already friday.

oy vey.

yesterday our staff took a moment away from the craziness for a kickball game and aperitivo. i had a few minutes to chat with a new hire, who also happens to be embarking upon her first year teaching.

being a first year teacher in an international setting is a big ask.

because being a first year teacher is a big ask no matter what.

then add the pressures that come in many international settings: piles of new curriculum, the pressure of parents, the expectations, a full class of non-native english speakers. and suddenly your new teachers feel completely overwhelmed.

she mentioned feeling the weight of some of these things.

i arrived home last night and thought about this post, which has kept sliding down the ladder of priorities. i dug through my email for the prompts available for this month’s challenge.

i took a cursory glance and clicked on the first one.

it speaks to an essential rule for new teachers.

which happens to be important for all teachers, no matter how many years you happen to have under your belt.

surround yourself with good people. 

so i sent this on to our new teacher, hoping it would help her find a little peace in the midst of a very crazy and unsettling time.

and it was a good reminder for myself to seek out those people with positive energy, those people who can add strength and goodness to my day, rather than take those things away.

so, here’s to a new school year…

and finding marigolds…

and being one.

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binge watching 101.

Browsing through the prompts provided for this month’s challenge, I was curious to find Netflix pop up in one. I mean, it’s my go to procrastination stop when I should be doing so many other more valuable things. It has in fact probably helped me delay the writing of this post!

Now having been distracted searching for Netflix memes, I’m trying to refocus on the task at hand!

I took a few minutes and checked out this video from the PBS Idea Channel.

The overall premise of the video was to discuss what might be the type of work that will carry through from this current period of time. They stipulate that in the past, novels, film, and TV have all become formats that resonate in history. The creators of this video argue that this decade will be remembered for the “Streaming Series”, those that are ‘screen agnostic’, they are on demand and always available and there are no ads. These shows are designed to be binged.

And, as we know, they are!

The video goes on to argue that a type of media that makes a lasting impression ‘doesn’t just change the way we consume, it also changes how the story gets told.’

Because of the popularity of these series, more and more producers of media must rethink their programming and what will capture the audience. I almost always choose short episodic TV shows vs. a full length film. My attention span is surely shrinking and I just don’t have the stamina for a two hour movie. (But I can watch 10 hours of episodic nonsense…don’t worry.)

But, at the end of the video I was contemplating how this type of media can and will change our students and their learning needs.

I did a quick search to see what information was already out there about these streaming series providers, like Netflix, and students. Here’s a couple links if you’d like to read more:

Netflix: is it every student’s worst addiction?

What Netflix Research Teaches Us About Student Study Habits

I think the advent of streaming shows continues to build the human desire to get what we want at the moment we want it. We need to take this idea and determine how it translates into an education setting.

Most schools today are still building very prescribed programs for students. These are often driven by a standardized testing experience that sets guidelines and standards that must be met. Why do we continue to pursue such narrow pathways for student learning?

It quickly makes me think about the work my friend Madeleine Brookes is doing at WAB right now that allows students to personalize their learning journey.

And Sam Sherratt’s stance on Breaking Moulds, encouraging schools to step away from boxed-in models of education.

The idea of challenging ourselves as educators to rethink the current vision of a school is often scary and difficult to conceptualize, but overall so exciting! It gives me such encouragement for the future. I’m glad to know that there are educators out there looking to push boundaries and take the challenges today’s students offer and use them as a springboard for future planning.

What are your thoughts on “streamed series” and the role they may play with our students? Are you a Netflix addict? And, of course, I’m happy to hear which series I should include in my summer viewing! #suggestionsplease

It Can’t Just Be One.

It’s terribly difficult to make time for this blog when there’s no outside reason pushing me to do just that, so I’m excited that Tricia posed this opportunity to blog over the next five months with some support of a few others joining this short journey. I always have such great intentions to write here, but, well, you know…

As part of this challenge, a series of potential prompts was posted. Inspired by Sonya terBorg’s Learning2 talk this spring at the American School of Warsaw entitled, “Who is Your Amy?” I’ve decided to write a bit about the Amy’s in my life.

Sonya was inspired by the work of Amy Krouse Rosenthal and shared her views thoughts about this incredible author at the conference. She left us with the question, “Who is your Amy? Who inspires you to do more?”

