North Dakota English Teacher Needed!

I received this e-mail earlier today from Candy Lemer of Velva, ND.

Danielle,

Help!!! I need an English teacher/co-worker in Velva.

Do you know of anyone wanting a change, a challenge, or an adventure? If so, Velva is losing one English teacher to love. (She is moving with her Delta pilot to Atlanta.)

Is it possible to put a quick note on your blog?

Thanks for the help.

Candy Lemer, Velva

As far as small towns in North Dakota go, Velva really has it all. It is located in a beautiful part of the state and only miles from one of the largest cities in ND (OK, ND does not have any large cities, but I think you get my drift!) If you have an English degree and are looking to make a move to the beautiful Midwest, check out Velva's website at http://www.velva.net/ and Velva's school website at http://www.velva.k12.nd.us/ .

A 'Kindle' In My Classroom! What do you think?

I just finished ordering my first ever Kindle, and I cannot tell you how excited I am. For the past couple of days I have been mesmerized by the possibilities the Kindle offers to me and my classroom.

I was thrilled to find out that my school district would pay for the purchase of the novels I teach on a yearly basis. In fact, my superintendent has suggested we write a technology grant to pilot a set in my classroom next year.

Until I get it, I cannot tell you if I love, love it or not. So I am wondering . . . what do you all think?

Photo thanks to www.amazon.com.

The Real Evaluation.

Since my yearly formal evaluation, I have been thinking about how I would want to be evaluated in a perfect world. 'A perfect world' is a phrase I use when I wish for things that could not possibly come true. Or can they?

I dug out some letters I have received over the fourteen years of my career. Each is from one of my students who, for one reason or another, felt the urge to write to me. I find that I, like many people, focus on the negative. I can remember every parent complaint, every talk with the principal or superintendent, every disgruntled so-and-so. I more often forget or push aside the compliments. Stupid, stupid, stupid. (I say that a lot!)

Below is a letter I received sometime in the last 14 years. For even more anonymity, I have left off the name of the student. I will say that this particular student is still in my community and is currently raising a child of his/her own. He/she has turned into a wonderful person who I am proud to say wrote this about me.

Dear Mrs. Mickelson,

I have been going to school for twelve years now, and I have not known a teacher with as much spirit, enthusiasm, and knowledge as you seem to possess. Though I have only had you for two classes and a summer session, I have never learned and been inspired by a teacher quite like you. You always made going to class fun, instead of my usual feeling, dreading English class.

I have picked up many habits from your teaching. One was that I have begun to be aware that if I take the time and really concentrate, I am able to write my reports with real profound meaning. I have also learned how to see what I was reading. I used to be able to just read what the author was saying. Now, I feel I can grasp the true meaning and hidden significance in each book.

Unlike my other teachers, you take the time to take explanations to a whole new level. You did not only explain what we could not understand, but you also added real depth to your words, making us think harder, and realize there was so much more to the words than just what was being read.

It was truly a great experience being in your class.

Sincerely,

Name withheld

Letters like this one are the real evaluation. If you have one or hundreds, take them out regularly to remind yourself what you are capable of and why you do this crazy job. Students are the ones who should be doing our evaluations. They are the ones who really know. Period.

Yearly Teacher Evaluation Day Has Arrived!

Today I signed my yearly teacher evaluation.

For those of you who are from states other than North Dakota, the requirement for teacher evaluation is one written evaluation per year for each teacher who has been teaching more than 3 years (hmmm. I should check that, maybe it is 2 or 5). Anyway, in my case, it is one per year as this is my fourteenth year.

I do not like Yearly Teacher Evaluation Day. I never have. I do not like this one little snapshot of all of the effort and work I put into my job on a daily and monthly and yearly basis. Over the years, I have had many different forms used on me.

Sometimes I was asked to evaluate myself; sometimes I was not.

Sometimes I was shown the sheet ahead of time; sometimes I was not.

Sometimes I was told when the principal would be visiting; sometimes it was just a drop-in.

None of those factors contribute to my liking or disliking being evaluated. Each form is what it is. Each visit is what it is. What I do not like about teacher evaluations is the tiny window of what I do and what I am that it actually evaluates. Most of the time the evaluation is based on one or two visits to my classroom. One time it was based on NO visits to my classroom. Even if you have administration who stop in 6, 7, or 10 times a year to watch and evaluate, they are still getting such a tiny, tiny picture of what you do, who you are, what you believe in, what you expect, how you assess it, etc. etc. etc.

