NYS Testing Lemonade

I am sure that all 3-8 educators are breathing  a sigh of relief this morning. We have survived the 2 most dreaded weeks of the year, New York State Testing in ELA and Math. For the first time in many, many years of administering them, the tests are garnering attention across the state. Approximately 15% of the 1 million plus students (according to the news) scheduled to take the exams had parents who opted them out. We have been giving these exams for years. I ponder why it took until now to draw attention to anything in education. I suppose that our misguided Governor's plans to use these tests differently in the near future to evaluate teachers made it all bubble up. I only wish that the 15% of families were as motivated to speak up in the last decade as the budget crisis hit our state, eliminating programs, staff and cutting many schools to the bone for resources.

However, I keep my politics out of the classroom. I, like many informed educators and families across the state, advocate passionately through appropriate channels for change. But, in the meantime, I have a job to do. The last 2 weeks, our building executed its job with grace, class and professionalism that did not place students in the middle of the politics. There was so much to celebrate, I felt compelled to blog this morning as a positive reflection.

During the last 2 weeks....

Our middle school was blessed with the generosity of our PTSO, providing a breakfast treat and bottles of water each day.

Our Principal, Lisa Meade, prepared mini-lessons each morning that helped us all to de-stress the environment and build up students and staff. She was assisted by several teachers' contributions to the lessons, including our incredible P.E. Teacher/Coach whose contribution reminded us how important it is to get our bodies moving to activate our brains. I loved watching our students jump, squat, cheer, etc. to get day 1 of ELA testing going. They were pumped!

As adults, we ceased discussing scores, opt outs and politics. Instead, as a building, we were celebrating the work of our students. So many of us were so impressed with the efforts of our students at all grade levels EVERYDAY!!!

My greatest smiles over the last 2 weeks came from observing my students. As an 8th grade teacher in the final quarter of the year, my students are weeks away from becoming high school freshmen. This year, I am confident that our students will enjoy much success in high school. I observed them using some of the best reading and writing strategies, learned from their young, talented ELA teacher and the rest of our 8th grade teachers who instruct Common Core Curriculum. The strategies demonstrated as they tackled rigorous reading and skillful writing impressed me. They are ready for the challenges and rigor of high school.

As we ventured into week 2 of math testing, I was equally pleased. Each morning, we did warm up activities and games in homeroom while munching on breakfast treats. All of the students in my homeroom felt confident and proud of  their efforts on the math exam. They felt prepared and positive. Whatever the outcome of the tests, I tip my hat to my experienced, hard-working math colleague in team 8. Our students are heading to high school with confidence in their ability to tackle next year's Common Core Regents Exam in Integrated Algebra, a test that IS high stakes for their high school diploma. 

When our two weeks concluded, the staff in our building felt appreciated by our leader when she shared treats in the faculty room to celebrate!  Our students felt appreciated as we reminded them all of the fact that the skills we learn are NOT to pass a NYS test, but skills necessary to be successful in high school and college. After all, our school DOES NOT TEACH TO THE TEST. We teach skills that are necessary in every course in every academic setting and in life. 

So, NYS Testing lemons are thrown our way. We all continue to passionately advocate to change that process. But, in the meantime, as professionals, we kept our eye on the ball and have much to celebrate as a result. I am and always will be proud to be a middle school teacher. No Governor, politician or misguided adult in Albany will change that. The "kool-aid" that we were drinking this week was lemonade. We all eagerly return to finish our year strong, continuing to build and enhance the skills and knowledge of our students.

Positive Instead of Political

As a 26 year veteran in education, I thought that I had "seen it all." The last 7 years have been harsh with deep budget cuts and major changes that have been thrown at us by a governing body making decisions that are not based in research, experience or at times, even common sense. However, I navigate through like thousands of educators all over the state and the country.

The past few months, since the re-election of Governor Andrew Cuomo (which is mind-boggling in itself), the politicians in Albany have hurled accusations and threats at teachers that put our CHILDREN and the taxpayers in the middle of the fight. We have all seen the news, read the articles and watched social media blow up with facts AND MUCH FICTION from all kinds of sources. I am truly weary and frustrated from it all. But, I refuse to let it get the best of me!