For me, there can’t just be one person. When I think of the collective group of people in my life, there are several people who I take inspiration from, who encourage me to strive for more, to be the best version of myself that I can be.

goodall quote

One of those people is a former co-worker, who shared her wisdom with me for three years and was a constant source of reassurance and guidance. She had a great listening ear and often knew just the right piece of advice to offer. She kept up with many new trends, apps, and strategies in education and was always willing to share her knowledge without hesitation. This co-worker is a great mother, teacher, learner, but most importantly, friend. Tammy, thank you for your wisdom and your willingness to give so much of yourself to others! I feel so blessed to have had three years of your side by side partnership! Follow Tammy on Twitter for your own source of inspiration.

Like Sonya, I’m also inspired by someone I’ve never met. I watch the videos posted by Casey Neistat to YouTube and find his passion and attitude refreshing. Casey strives to do more and become the best version of himself. (This sounds strikingly similar to Amy Krouse Rosenthal.) Some days Casey’s videos are just fun, and sometimes educational, but often he offers words of wisdom acquired through his years of experience in business, film and life. Listening to him inspires me to do more, try harder, and push myself to become better. I even mentioned Casey last year in my own L2 talk.

My entire PLN on Twitter has also become a huge source of inspiration. I follow so many amazing people who continue to share new and innovative methods that encourage learning and growing amongst our students and ourselves. This includes some amazing educators like Tricia, who digest books like a crazy person, Pana, who’s always sharing some super creative coding ideas, and Kim, who is helping me navigate the beginning of our iPad and portfolio adventures with so many great ideas and answering a myriad of ridiculous questions that I have. And this just skims the surface because there are so many amazing men and women that help to inspire so many educators like myself around the world.

Who are the people that inspire you and why? I’d love to hear from you in the comments!

One Week In.

Last spring my school decided we were going to begin transitioning our elementary school to iPads. While many schools went with iPads initially, we were using Windows 8 tablets and mini laptops. But we decided that our students, especially our youngest learners, needed a platform with more ease of use and ability to work between apps.

Last week, we rolled out 9 iPads (8 students, 1 teacher) into a 2nd grade classroom. We made an initial purchase of 50 iPads and we’ll be using four other K-2 classrooms to extend this pilot. Assuming all goes well, we hope to make a larger purchase of iPads to include the remaining K-2 classes and move into grades 3-4.

Learning how to make a stop motion video

Learning how to make a stop motion video

Here are some of the successes: (comparing to our other tablet options)

  • Battery life…the iPads last SO. MUCH. LONGER.
  • App options…even the free options on an iPad beat the Windows 8 store apps by miles. We tried Lapse-it and Kids A-Z in the first few days. The stop motion videos were a success and so easy! The students were already familiar with Kids A-Z as a “listen to reading” option (part of the Daily 5 reading program) so this was an easy transition.
  • Ease of sharing across devices…using AirDrop is like heaven when you’re used to much clunkier means of sharing…using USB keys, our network dropboxes…a few clicks and we could share all the videos to one device.
Using Kids A-Z to "Listen to Reading"

Using Kids A-Z to “Listen to Reading”

And still a few issues to work through:

  • We’ve started with managing the Apple IDs of our teachers, but this is proving problematic, as they can download nothing on their own. We’re curious…what do other schools do? In a conversation this weekend, another school told us their teacher Apple IDs are not managed by the school. We wondering if this is standard or how other schools have tackled this issue.
  • The storage boxes we bought from Griffin require their own short charging cable so that it is easy to close and lock the door. So, when they arrived we hadn’t realized this would be the case and now we have an ugly mess of cords to contend with inside this beautiful storage box.

Overall, I’m really happy with how things have started. We still have a long road ahead of us, but I believe that this new platform will make the road to redefining their classrooms much more smooth. While the technology is only a tool, the right tool can make all the difference.

We’re still really early in our iPad adventures. If you have any suggestions or favorite apps to share, please comment on this post!


In the past month I came across the #observeme trend. Just take a look at the movement on this hashtag on Twitter in the past couple months. Combined with my reading and thoughts on the necessary evolution of teacher evaluation, I became very interested in this movement.

