At the end of every semester, we end instruction two weeks early. Students prepare portfolios, which is our school’s performance based assessment (based on the work that schools in our network in New York do). Instead of semester finals, they review the content and projects they’ve learned and reflect and present on their knowledge.
There are many changes this year. It is decided that all 9th through 11th grade students will do an oral defense and present their knowledge of one class to a panel of teachers and students. 11th graders at our school have done oral defenses for the last few years, but it is a new (and exciting) model for 9th and 10th graders. At the same time, I am mostly out of the classroom. Whereas I formerly sheperded advisees and students through the process of writing essays and answering questions, I now find myself covering classes and recess so that teachers have a prep period.
I love Portfolios and I guess I tolerate structures and logistics, so it’s actually not a bad deal. I get a chance to spend time with students in both mathematics and science. I know a few students from observing various classes and this provides a better opportunity to get to know students. Nothing motivates students’ names like having to get attention and redirect students.
At the same time, it’s a fascinating insight into what non-classroom teachers do while teachers are teaching. During the 2nd week of Portfolios, students spend one period a day at recess so that teachers can have their prep. This involves coordinating with our T-10s (security guards) about who goes where, especially when it’s raining or almost raining. It involves trying to think about logistics of how and when teachers drop off and pick up their students (a conversation which I am reminding myself to revisit next semester before Portfolios so we can build some shared understanding on what the process feels like for all people involved). It involves chasing students and making sure they don’t go off campus or hide where they’re not supposed to be. Quite a few students remark that being at recess, on a blacktop with a chain-link fence feels like prison. I have no answer to this (though I think I’d rather be outside on the blacktop. Though not if it’s raining. Which it does.)
As a coach, I also get the opportunity to sit in on some of the oral defenses. I spend the first day trying to float through the classrooms of the teachers I coach who have less experience with oral defenses. They all do great, as do our students. Even for students who aren’t 100% ready (and many of them are at least appropriately nervous), they show up and try. One particular group of students does a great job lifting each other up and giving positive feedback – “You tried your best and I know you’ll do ever better next year when you know more English. Keep going!” (paraphrase)
“How’s the school year going?” is a question for August.
The fact that I’m just getting around to it now is telling.
It’s actually been a good year so far, albeit busy. Here are the bullet points:
- After 5 years of only teaching 9th and 10th grade mathematics, I am teaching 11th grade Algebra 2. It is relatively new to me, though it has always been an 11th grade course for the school. It is the first course that I am technically without a planning partner on, though I have several years of previous curriculum (thanks to the amazing teacher before me – who is now teaching 9/10 mathematics, and to our District) and an amazing student teacher. I am teaching some (at least half) of the students for the 3rd year in a row (which in some ways, is probably not great for them as they are now inheriting all my weird mathematical habits) and many students for the 2nd year (including one who was not in my class last year but whom I spent a non-trivial amount of time chasing around the room). 11th grade is on a block schedule and has oral defenses in lieu of Portfolios. More on that later.
- Largely because our tests in 9/10 have always had 4 questions, I’ve designed the unit tests in Algebra 2 to be the same. I’m then using variations of those 4 questions on the homework and on our What Do I Know?/Individual Practice Wednesdays. (11th grade has 45 minutes classes on those days. There is not much else I can do besides a repeated structure).
- 3 weeks before school, our new principal asked for a list of 10th grade students who would benefit from an extra mathematics class. I rattled off a bunch (including 2 advisees who have since dropped out of school, sadness) and one 11th grader who might be an amazing TA. A few minutes later, it dawned on us that it might be more beneficial to have the course be for 11th graders, as the supports at 9/10 are pretty strong. We wrote down a list of kiddos (again, many of whom I’d taught for 2 years). A few days later, it dawned on us (me) that I would be teaching this course. Not an actual complaint as I was mostly able to pick the roster. That being said, I also describe teaching/creating this course (first time for me, first time for our school) as throwing spaghetti at a wall until it stuck. Not surprisingly, the spaghetti that stuck the most were the structures. We spent one day a week doing homework for Algebra 2 and there are some kiddos who can do Estimation180 in their sleep. It was also extremely helpful to just let some of these kiddos spend an extra class period delving further into what we learned in class (there will be an upcoming post on the Desmos Project)
So, that was 3 really long bullet points.
