The last month of the school year is usually filled with one activity after another. Students and adults can begin to feel anxious about the impending end of the academic year. While it’s great to break from the normal curriculum, teachers still need to incorporate classroom structure.

Somewhere along the line, some students and teachers began thinking that learning ends when state assessments have been completed. I’m not sure where this originated, but it’s a dangerous practice. I’m not saying that there should not be any fun days to end the school year, but there needs to be structure. How do we find a balance?

The weeks after assessments is a time for teachers and students to take a collective sigh. The key to keeping things from getting out of control is planning. Classroom procedures that have been in place all school year should not be abandoned.

One idea is to check the curriculum of the grade level that students will matriculate to the next school year. What will students learn at the beginning of the next year? This could be a no stress way to teach new content. Will students remember what they learned when school starts the next year? Some of them might, but it’s still a way to keep learning happening.

Secondly is project based learning. Students can use previously learned skills in a practical way. Students working together in groups to produce a product provides motivation to be an active participant in learning.

Lastly, are all of the fun things planned to end the school year. Field trips, awards days, and field day activities could keep students excited about their remaining school days. These are just a few ideas.

I am in no way minimizing the challenge of keeping students engaged through the end of the school year. Doing things that students enjoy while ensuring that procedures are still followed can help teachers keep their sanity. This can be an enjoyable time of the year if you keep the proper perspective and plan accordingly.

There’s a long standing joke in the education community that when a teacher decides to pursue a path into administration that their “crossing over to the dark side”. I know you’ve probably heard this countless times. Why is this the perception? Why the division between teachers and school leaders?

Teachers sometimes feel as though no one understands their plight. “Students are not progressing enough, there’s not enough time to plan, too many meetings, too much paperwork” etc. Yes, these things are sometimes true. Sometimes the demands may cause some teachers to doubt if their school leadership team truly has their backs.

There are decisions that are made in which teachers have very little insight. These decisions could possibly erode the relationship between teachers and administrators. It is sometimes hard for teachers to give their school administrators the benefit of the doubt.

Because teachers are not privy to some information, they have a hard time understanding why decisions are made. Their concern is how does this affect my classroom and my ability to do my job. This can lead to unfair assessments of what they think is happening versus what is actually occurring.

Part of the burden of leadership is seeing the entire picture. Administrators have to think of how decisions and school district policy affect everyone on their campus. To keep teachers from making assumptions, leaders must share as much as they can with their staff about decisions that are made. Sharing with your staff allows time to process and to figure out how implementation will look on your campus.

One of the main ingredients in a solid working relationship is communication. The other main ingredient is trust. Without these two components it is hard for any organization to be successful. Good administrators strive to build relationships and communicate effectively with staff members.

I believe there may always be thoughts of separation between administrators and teachers. If both parties are working on behalf of doing what’s best for students, then the rift could be resolved. Open communication and being on the same mission brings a level of understanding. Education has enough outside detractors, we need to make sure that we work together internally for the sake of our students.

Every aspect of our lives can be tied to relationships. From birth, we begin establishing relationships. Relationships are at the root of it all. Our relationship with people, food, money, all affect who we are.

In the world of education, relationships are the currency that shape a school’s culture. The relationship that administrators have with teachers, parents, and staff, the relationship that teachers have with students and their fellow teachers, and the school’s relationship with the community, all work hand in hand. The quality of these relationships determine a school’s ability to be successful.

Administrators set the tone for their campus. The ability to establish a positive relationship with teachers and other staff members is crucial. When teachers and staff members feel important and valued there is a ripple effect on their effort in the classroom and around campus. Showing genuine interest in the well being of the adults in the beginning models an expectation for the students.

Teachers set the tone for their classrooms. How do students feel when they are in class? Is the environment nurturing? Can the student be free to explore and make mistakes without the fear of embarrassment? The way students are treated has a direct effect on their achievement.

Staff peer relationships should be respectful. Is there a true spirit of collaboration? Can teachers hold each other accountable in a respectful way? Teacher’s interactions with each other should model the expectation for students. Students can tell when staff members do not like each other. I am in no way saying that you have to like everyone you work with, but there should be respect shown especially in the presence of students.

Creating an atmosphere where the community feels they are a part of your school can be helpful. Newsletters and inviting volunteers to campus builds your school culture. The relationship between your school and the community is a vital one. Parent and community support can be beneficial for all parties involved.