I am fortunate to work in an incredible school that is filled with joy and professionalism. It is no accident that our Principal, Lisa Meade, was recently names SAANYS Principal of the Year, also selected to represent NYS in Washington, DC this fall. She leads and is the inspiration for us all. Our Middle School focuses on the good, the real, the students and what they need.

Make no mistake, we are passionately opposed to the reforms. We contact our politicians, sign petitions, call, even attend protests. But, it is not our focus.  Our focus is ON OUR STUDENTS.

A few events in recent weeks at CMS:

Thursday - Our annual Career Day expanded to include a College/Employment Exploration Fair! Nothing beats hearing your students exclaim, "I finally decided what I want to do in life." "That presenter was the best." "Look what the college representative showed me and gave me."  Our students were inspired by many, many adults that put this incredible activity in motion with their time. I also commend my colleagues for facilitating and insuring a meaningful day for all.

Tuesday- Positive Post It Note Day! This was a school-wide activity suggested by our Principal, inspired by a member of our PLN, 2014 Elementary Principal of the Year, Tony Sinanis. Students (and staff) wrote positive post it notes to others and shared them. It was an incredible idea executed with heart and passion by my colleagues. Watching several hundred students walk around (excitedly) sharing joy was a moment that I will never forget.

Friday - SCHOOL WIDE SURPRISE CELEBRATION for our Principal of the Year! Students sang, read poems and created cards and posters to remind her how important she is to all of us.

Daily, in my school, like many other schools, I am sure, teachers devote "free" time during lunch, planning and after school not just to help students to learn, but dealing with social and emotional crises that are typical at the middle level age of development. I am in awe of every colleague with whom I am blessed to work, as I have shared many times.

Across town in our elementary school, teachers welcomed an alumnus and active serviceman to share his military experiences. Students had sent care packages to our active service men and women at Christmas time. Last week, they put a face to the name and heard about how their packages impacted the lives of those serving. Bravo to our elementary colleagues for modeling respect and honor for those who serve our country.

In our high school, 2 different groups of students left our small town in upstate New York to travel to CHINA and EUROPE, trips that were 2 years in the making! Bravo to my colleagues who are facilitating and/or participating in these incredible experiences.

With so much to celebrate and about which to be positive, I refuse to let the current climate of using students and teachers as political pawns wear me down. I will return after break with a building full of educators who make lemonade from Albany's education lemon  laws. Most of us do not promote opting out, sabotaging the work of each other and our building. We serve breakfast, show inspirational videos and encourage our students to simply do their best, demonstrate what they have learned and what we have taught! After all, like it or not, the truth is that our teachers, Principal and building will be evaluated by the efforts of those who come to school and give us their best! (No protests, no silly cardboard Governor cutouts, no lobbying, or other attempts to modify the direction has changed the reality of the weight of these tests FOR THE ADULTS.) While I agree that the emphasis is wrong, it is reality right now that is about to become more harsh. I deal with reality the best that I know how, giving my all to my students. I am blessed with middle school educators who do the same.

I absolutely (as all educators do) respect a parent's right to opt a student out if it is in the best interest of his/her own child. There are numerous reasons to do so. But, lately, I read opting out being used by some as a political statement, once again, making students political pawns in the agendas of the adults. This a sad day for education.

To all of my hard-working educator friends in 3-8 testing, best wishes for success: all students giving their best! To all of the families around the state who send their students in each day to do their best (NO STRESS!), THANK YOU FOR SUPPORTING OUR WORK!

Happy Spring Break! Happy Easter! Happy Passover!

Failure IS an Option (Sometimes)!