Then it gets put in your personnel file where it is free for public inspection. In the fourteen years that I have been teaching, only two people have asked to see my file. For the most part it just sits in there waiting for me to finally decide to apply at another school, so it can 'effectively' show my next employer what a good teacher I am or am not.

I wish it were different. I wish the evaluation showcased my personal successes and failures. I wish it offered me the opportunity to list my strengths and weaknesses. I wish it then had a suggestion box to help me improve. Would that make me happy? Probably not.

I have only gotten sound improvement advice a few times in my career from my administration. I get some sound advice from my colleagues or from classes I take and books that I read. I have gotten some good suggestions and advice from parents. The best advice I have gotten has always been from my students themselves. They paint the clearest picture of who I am and what I do. They say it best. They know me and my strengths and my weaknesses. They know.

Should my students do my evaluation? Maybe. Part of me rejoices in the idea; part of me shudders! :)

I will keep looking for the answer. For now, here is the 2009 evaluation of Danielle Mickelson (High School English) dated January 24, 2009. (I just now noticed the date. What the heck?!)

Choices for the first 11 statement about my teaching were Y(yes), N(no), or NA(not applicable)

1. Clearly states lesson objectives. Answer on form: Y

2. This teacher speaks clearly. Y

3. This teacher explains things clearly. Y

4. This teacher is stimulating and interesting to listen to. Y

5. Presents material in an organized manner. Y

6. This teacher sets high expectations for students. Y

7. This teacher seems to understand the subject matter. Y

8. This teacher encourages participation. Y

9. This teacher has a sub-folder accessible. Y

10. This teacher uses a variety of instructional methods. Y

11. This teacher is available for students before and after school if assistance is needed. Y

12. This teacher's explanations are: a. ___too technical b.____too simplified c._X_ satisfactory

13. Time spent on lecturing: a.___too much b.__too little c._X_ satisfactory

14. Student time on task: a._X_ Satisfactory b.___ Needs Improvement

Overall Evaluation Statement:

Mrs. Mickelson has done an outstanding job in the use of her "word wall," which is something that all our high school teachers are required to do. Mrs. Mickelson makes use of her word wall in her classes, which makes it valid for her students, rather than just having a bunch of words up in her classroom.

Mrs. Mickelson is active in the state and has worked on both state standards for English and also has worked on the North Dakota State Assessment. Mrs. Mickelson has a very firm grasp of the State Standards and Benchmarks, and uses them on a daily basis for her classroom instruction.

I would encourage Mrs. Mickelson to continue to stress the importance of the standards to her students, and to hold students up to a very high standard in the learning of these standards. I would also encourage Mrs. Mickelson to continue to hold students accountable for staying on task for the whole period, and make sure students are engaging in appropriate conversations that deal directly with the subject matter.

Mrs. Mickelson is very knowledgeable in her subject matter and has a lot to offer the students of Rolla High School. Mrs. Mickelson does a very good job of accommodating for students with disabilities as well as accommodating for the different learning styles of her students. She is the first one to admit when something doesn't go as well as she would have liked, but that doesn't discourage her from expanding the ways in which she presents material to her students.

Signed by me and my principal.

How do I feel about my evaluation? It is an evaluation. Does it accurately evaluate the kind of teacher I am? Yes, in the tiny little window that it looked through.

It is still "Let's Share Thursday!"

Many of the comments and e-mails I have received have been from teachers in the first or second year of their careers. I love new teachers. (Maybe I just secretly wish I was still 22!) Seriously. I love that there are people out there still willing to put in the time and effort it takes to become a 'good' teacher. I love their enthusiasm and excitement. I think I feed off it a little.

Many 'experienced' teachers (notice I did not say 'old') assume that if 'we' know about a good resource then 'everyone' knows about that good resource.

While pondering this, I tried to think back to my first year of teaching. All I remember is being pregnant, throwing up, and praying to keep my head above water in the classroom. It could not have been that bad, could it?! I do not remember anyone stopping by with good resources or ideas or websites. That is sad. I really could have used the help.

I will end all this rambling and get to the point. I wanted to share the website for the Purdue Online Writing Lab. The resources at the OWL are seemingly endless; a site worth bookmarking, for sure. http://owl.english.purdue.edu/

Let's Share Thursday - Creative Writing

Today is Thursday, and you know what that means. . . It is time to SHARE again!!!!!