The relationships that are formed in a school community can either push a school to higher heights or pull the learning environment into a low place. Taking time to build positive relationships is well worth the time and effort. Have that conversation with a person in your building you don’t usually talk with. Reach out to that parent that can sometimes be difficult. Relationships are the bedrock of everything that we do.

All things come to an end. Sometimes, what you think is a good place to be in is not where you should be. In order to get to where you want to be you have to do things that push you out of your comfort zone. I have a few thoughts to share about professional growth.

When we have been doing something for a long time there’s a certain level of comfort that we gain. This can apply to daily routines, activities that we participate in, or foods that we like. Comfort in the pattern of life is not necessarily a bad thing. When it comes to your career, this could be detrimental.

Most people have a desire to do more when it comes to their careers. There’s a longing for promotion that one can have. If you have worked in a place for a while, there could be hesitancy to make a change. Sometimes change is necessary for your growth.

In education, there is a lot of competition for a small pool of positions. In some instances, the position that one may be seeking is not available in their district. School districts can be very particular about who they want to fill certain positions. There is often a hiring profile for openings.

During my career I have experienced success when stepping out of my comfort zone. I worked in one school district for fifteen years. During that time I developed relationships with people at every level. I tried for several years to advance my career, to no avail. I thought my connections, experience, and commitment to the district would help.

I finally started applying for districts and positions outside of my normal travels. While unnerving, it was also exciting. The possibility of a new start and new connections fueled me.

The courage to step out on faith has made a huge difference in my career. I truly believe that if I would have stayed in the same situation I would not be as far along in my career as I am currently. Then again, maybe I would. Who’s to say?

We often hear that a person is “not the right fit” for certain schools. This could absolutely be the case in some instances. You never know until you truly get to know a person . In the hiring process, district personnel go with their feelings and what they think they know about a person from an interview.

When it comes down to it, we all seek growth. If you feel that you are not growing where you are, seek other opportunities. You should not let your fear of change keep you from taking a chance. Sometimes, you truly have to go to grow.

Every business has a way to quantify how they are doing. The amount of revenue generated tells them exactly where they stand. Too often in education we do not use the right measures to truly know if we are helping students to learn and grow. There is value in being data driven.

District assessments, campus developed assessments, exit tickets, and informal assessments all paint a picture of what is happening in our schools. These are just a few examples of data that is generated. We can take this valuable information and use it our benefit.

Data does not have to be a dirty word. We should view assessment scores as a way to let us know exactly where we stand. Scores should also not be a secret to students. Teachers should help students to track their progress.

After any assessment, teachers should spend some time analyzing student results. Information can be broken down by standard or item type. Students can be given a data tracking sheet for their scores. When students know what they need to work on they can focus on improvement.

Assessment results can also help with small group instruction. The data gives teachers evidence of what students need more work on. No, this is not a way to group students into high, mid or low rankings. This is a way to group students by their areas of need.

Attendance data is another factor that affects student performance. Finding trends and other factors that sway attendance is a part of campus improvement. We could also look into how teacher attendance affects achievement.

Taking time to analyze data can have positive effects for teachers and schools as a whole. Your schools data is a starting point for developing an action plan for school improvement. There’s a lot of ways for us to look at things but numbers don’t lie.

No matter the situation we will always have incidents that lead to disciplinary action being taken in our schools. Even the highest performing campuses are not devoid of kids being kids. How do we respond when students misbehave? How can we ensure that we discipline students with dignity?

Discipline comes from the Latin word disciplina,which means instruction and training. Discipulus, another form of the word is the source of the word disciple or pupil. Oftentimes in our schools we are not being true to the origin of discipline.

There have been many programs and books written about discipline. Two of the latest programs in schools are Capturing Kids Hearts and Restorative Practices. Both programs are centered around relationships.

There is always a reason for student misbehavior. It may be a rough start to the morning with a parent yelling at the student, a lack of sleep from the night before, or anxiety because of struggles learning the material being taught. Misbehavior could also be from a lack of engagement. The content being taught could be uninteresting or poorly delivered.

Whatever the source of the behavior, we as educators are tasked with trying to figure out how to best help our students. Sometimes this requires a student to be removed from class. Other times the student can be redirected with a quick conversation with their teacher. Either way we have to sharpen our tools of engaging students to discuss what is causing them to act out.