Inspired by some professional reading and an educator whom I respected a great deal, I moved to a FAILURE IS NOT AN OPTION philosophy in my classroom about a decade ago. While my students and families were convinced of my commitment  to HELP them to pass and achieve, I realized that I had stifled creativity and even some fun in my classroom. I was reluctant to get off course from my plan book and my students were reluctant to venture out of the structure of my outlined lesson.
Three years ago, that changed for me (thanks to a new Lead Learner in my professional life, Principal Lisa Meade). When she set the vision for our school that included giving up on NO CHILD - EVER, I continued to commit myself to helping every student achieve his / her best in my courses. But, she modeled and encouraged the risk-taking, thinking outside of the box, TRUE differentiation (not the buzz word that we have kicked around for decades) and much more. I feel that I unleashed the beast in my classroom. Some days, it is chaos, a little loud and tough to manage with everyone on different tasks. (I still am adjusting to this component of the beast.) But, what I have observed is my students  taking risks everyday as I do the same right along side of them. We try. We fail, laugh, learn and go back to the drawing board. When technology does not work, we brainstorm ways around it. I allow them to lead me more often than I ever thought possible. I love my classroom and my students. I have reflected and even blogged about this many times.

Just about the time that I started rewriting my game plan as a teacher, I must have done the same thing (unknowingly) as a parent. It is with much pride that I share that my son, Mike, has become a risk-taker, driven to do his best, the kind of kid that I always dreamed of raising with my husband. In 7th grade, when he first tried out for Select Chorus and did not make it, I was more devastated than he was. I had rarely (if ever) taken a risk on something that I was not sure that I could achieve. I was sure that I had passed this (weakness?) on to my son. He took the setback in stride (understanding that his voice was changing and it was not his time). I was flabbergasted when he tried out again, in 8th grade, and made it. His 8th grade Select Chorus experience was one the best in his entire educational career to date. HE TOOK THE RISK and achieved his goal.
As he entered high school this year, he has taken many risks socially, academically and athletically. One big risk that he took was trying out for the high school basketball team. Mike's talent and interest has been in baseball since he was old enough to swing a bat. His interest in soccer soon followed. He was never interested in basketball and was about to try out for a team in his large high school (290 students in his grade alone). I wanted to scream, "NO! Don't do it!" My only interest was to protect him from being hurt when he got cut. While I never verbalized the words, my son is quite perceptive. He told us, "It is okay if I do not make it. I will try something different to stay active this winter." With that attitude, he tried out and made the team! We did not expect him to play much (as he had nothing more than a few open gym sessions before tryouts to learn the game). But, in each game, he has played more and looked a little more natural on the court. BEST OF ALL - he is loving the team and coach, learning the game and enjoying every minute. He is active 6 days a week and happy because HE TOOK THE RISK.
The greatest risk that I have ever seen my son take was this past week in Florida. Mike has had much success as a baseball player, success that earned him many invites to events around the country. This past summer, we researched and accepted an invitation to a college showcase event in Florida for baseball. We planned our family vacation to Florida around this baseball experience. As I watched his excitement grow, I grew weary, fearing that he would become nervous when surrounded by upperclassmen from all over the country with much talent, faster and more successful.
Instead, our family enjoyed an incredible experience that has now made me even more in awe of our son than ever. I watched him suit up and step on the field among 500 high school athletes (the second youngest in the group). While the beginning of his first day had a few bumps, his determination never wavered. We observed him laughing with new teammates, working hard and interacting with many adults of different roles that are typical of a college showcase. He was not the least bit intimidated by the stars of the event, but impressed and inspired by them. He stepped to the plate with confidence and batted .500 in 3 games while facing the best pitching in his young life (80-90 mph). He had a great pitching outing. Although his velocity did not come close to his competitors', he pitched 2 scoreless innings, giving up only one hit. He had great pick off plays from the mound that had his teammates, coach and umpire congratulating him.
The best moment of the experience for us came as we enjoyed a leisurely drive and dinner. I discovered the SCOUTS' notes/blog on the event showcase that gave Mike a shout out for his success that day. WOW!!! My young 14 year old was recognized among some of the best players around (ages 15-18). We were all ecstatic. This was much more than we were expecting from this first event.
As the final day wound down with some fun activities, I continued to observe Mike, chatting, laughing and making new friends at every turn, in his glory. I wondered, "How did he get so brave? I could NEVER HAVE DONE THIS!" I kept snapping photos knowing that every image would be deeply entrenched in my mind.
I have to conclude that my new risk-taking in my professional life has carried over to my personal life. My goal at school is always to create a safe environment where students can try, fail, learn, move forward, express and be themselves. During this vacation, I was pleased to learn that I have done the same for my son. PROUD BASEBALL MOM in the house!!