After reading Robert Kaplinsky’s post about the topic, I decided that I would try it out. I only officially teach one class right now, so my opportunity to explore this idea is limited, but I wanted to give it a go.

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I believe that a teacher we need to model continuous learning and this is one way that we can learn and grow as educators. As a coach, if I’d like to encourage others to do this, I feel like I should probably walk the walk, and not just ask others to take on this challenge.

For a little background knowledge, this course is a required, semester long course for 6th graders. It is an opportunity for them to develop in their understanding of how to use their laptop to enhance and extend their learning. I have 23 students this semester and this is their first year being in a 1 to 1 environment, as this program starts in Grade 6 in our school.

When deciding on these goals, I thought a lot about the state of my class currently. I was concerned that a few students were requiring more one on one attention and preventing me from being able to circulate evenly among the full class. I would like to move away from whole class instruction and develop ways to move towards a more student-centered approach. Lastly, I’d like to push my students thinking beyond the superficial level of just using the computer and see what other deeper thoughts and ideas can surface.

With all that said, I created my first #observeme sign.


As I don’t believe feedback given to teachers should just tell us ‘good job’ or pat us on the back, I developed a form for observers to complete while in the room. I want to be able to analyze and reflect on the feedback myself instead of someone else determining the quality of the job I am doing.

Here’s the feedback form I initially developed for my goals.



Since this was new to my school, I emailed a few teachers and administrators that I knew might be able to make the time to come observe. I posted my goal sign on the door of the classroom and used a gift bag to hold the observation forms and hung it on the door handle.

I posted the sign for the two periods I taught during one week and was able to get six different people to join me in my class.

Here are my takeaways:

  • I need someone to help guide my reflection of the data I’ve collected. I mentioned Cognitive Coaching in previous posts, and this would be applicable here. I’m sort of staring at my data and struggling with my next step.
  • I paid a lot more attention to the things that were my goals when someone was in the room. I wonder if this changes over time if observers become a regular part of your teaching.
  • I was actually spending less time in one section of the room.
  • I do a lot of individual instruction compared to whole group instruction. I’d like to move this more towards student self-directed learning.
  • I’m still not sure if the feedback form I developed is how I want it. I suppose more thought and discussion is needed on this.

Moving forward, I think I’d like to narrow the focus to one or two goals for a few weeks at a time, but I need to find someone who could talk me through my thoughts post observations. Perhaps this could just be a colleague at my school who wants to work together on this…

Have you participated in the #observeme trend or have read about it? What do you think?

New Year, New Start

I always love the beginning of the school year.

flickr photo by big t 2000 (Tony Heussner) https://flickr.com/photos/big_t_2000/8330140003 shared under a Creative Commons (BY-NC-ND) license


It’s awesome to work in a job that has the sense of new beginnings each year.

Because this allows each of us to recalibrate our ideas and adjust for the new year.

This provides such hope and passion in trying again.

With that being said, I’m getting my 6th year underway at the American School of Milan.

How it is, in fact, actually my 6th year is beyond me.


This year I’m taking a more relaxed approach with my coaching of teachers. I used to set goals with everyone, write them down and write out a set of actions to accomplish those goals.

Instead, this year, I simply put an open invitation out to everyone to invite me into their classrooms, even when there is no technology involved.

flickr photo by alnicol2000 https://flickr.com/photos/27870539@N07/8539454604 shared under a Creative Commons (BY-NC) license

I’m thinking that just being there will allow me to generate ideas that might naturally fit within the classroom and hopefully allow a more natural transformation to take place.

So, we shall see. I’m satisfied with what’s happening early on and hope that it continues moving forward. Most teachers responded to my email and I’ve been in and out of classrooms over the past week. Others need just a little more nudging and I’ll continue to encourage them foward.

The Student Tech Team is also something I’m taking on as part of my role. Last year we had the skeleton of a team, but used them primarily as presenters for our Learning2 conference. The results of that, however, were not great and basically we had a lot of chaos with a big ol’ group of teenagers, which is never pretty.