The first question I ask students when I see them in my office is “What happened?” Usually students are upfront about the incident, but sometimes I get the response “I don’t know.” My next question is usually “What were you supposed to be doing?” Followed by “Why weren’t you doing it what you were asked?”

During the course of the conversation I am able to gauge what’s going on with the student and offer guidance. I often ask students to tell me how they could have handled the situation differently? We come up with strategies that could be used to help them respond differently should they encounter the same problem. Kids are kids and they need repeated reminders and opportunities to learn.

In most instances students are ready to return to class and continue their day. Sometimes the incident that occurred in class is more serious and requires that the student be removed. Even in those instances a conversation is required. A student that was angry and disruptive will of course need time to calm down. Once the student is calm there can usually be a conversation about the correct response.

Before a student goes back to class, especially if they have been removed, there should be a reentry plan. If possible, a conversation with the classroom teacher about expectations would help. This could also be an opportunity for the student to share their thoughts.

I know that teachers question why students are brought back to class after an incident. Students are on campus to learn and what they need to learn often cannot occur in an administrators office. If the student had articulated what caused their actions and they are now ready to learn, they should be welcomed back into class, within reason.

Out of school suspensions, while sometimes necessary, should be a last resort. The goal should always be for students to get as much instruction as possible. That’s hard to do when a student is always out of class for disciplinary reasons.

School funding is being debated across the country right now. Several points of contention are being discussed including teacher pay and school vouchers. Public schools are facing scrutiny for many factors that have been brought on by the pandemic. What can be done to paint a true picture of the value of public education?

The news outlets and social media networks are ripe with negative stories involving schools or educators that have made poor choices. It seems like a weekly occurrence. There are some positive stories about the great things that are happening in public schools, but the negativity screams far louder than the positivity.

Private and charter schools are not held to the same standards as public schools. This gives them more flexibility in the types of programs that can be offered to students. This is an attractive incentive for parents. These schools also accept the students that they want to accept. There are some charter school networks that are doing the right thing by students, but this is not the norm.

Politicians are now pushing for so called school choice, which includes vouchers that would take money away from school funding. I’m all for parents doing what’s best for their children, but there needs to be some truth shared about charter and private schools. These schools are not always what they portray themselves to be.

If you have a student that is motivated to learn, private and charter schools will gladly accept them. If you have a student that requires special education services, often there are no programs for them in private and charter schools. If a student presents any behavioral issues, they will be quickly sent away from most of these schools.

Public schools are not allowed to turn any students away. That is why there are programs in place to support learning for all students. This is also why some schools do not perform as well as others. We all know the reasons that surround why some schools perform better than others, so I will not get into specifics.

So, here we are. There are some things that we can do as a community of educators to shine a light on the great things that are occurring in public schools. We have to be our own advocates if we want to see things turn around.

School social media accounts are a solid place to start. We must show our communities what goes on in our schools on a daily basis. School newsletters could also be used to showcase our students. Volunteers could be called upon to give a helping hand on our campuses. There also needs to be communication with state representatives to voice our stance on the future of our schools.

Teacher pay has always been a sore spot for educators. Teachers wear many hats throughout a school day and deserve much more respect than they get. Is anybody ever paid what they truly deserve to be paid? No, but we can definitely do better to show teachers that their work is valued. I believe that lawmakers should have to spend at least one full day in a public school monthly. This would provide some much needed perspective that would help improve school funding. That’s just my thinking.

As educators, we have to hold ourselves to a higher standard. Our conduct has to be impeccable to help change the negative impact of things that are happening surrounding public education. Parents and students deserve to attend schools that they can be proud of.

I truly believe that the public education system is the best place for our students. We have to stand together to create environments for our students to thrive. Will things ever be perfect? No, but we can certainly help them to be better.

Special Education is another topic that everyone seems to have strong opinions about. How are we identifying students to receive services? Are we over identifying students for Special Education? How doe we combat the stigma of students who receive Special Education services? What is the path forward?

Can we first address how we talk about students that receive Special Education services? These students are not Special Education students, they are General Education students that receive Special Education services. This shift in the way we name or group students is a good start to changing narratives surrounding SPED.