NOT YET!

One of my favorite professional pastimes is participating in one of the many Twitter chats, #satchat (7:30 on Saturday mornings!!). This morning's topic was about individual learning needs. As I read, responded and Tweeted, I was reflecting on some magic in my own classroom this week.
For years, I thought that I was a kind and generous teacher, allowing students to correct tests and raise their grades. However, the work of Rick Wormeli in his book,  Fair Isn't Always Equal  (Stenhouse Publishers, 2006) rocked my world, especially when I participated in a Skype call with Mr. Wormeli and our Shared-Decision-Making Team. He very bluntly cited evidence that informed me that test corrections have little impact on learning, on acquiring skills and content. He passionately shared his philosophy for test re-takes. Despite my trepidation about creating a management nightmare, I began to offer re-takes last year in my 8th grade foreign language classes. This year, I have begun to promote that idea with students, hoping that they would develop a desire to improve their learning and demonstration of skills. This summer, as I tweaked that philosophy, I thought to myself, "Am I dreaming? Will they really care enough to re-take? Will I have to require? Contact parents?"
                                             .
What happened this past week amazed me. My goal was to get students who did not pass to re-take. Instead, numerous students requested re-takes. My requirement was evidence that they practiced outside of class or that they see me for help. My students flooded my email and my desk with their evidence. All week long, students came in at different times to re-take the test to improve scores, many of them not originally failing. Friday afternoon, instead of going to our PM homeroom recess, students filled my room with their desire to re-take the assessment (on-line in Conjuguemos.com) because I had announced that it was the last day to do so. We had moved on to the next unit and it was time to tie it up. I was overwhelmed by the interest to do so!

What I witnessed and wished that I could have captured in images beyond those etched in my mind forever was students celebrating their success. (The Conjuguemos app grades the test and shows students the correct answers immediately upon submission.) Some students improved 10 points, some 40. Some went from failing to passing, others to mastery, as that was THEIR GOAL. I received high fives, observed big smiles and fist pumps. After a long, exhausting week personally and professionally, there was no better high on which to end than the vision of my self-directed learners learning at their own pace, achieving their individual learning goals

Did everyone achieve the goal of improving? No. I am struck by 2 students who approached me at the end of the period. "I know that you said today was the last day. But, I had no time to do extra practice this week. Is there any chance I could work at it this weekend and try again?" HOW COULD I DECLINE? The second student, "I just do not do well at the computer testing. Can I do a paper test instead?" HOW COULD I DECLINE??? Of course, I agreed to both requests.

I am not sure exactly how I arrived at the great moments of re-takes this week (too many great individual stories to share here). This weekend, I celebrate that I have learned how to allow students to learn at their own pace, WHEN THEY ARE READY. Many were not ready - YET! But, they chose to go back and work harder, to take CONTROL OF THEIR OWN learning, and mastered content that, in my previous years of teaching, would not have happened.

I have to remind myself that students learn at different rates, in different ways. If they feel respected, valued and ENCOURAGED to work hard, MOST or ALL WILL.

So inspired by my students...I might even share this blog with them.
Believe in the NOT YET...and you might be surprised what you get!!!
                                          

NO MORE SECRETS! TELL YOUR STORY!

What is happening in your school district? In your building? In your classroom? Are you shouting it from the rooftops? Why not? Last year, I had the privilege of attending an inspiring conference with my boss and a colleague: Digital Leadership. I left motivated to be more courageous and do more sharing.

It was at this conference that I clearly began to understand the concept of BRANDING: Telling your school's story, thanks to keynote speaker, Eric Sheninger and workshop presenter, Tony Sinanis. These men are courageous pioneers and school leaders in education. They planted the seeds that have turned me into a great publicist for my school community. I recently finished a great read: The Power of Branding (Corwin, 2014) by school district leaders Tony Sinanis and Joe Sanfelippo, PhD.  THE MESSAGE: YOU MUST TELL YOUR STORY!  If not you, then who? You (we) are the educators deeply entrenched in the classrooms, on the fields and on the courts! Share the great events, pictures and anecdotes that make your school special. Still struggling with the concept, I asked the question, "How do you respond to the critics who say you are bragging?"  The response was simple: "Keep the focus on what your STUDENTS are doing. Share for them and their families." As we say on Twitter, BOOM!!! There it is!