One of our Student Tech Team members during the Little Bits workshop

One of our Student Tech Team members during the Little Bits workshop

This year, there is an official application process, a quick interview and a selection of team members. We’re trying to keep our team small in an effort to help organize them and our plan for the year. I’m hoping to set the standard that being part of the tech team is kinda like having a job, with responsibilities, work that needs done and expectations to be met.

I did a fair amount of research on this topic and discovered that many schools have the tech team as an official course in their curriculum. I was really surprised by this as it requires having a teacher available to supervise each set of students in the different periods. Our school, quite simply, doesn’t have the staff for that at the moment. So we’re making the best of our situation and moving forward with a small and manageable plan for the year.

Students will be asked to submit a website/app review, podcast or tech tutorial of some kind each month. I’m planning on once monthly group meeting/training sessions, quick individual check-ins to review the work they’re doing, and optional monthly sessions of fun stuff, like learning more about the workings of computers or discovering more about 3D printing, gaming and coding. They will also work a shift or two in the Help Desk, so that they can learn the ins and outs of computer repair and customer service.

I hope this sets us up to start the year out right and find success with an awesome group of excited kids!

Do you run a successful student tech team? What are your best tips? Other suggestions we might consider?



Changing Up Teacher Evaluations

As a educational technology coach teacher evaluations do not fall into my jurisdiction.

But the way evaluations are used in a school impacts my role as a coach.

And this makes it important to me.

For this reason and because I recently read Teacher self-supervision: Why teacher evaluation has failed and what we can do about it by William Powell and Ochan Kusuma-Powell and participated in a Twitter chat with the authors this topic is at the forefront of my mind. (You can look up our Twitter chat with the #teacherbookclub hashtag.)

The Powells bring to light many points worthy of consideration by every person who conducts evaluations. And they jump right out on the first page and state, “It [traditional teacher evaluations] doesn’t improve student learning; it is immensely time and energy consuming; and it destroys the culture of trust in schools” (p.7).


I feel like this drives a central point home.

How does traditional teacher evaluation impact our students’ learning in a positive manner?

I don’t think it does.

And if it doesn’t, as the Powells state, then why do schools continue to utilize such a traditional system?

Then the obvious next question is if the traditional system doesn’t work, what should we be doing instead?

Through the book and the Twitter chat, here’s what I’ve come up with.

There is a need to establish a culture of professional growth instead of a system of appraisal that causes feelings of anxiety and reduces trust.

tweet 1

Bill and Ochan “advocate for an approach to teacher professional learning that capitalizes on teacher strengths” (p.25).

As adults, most of us are aware of our strengths and weaknesses. Acknowledging those helps us set goals for our own learning.

The Powells stipulate that “we should be focused on adult learning: professional learning that is self-directed” (p. 21).

When it comes to the learning being self-directed, school administrators must expect that teachers will participate in their own professional learning (Powell, p. 17).

In addition, the book reports, “The answer to the quandary of improving learning for students lies squarely in improving learning for teachers. As a result, teachers have a sacred obligation to become architects of their own, on-going professional growth” (p. 18).

As a tech coach, I believe that this professional learning is something that I should model for our teachers. And I believe that this is something administrators should be speak to and model as well.


This is why I’ve been trying to get back into writing this blog, documenting my professional reading online, and sharing what I’m learning with our staff through emails and PD.

When designing professional development, this is something that I take into consideration. I’ve recently shared my experiences trying both speedgeeking and unconferencing instead of a traditional whole group PD approach.


I want to have our teachers leading professional development. I want them to share their learning. Sharing your knowledge with others empowers you and helps you grow and reflect on your own teaching. I think that this is a valuable piece of the teacher evaluation component.

This self-directed learning of teachers drives a new look at teacher evaluation. As teachers reflect on their learning needs, they should have meaningful conversations with the evaluator about what they’d like to focus on and how the evaluator can document and collect appropriate data. With data in hand, post-evaluation, the teacher makes her own judgment about his/her performance and the next steps moving forward.

These conversations can be meaningfully held using strategies from the Powells’ Cognitive Coaching seminars I’ve recently written about. Cognitive Coaching was developed by their mentors, Art Costa and Bob Garmston.

In this methodology, the evaluator does not pass judgment, either positive or negative. They simply gather data, listen carefully, paraphrase and offer questions that allow the teacher to continue to reflect on their observation and plan for the future.