Many parents are hesitant to have their child receive Special Education services because of what they know or remember SPED to be. Most don’t realize the changes that have been made to better serve and de-stigmatize students that need to receive services. We, as educators, are tasked with helping realize how Special Education services can be beneficial for their student.

If you work in education, then you know that students can receive services in different ways. In most cases, students can receive services without being pulled from the General Education class setting. Sometimes students are pulled into a Special Education setting to receive some services. This is very different from the way it used to be, when students would spend the entire day in the Special Education setting. There are still some cases where a student would function best in the Special Education setting and not in General Education.

Identifying students to receive Special Education services can be a sensitive situation. There are several factors that need to be considered. The biggest factor should be, if Special Education is the right option to best serve the students needs.

Recently there have been efforts made to help with the issue of over identifying students to receive Special Education services. The focus on the RTI/MTSS process proves to be beneficial. This process helps to weed out possible issues affecting student performance. A committee discusses the student’s performance and recommendations to help the student to be successful.

Strong tier I instruction, trying ways to support students that are struggling, communicating with the team that works with the student, and also communicating with parents can help with the process. Can the student achieve better when given certain accommodations? Is there an undiagnosed disability?

As educators it is our responsibility to educate all students. We must make sure that our classrooms provide an equitable experience. We also must remember to check our own biases when working with students. Every student deserves the opportunity to receive a first class educational experience.

I served as a Math teacher for fourteen years. One thing that has always been an issue is the Math curriculum. There are several standards to cover while also trying to stick with a pacing guide. This is a struggle across the country.

I have always said that the Math curriculum was a mile wide and an inch deep. There’s a lot that teachers are expected to teach, but not a lot of time to really dig deeper into the content. How could Math instruction be different if we were to seriously take a look at the standards that needed to be taught in more detail and those that are not as essential.

The work begins by first deciding what students absolutely need to know for their grade level. Are there certain standards that are easier to teach than others? Another thing to consider is the blueprint for state assessments. Traditionally, what standards are most used on state assessments and what standards support student learning for them?

Next, work needs to be done looking at the curriculum and the pacing guide. How much time needs to be dedicated to those standards that are more difficult and assessed often? This would take a committee of people dedicated to truly making the curriculum better.

The ultimate goal is to make Math curriculums better for teachers and students. Both teachers and students need more time to get into some standards. Just think of the learning and creativity that could take place if teachers were given the time to really teach a concept with depth and complexity.

We could begin to see student achievement increase and also teacher efficacy increase. When students are confident in their knowledge it could lead into them being successful and more willing to take risks in their learning of other topics. Taking time to make improvements could change Math instruction for the better.

School choice is a hot topic right now. I have some very strong opinions that I will not share in this space. The idea of public education is to help produce a future of productive and innovative people that will help push our society forward. Can we honestly say this is happening right now?

We all know that as students get older, school is no longer as fun for them as it was in lower grades. The work is harder and a lot of times not as engaging as it should be. Does it have to be this way? My short answer is no. What happens as students matriculate?

I feel that the harder the work gets, the less creativity is used to engage our students. Their creativity is stifled by a need to get through the curriculum. Think about your classroom or your campus, do students and teachers behave as though they are genuinely happy to be there?

There are so many things that are on teachers’ plates right now that they are sometimes overwhelmed. What if they were given the latitude to create and explore the curriculum? What effect would that have on our students? How would this approach improve our schools?

Think about your present campus or classroom, would you want your child to be a student in your classroom or school? Some people would say yes, while others may be on the fence. If you are not sure, what are some things that would need to change for you to say yes?

Schools should be a place where students feel safe. The work that students complete should be both challenging and engaging. Their teachers should have lessons and activities prepared to immerse students in learning. Administrators should be supporting the efforts of the teachers and engaging with parents.

Every day is an opportunity to do what’s right for kids. Yes, there are things that have to be done, but as educators you have the choice as to how the work can be accomplished. Teaching is an art form. What will you do with the canvas that is presented?

Yes, student behavior can be a challenge. Unfortunately, we can’t pick and choose who we are going to educate. It’s up to us to try to find ways to engage all students.

As with anything, there are pockets of excellence. There are some teachers whose classrooms you would love for your student to be in. How can we expand this work throughout an entire campus, school district, or state? I believe that teachers can do this if supported and encouraged. Will you challenge yourself to be the change?