  

For one crazy year in our district, I was appointed as our district's first Instructional Technologist. I was deeply entrenched in earning my administrative degree and learning the power of technology as an educational tool. It seemed like a great fit. However, what I did not anticipate was the overwhelming response from my colleagues for support, research, ideas and even going into the classroom to co-teach lessons with them to quell the fear of technology failing. It was a rewarding experience! However, my primary role as middle school foreign language teacher, and my many other hats that I wear (Grade 8 Team Leader, Foreign Language Dept. Chair, APPR Team, PDP Team, Curriculum Council, etc.) suffered. It was apparent that I could not continue in what I viewed as a critical role for our district and do it as well as it needed to be done.

However, I am proudest of one initiative in my short-lived role that was my own that continues to flourish today: our school district Facebook Fan Page. Inspired by the only district fan page around at that time, Queensbury Union Free School District (my home district), I met with the Queensbury Director of Technology, Matt Hladun, who coached me through launching a page. I was fortunate to have a great administrative team in my district who saw the potential of improving communication with our community and allowed me to move forward. The page caught on like wild fire. It is visited by Facebook users and linked to our home page for non-FB users. As the administrator of the page, I receive the weekly data that reports as many as 10, 000 views for a given week for this tool. BOOM!!

Our Facebook page is dynamic and enriched by the love of our school district! I am connected (via Facebook and personal relationships that span 18 years as a faculty member). Throughout my 18 years, I have attended community events (parades, fundraisers, etc.) and school activities in 3 buildings. We do amazing work as a school and community. It was time that we share for everyone we know and celebrate. Thank you to all of my colleagues, friends, co-workers and community members who share with me for the purpose of making our page dynamic and a significant source of communication. I have taken great pride in maintaining and sustaining the page (as a volunteer for the last 5 years) and have appreciated the feedback from many.

As the Facebook page continued to thrive as a district branding tool, I learned about the power of Twitter. I confess, had it not been for the relentless encouraging (nudging?) of my Principal and role model, Lisa Meade, I might not have found my way back to my defunct Twitter account. Twitter has rocked my professional (and personal) world in ways too numerous to share in this blog. In a nutshell, I have become connected to learners all over the world with on-demand professional development and support that has significantly contributed to my role as an educator. I have discovered the value of a PLN (professional or personal learning network), a group of educators who help me to sustain my energy and inspire me with new ideas daily. I am blessed.

This year, Twitter has also become another tool of TELLING OUR SCHOOL'S STORY - BRANDING IT! We now have our own hashtag (#CorinthMSPBIS) where I Tweet often and value reading the Tweets of my Principal and colleagues!  Even some students started Tweeting this year! We share the snapshots of what makes our school an incredible learning environment. Shout outs to colleagues who are providing exceptional learning experiences for our students are also part of my branding. Is it making an impact, you might wonder? YES! We are building community and modeling responsible social media use for our students and community. The positive impact on school culture is amazing!

Examples of success: One of my students returned to afternoon homeroom recently and asked if I had Tweeted the pictures from our Project Based Learning Technology debate yet (2 periods earlier). He could not wait to see them! Another young lady thanked me for Tweeting pictures from their modified field hockey! Last spring, the Boys Varsity Baseball team, while giving me updates of their success to share on Facebook, suggested that I follow some sports writers on Twitter to read blogs and other highlights of their season. YES! Our students use Twitter!

We live in challenging and turbulent times where educators and our educational system is under a microscope and the recipient of harsh criticism. Mandates from the state and federal government (testing, common core learning standards, APPR to name a few) are causing many to lose faith in our schools and our profession. While we navigate what we must, challenge and advocate to our politicians who are ill-equipped to deliver such directives, I encourage you to focus on the positive. Exceptional, creative, incredible teaching and learning is happening in everyone's schools, despite the current climate in education. SHOUT IT FROM THE ROOFTOPS! BRAND YOUR DISTRICT -SCHOOL - GRADE LEVEL - AND CLASSROOM!! Tell your story! Share your students' stories! Give our students, families and colleagues reason to celebrate all that we do!!