“Praise is, after all, just as much judgment as criticism” (p. 46).

This is a change from the traditional line of thinking by most teacher evaluator approaches. According to the Powells, “The ability to refrain from evaluation and stay in the descriptive mode promotes deep shared understanding and, even more importantly, separates the observation from the person being observed” (p. 61).

This concept of feedback is written about in detail in the Powells’ book.

Speaking about feedback given to students, they write, “Teachers are often much better at providing feedback to students than they are at ensuring that students use it. Giving feedback that isn’t acted upon is arguably one of the single most wasteful uses of teacher time” (p. 65).

The same is true of feedback given from administrator to teacher.

So by changing the way administrators evaluate teachers, we can shift the dynamic between these two parties, and create a real culture of growth and learning in our schools.

This is why I believe that everyone working in schools could work on our skills at having meaningful conversations. We are often too worried about ‘playing nice’ with each other and not encouraging each other to push our thinking forward to really engage in reflection that can be an agent of change.

The same is true for me as an educational technology coach. How can I have meaningful conversations with my teachers that helps them reflect on their use of tech in the classroom? Does this have to focus just on technology or can it be more widespread across the curriculum? How do you successfully implement these ideas across your school?

Charting a new course.        flickr photo by Martin Hricko https://flickr.com/photos/martinhricko/8230723408 shared under a Creative Commons (BY) license

These are the questions I’m pondering.

And how can I take these pieces and create a concrete plan for myself, independent of the methods my school chooses to implement for evaluation?

Time to consider the next steps!


Are you a tech coach? What is your relationship like with your teachers? What are your best coaching tips?





saving our schools

I wrote this post months ago and am just now digging it out of the drafts folder…

Being a teacher today is a challenge. The diversity within each class of students is broad, the ideas of what are ‘best practices’ are seemingly limitless, and the demands of high stakes testing adds a level of pressure few are prepared to face.

Teachers are frustrated and there’s no chance they can do their best work when they feel like they’ve lost ownership of what happens each day when they step into a classroom.

But, I think I’ve been given the opportunity to see the solution.

Last summer, I completed Days 1-4 of Cognitive Coaching with Doreen Miori-Merola of Thinking Collaborative.

This methodology is designed to help teachers construct their own thoughts, reflections and planning through guided conversations with a coach.

The conversations are structured to help build reflective thinking and use that knowledge to become more effective and thoughtful in planning.

conversations. more listening. less talking.

It gives ownership of the classroom back to the teacher. When the teacher feels successful, they can attribute it to the work they have done. When the teacher identifies student growth, it can be their success. The teacher make the decisions, determined the best way to proceed and the results belong to them.

The coach is simply the guide or facilitator along the way.

The coach doesn’t provide the answers.

This concept runs in the same theory as the parable, “Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime.”

The coach can be flexible in his role and switch between collaborator, consultant and evaluator as it is needed by the teacher.

During the workshop, we practiced these conversations using the maps and tried to develop our skills at both questioning and paraphrasing throughout.

I feel like I have barely dipped my toe in the water here, but I found the four days in Genoa to be eye-opening.

I consider myself to be a pretty reflective person and I am constantly seeking ways to improve my teaching and coaching.

seeking growth and wisdom.

I’ve been trying to find a more tangible way to move our teachers from the small pieces of innovation they are bringing to their classrooms to a much larger scale version of transformation and innovation in their every day approach.

I think Cognitive Coaching is the key.

And, I’m horrified to think that this program has been around for decades and we’re still fighting against standardized tests, constantly changing curriculum, fear of change and bureaucratic BS that always gets in the way.

If every teacher received the mentoring and feedback possible through coaching, I’m convinced our classrooms would be on the path to redefinition.

And that would result in more achievement from our students.

Isn’t that the whole point?

Have you had Cognitive Coaching training? How do you use it in your school and/or job?


Conversation pic from: flickr photo by ftbester https://flickr.com/photos/fbester/57958534 shared under a Creative Commons (BY-ND) license

Flower pic from:  flickr photo by daiyaan.db https://flickr.com/photos/daiyaandb/23279986094 shared under a Creative Commons (BY) license

Changing the Way We Approach Professional Development

Lately, I have been reading a lot about adult education and the ways to make Professional Development really effective. And collecting articles in a Flipboard magazine. There are some really great articles out there!