I found two resources for teaching creative writing that are both very different, but also very useful.

http://www.creativewritingprompts.com/ is a list of 329 creative writing prompts that can be used in the classroom.

http://teacher2b.com/creative/createwr.htm is a wonderful site that has many, many complete lesson and unit plans to teach all aspects of creative writing.

If you would like to share a lesson or site that has worked well for you or offers great ideas, comment below or e-mail an attachment to me at danielle.mickelson@sendit.nodak.edu . I will compile them and send them out to all that participate. Have a great day, everyone!

Education Should Be Fair

Hello. Sorry I missed yesterday, but I was not in school yesterday. I had a day that I am only willing to 'replay' on my Out of Control Life blog!!! Yes, it was that bad. Maybe by tonight I will be far enough from the trauma that I will be able to document it. :)

Back to education.

One thing that I truly believe and always will is that education needs to be 'fair.' I know that there have been times in my own career when a lesson that I have created has been unfair to one student or another.

Sometimes I am too focused on lecturing, at the expense of my creative types.
Sometimes I am too focused on creative writing, at the expense of my technical learners.

Sometimes I am too focused on my special education students, at the expense of my high achievers.

I could continue this list, but that is not the point.

What is most important about my growth as an educator is that I recognize these 'truths' and work constantly and consistently to change my preparation and teach in a way that is fair to all.

Fair is when everyone gets the instruction they need to succeed - not when everyone gets the same instruction.

My critics will inevitably be thinking or saying that it is impossible to individualize instruction for each and every student who comes through the classroom door. I agree. It is easier for me than it is for many of my colleagues across the state and nation because my largest class is twenty-one, and my smallest is twelve. I also have the advantage of teaching the same students from the time they are in junior high until graduation.

I am only at a disadvantage in the number of levels I must prepare for each day. During a normal school year, I prepare for grades 8, 9, 10, 11, and 12 daily. That is a lot of preparation, especially when small schools are notoriously understaffed in special education areas.

None of this matters. O.K., I will clarify. It does, and it does not. These factors matter in the day to day challenges each and every teacher faces. The factors do not matter when the education of students is concerned. Each of them deserves what they need to be successful. Period.

Do I have all the answers? No way. Do I have some suggestions? Yes. I cannot pretend to know what will make each and every individual teacher a success. I do know what has worked to help me improve, and I want to share.

1. Know the standards and benchmarks. Having a healthy working knowledge of the standards and benchmarks of the curriculum you teach, along with the ones above and below your grade level/levels allows for a consistent scope and sequence of curriculum. I am not saying 'memorize' them word for word. Just be able to attach one or more standards to each lesson you teach. It will keep you grounded.

2. Be open minded to new brain research and actively seek out the new discoveries. Try not to get stuck in the belief that, "If it was good 20 years ago, it is still good now." This may be true, but think of it this way. Would you want the doctor operating on your two year old child who has tragically been diagnosed with a brain tumor to use the technology and resources that were available 20 years ago, or those on the cutting edge today?

3. Try to make a connection that establishes trust and respect with each student that you teach. This is not always easy, believe me! I have learned that common kindness and courtesy go a long way. Students notice when you take the time to say "hello" every time you see them, or reexplain an assignment without any condescension or sarcasm. Study their faces. A face can show understanding, confusion, sickness, worry, fear, or satisfaction. Taking the time to understand how they are feeling on a particular day may make or break the quality and quantity of the work they will do for you. (I do know they should be doing the work for personal benefit, not 'for me,' but many of them do not see it that way.)

4. Take classes whether you need the credit or not. I began writing lesson plans that focus on different kinds of learning and personality styles only after I took 4MAT training. I love 4MAT and recommend it, but there are many different, wonderful planning strategies that can clarify and improve your teaching. Find a class that peeks your interest and take what works for you from it.

5. Work closely with the special education specialists in your school. They know where to find the information you need about your special education students. They can give you strategies to help them that are easy to implement into your daily routine. Many of the accommodations for students with special needs are useful to regular education students.

6. Use authentic assessments.

7. Find assignments that are valid for assessing students of differing levels.

I feel like I am getting long-winded. No, I KNOW I am being long-winded. It is one of my weaknesses. I have other suggestions; I have been trying to improve my teaching for at least 13 years. I have been teaching 14, but I am pretty sure the first year I just tried to survive! :) I will continue and elaborate later. For now, I am off to enjoy my family for the evening.