How do you get started? Please read Tony and Joe's book (information above). It is a how-to manual with ideas, evidence and answers! The Corwin  connected learning books are incredible tools for educators. They are short, easy reads for those of us with little time focused on specific topics of interest. Each one that I have read has impacted some part of my life as an educator. Check them out!

My WOW Factors this WEEK!

A 50 minute car ride to Schenectady this morning provided me with an opportunity to reflect on a terrific week. Facebook friends know that our family celebrated much this week with our son, Mike (14 year old freshman). His terrific report card, a big indoor travel soccer game and making the high school basketball team after never having played a single game were some of the highlights this week for the Sianos. My husband and I are sometimes in awe of our son. His courage, risk-taking and outlook on new challenges amaze us both. We have much for which to be grateful!

As I enjoyed the beautiful sunshine on my ride down the Adirondack Northway, flashes of great moments at school played in my head. I felt compelled to share. I am inspired by the work of Tony Sinanis and Joseph Sanfelippo entitled: The Power of Branding. (Future blog coming on that topic, as I just finished their insightful book!) They remind me how important it is to tell my school's story.

Anyone who knows me in any capacity knows that I love my school and my job as a classroom educator, as I often share/post/tout! Reflecting on a Visible Learning workshop this week with Dr. Peter DeWitt, I am reminded that it is important to be explicit and cite evidence when sharing. So, here are a few snapshots from my week that demonstrate why I LOVE where and with whom I work.

Observation/Participation:
Google Hang Out (video call) with Jasper Fox, facilitated by my incredible leader, Lisa Meade. I was excited to take away a few new ideas to tweak my flipped learning mantra in my classroom. However, I was even more jazzed to participate in the call with several middle school colleagues interested in starting or kicking up their versions of flipped learning. We now have created a support network in-house to take this concept to new levels, thanks to that experience. WOW!

Conversation at our team 8 meeting:
"I would love to hold my own lunch bunch to address specific skills for certain learners. Would anyone help me out once in a while by covering my recess duty?"  Before I can open my own mouth, 3 team 8 colleagues responded, "Sure, just let me know." "I would be glad to help." "No problem. Tell me when!"  WOW, again! 

Conversation at our team 8 meeting:
"I am at a loss at how to get a few minutes with this student to retrain and sustain our PBIS behaviors in the classroom due to his schedule." Before I can interject, another colleague responds, "I can cover your 20 minute PM homeroom to free you up. " Wow, again!

Observation:
I witness our incredible guidance counselor shaking the hand of a student who has a behavior plan that we are executing on our team to get him back on track. He congratulates him on his success for several weeks. Student posture changes: He lifts his head, puts his shoulders back and makes eye contact with said counselor. He was truly impacted by the gesture and the words, a student with whom we are working hard to sustain the improvements. Bravo, CC! 

Observation:
Team 8 chooses to give all students extra recess Friday afternoon in PM homeroom, as all work is up-to-date for students. I observe my colleagues on team 8 playing in the GaGa ball pit with students, playing a modified lacrosse game with students, chatting with students. I start snapping pictures with my phone to remember how great it felt/feels to work with such a talented group of educators, using our PM homeroom to CONNECT with students! WOW!

Quote from a team 8 colleague; "I really like this group of students. They are a great class." (This is group has had some challenges, as a whole, along the way. Our mission as a team was/is to give them the best final year of middle school possible.) WOW!

Observation:
Student issue arises at dismissal on Friday. As we hold the buses, I observe (and participate with) no less than 7 staff members (teachers, teaching assistant, counselor and secretary)who stop everything that they are doing to help resolve the issue. Resolved! WOW!

Conversation:
Walking out the door on Friday afternoon, a colleague shares her plans to purchase a winter coat for one of our 8th graders because she learned that she is in need. We discuss size and possible cost, as there is not one available for her in our NEW "closet" filled with donations from staff and community members created by one of our counselors.  (WOW and WOW!)