We’ve all been there, sitting in those meetings, with our eyes rolling back in our heads, wondering why in the world we’re being forced to endure such torture. Whether someone is reading a PowerPoint to you or telling you how to use Google Docs instead of Word, we’ve all found ourselves in the position where we felt our time was being wasted.

And for a teacher, time is everything.

flickr photo by Sean MacEntee https://flickr.com/photos/smemon/5281453002 shared under a Creative Commons (BY) license

So much is asked of teachers who already have so little time.

As someone responsible for providing some professional development to our staff, I continue to look for ways to ensure that the opportunities I have are well planned to meet the needs of our staff.

I don’t want to waste anyone’s time, including my own.

I’ve read about the importance of the choice in adult learning and for them to be in control of their learning.

Earlier in the year we tried “speedgeeking” for the first time. Everyone was really happy with the experience and though it was really valuable PD. We’re planning on this happening again next year, at least twice with Technology topics, but maybe also using it with other subject areas.

One thing that makes speedgeeking great is the opportunity for our teachers to teach each other. More teachers can and should share their knowledge with others. We all think that what we’re doing is not exciting enough to share and quite simply, we’re just wrong. Each school has so many great resources within the building (the TEACHERS) that really can and should be used!

Last week, we took a page from the Learning2 playbook and offered an “un-meeting” instead of our standard faculty meeting. One of the elements of Learning2 are un-conference sessions that are determined by the participants during the conference. There is no set expert or agenda. The group that shows up determines how they will spend their time with that topic.

Our meetings are held on Wednesdays, so on Monday morning I emailed out a Google Doc with directions for adding ideas that the teachers were interested in learning about or talking about in a group. Once ideas were added, teachers could vote on the topics.

Wednesday afternoon I counted all the votes and picked 6 topics that appeared to have some interest. I assigned each topic a room.

Before heading off into the topics, we met in a large group just to discuss the overall idea of the “un-meeting.” We talked about how each group might go about getting started and what to do if no one in the group felt like an expert.

I also borrowed an idea from the Eduro learning team that Kim Cofino posted about where they asked everyone to think about the feelings you have when you are forced to learn something versus when you learn about things that you are passionate about.


I wanted to get everyone on the same page in terms of recognizing their choice in the “un-meeting.” Their choice of topic, their choice to be an active participant, their choice to be fully present.



After the meeting, we asked each group to share back some of their discussion on a Padlet so that you could see what happened in other groups and that the learning was available to those who had some other commitment.

We also did a short survey to gather some feedback.

Here’s what we learned:

feedback 1

Overall, it appears that most everyone felt their group was productive, which is good. With some of the topics that had been voted on I was a little concerned it might just be a session of complaints.

And no one wants to sit through that!

We also asked teachers to write one new thing they learned. Here are some of their responses.


I thought some of the comments were really thoughtful, in recognition of there being possibilities to explore new ideas and learn to work together more.


Since I organized the “un-meeting” it was important to me to have an understanding if my explanations and structure made sense to everyone else.


Clearly, the idea for choice did resonate with the teachers. I think that the smaller group size and informal setting was something that allowed more people to participate in a meaningful way and that made a difference in the success of the time spent.


I also asked for suggestions for improvement. Beyond the idea that the teachers would be really happy to see prosecco show up for the “un-meetings”, the most commonly mentioned thought was about following up on the content discussed. I think this is especially true because two of the meetings involved topics that affect the whole elementary, the schedule and the units of study. And it makes sense that those groups would want to know that the time they took discussing and developing ideas was heard by all and thought about in planning for next year. This is something for me to connect with our principal about and see what would be the best strategy to take those ideas and discussions into consideration.

There is also a bit of interest in there being more structure to the “un-meeting.” I think that this is something that we look to because we’re so used to having everyone tell us what to do and how to do it. We need to continue to challenge ourselves to build our own learning and find comfort in the lack of structure. This is difficult, even for me, but I think it is the path to take. For ourselves as learners, and for our students.


Has your school explored different formats of Professional Development? What strategies have you found that are effective? I’d love to hear your ideas!