Finally, my own special moment to share. I make an effort to give "shout outs" to colleagues whenever possible via Facebook and Twitter, celebrating what they do for our students, TELLING/BRANDING OUR STORY, as educators. This week, I had the joy of being on the receiving end of a shout from a colleague on Facebook: "Had a student today tell me you are her favorite teacher... And not because she loves Spanish, but because you are positive, upbeat and kind!!!"
This statement had a profound impact on me. I do not know to whom she is referring, nor will I ask. Our school respects the confidentiality of our students. But, I know that our school social worker meets with students in need, students with issues. Reading that I was seen in this light by a student who might need a kind, positive, upbeat adult in her life was my HOMERUN for the 2014-15 school year. (I had to sneak a baseball metaphor in here somewhere.)  Connecting with students, creating relationships and an environment where they feel loved and safe is more important than anything we do (and cannot be measured by APPR, CCLS, assessments or anything else that is required of us, as educators).

I am privileged to work at my school (Corinth Middle School) and with some of the most amazing educators and staff members around. The "Polyanna" in me hopes that every school is filled with experiences like the ones that I had this week. One thing is for sure, PEOPLE make the difference. A big shout out to EVERYONE with whom I work, especially TEAM 8!! ROCK STARS! WOW!!

High on EdCamp...Two Weeks Later!

On October 25, 2014, the first ever EdCampUNY was held at Queensbury High School. Not only did I attend, but I was one of the organizers. The irony is/was, I had never attended an Edcamp (a brilliant new movement in professional development, an un-conference). I believe that the EdCampUNY experience was the catalyst that I needed to re-energize and rejuvenate me professionally and personally this school year!!

One of the highlights of that weekend was connecting in person with my PLN (professional/personal learning network). I have been privileged to have connected with some incredible professionals in the field of education, among them a small, tight group that coordinated this day. Thanks to my Principal, Lisa Meade, I raised my Twitter account from the dead and started connecting with like-minded people. What I cherished about my PLN that weekend (and always), is that I realized that they are all JUST LIKE ME in many ways. They are hard-working adults with husbands, wives and partners. They have families who count on them, whether it be parents, children or siblings. Friday night, as we met at the venue to set up and shared a meal together, I was in awe of all of them. And, I realized, that we were all so alike in the most important way: we are CONNECTED LEARNERS. We seek out inspiration, collaboration and support for our passion/calling: education. We make time for all of the aforementioned important parts of our lives AND our profession, being or helping others to be the best. My new friends have become an important part of my life, probably more than they know. I want to give a special shout out to Lisa Meade, Peter DeWitt, Christina Luce, Vicki Vissar/Day and Tim Dawkins.

Highlights from our first EdCampUNY include expanding my PLN to include new friends to celebrate: Doug Manion, Ross Cooper, Matt Hladun and Jon Harper (who is one of my inspirations to blog after that weekend!) I was also thrilled to see some district colleagues in attendance. Another great moment was sharing the EdCampUNY experience with 2 of my 8th grade teammates, Rich Starace and Drew McEvoy. We attended a session together that inspired the 3 of us to use GOOGLE CLASSROOM with our students.

In addition, I was drafted/coaxed by my friend, Christina Luce, to facilitate a discussion on Twitter. I was reluctant, as my strength is not winging it, nor am I a Twitter expert. But, once in the moment, I LOVED IT. (THANK YOU, CHRISTINA!) We sat together in a room full of professionals seeking great discussion on Twitter (and other social media). It was so empowering to share experiences and help others to navigate their new goals. I realized at that moment, I AM PROUD OF and COMMITTED TO branding my school/district/classroom. It was an AHA moment that will be a subject of a future blog!!

In the 2 weeks that followed EdCampUNY, I find myself focusing on the positive, working around any obstacles and negativity, inspired to set/reach new goals as an educator. I look forward to my next edcamp (EdCampCNY this summer), and even more importantly, staying a CONNECTED LEARNER. I believe in EVERY ONE of my students and colleagues, and will reach out to my PLN for continued inspiration. (I just finished my 5th Twitter chat in 8 days! My mind is overflowing with great ideas!)
To quote a friend, "THE VIRTUAL IS INDEED REAL." Get connected! Make new friends! Access a circle of support as needed/when it fits your busy life!!