Happy 2018, y’all.
It feels slightly weird to write a wrap up for the school year when my mind’s actually on wrapping up summer school (7 more days and everyone’s counting).
Big takeaways, largely parroted from other people:
- If a kiddo can be saying it, why are you? Stolen from one of the teachers who I’ve taught with for a bit. One of the things I struggle with in my context is that, especially at the beginning of the year, many of our students (all of whom are emerging multilinguals) don’t understand that much English. So me saying instructions to them doesn’t always make much sense. However, one student read to everyone at least focuses their attention (and so much better if it’s a phrase or norm that’s repeated frequently or that they’re familiar with). (And they’re generally more respectful to each other than they are to me. Ha.) I maintain that this still works even if they don’t entirely understand what they’re saying (when reading classroom objectives, etc). And having them read and explain to each other is even better.
- Randomness can lead to equity, if you’re thoughtful about it. I’ve always been antsy about calling kiddos at random. First year teacher used to do it to kiddos who weren’t paying attention, which probably wasn’t the wisest idea. I finally glommed on to a structure at our school where a student opens class by randomly selecting students to read objectives, agendas, and announcements. It’s fascinating seeing how this structure plays out. Students speak more and (largely owing to a collaborative culture at our school) will try and help each other read or answer questions. This works when the questions are pretty low stakes (either reading something off the board or choosing between 2 options). The goal is to get kiddos to speak and feel comfortable participating. Another helpful thing is the culture that our school has created where students know they’re supposed to help and support each other. At the beginning of summer school, I saw that students were really reluctant or scared to speak in class and it definitely took some supporting and needling to get them to speak and feel comfortable speaking.
- When in doubt, lean hard into your structures. I’m pretty sure I stole this from Carl Oliver and it goes for both kiddos and adults. Since so much of school can be new and strange for our kiddos, having established structures calms a lot of nerves. It’s said at our school that kiddos are confused by the blue opening papers (a schoolwide structure where kiddos fill out the date, day, content and language objective, and do an opening) at the beginning of the day, but are pros at it by sixth period on the same day. I’ve also noticed, in my afternoon classes (which are almost always squirrely) that, as crazy as the actual class may go, things calm down noticeably when I ask them to take the last 10 minutes to write a journal (again, repeated structure). This plays out interestingly when thinking about direct instruction (“Copy this down in your notes”) versus groupwork where students have to step out of their comfort zones, but that’s a thought process for year 5. I’m also finding that structures work well for adults (or maybe just me). By a stroke of luck (good? bad? Undecided…), I ended up making meeting agendas for our grade level team this year. Figuring out what to actually covering in meetings was tricky, but certain structures popped up that made the process easier – there’s always a check-in question, someone suggested that we make time to celebrate our students, and having time for feedback, and to reflect on our process gave us a way to get ideas for the next meeting and to give people a chance to reflect on how the meeting went for them and to say things that might still need to be said.
- It takes time. This is my fourth year as a teacher, which firmly puts me in “not new teacher” territory (where I think I’ve actually been for about 2 years, though it was easier to shirk duties in prior years. Ha.). This became clearer to me with some newer teachers on our team. Some of our school is just like any other school. But there are some very
quirky school-specific structures at our school, specifically our intersession electives and our semester portfolio process. Whereas both of these structures have become “Oh, that’s just a thing we do” to me (after 4 and 7 cycles, respectively), I have to remind myself what it was like the first time I went through either of those cycles. (For intersession electives, I was lucky enough to get paired with 2 amazing teachers from my team and for my first round of Portfolios, I just stumbled through because I didn’t know any better). I somewhat try to think of how to share strategies, structures and work samples to make the process easier for new teachers, but mostly I just try to stay afloat amidst my stuff (a large part of my Portfolio process this year is storming out of the classroom to drag back 2 of my advisees who eventually saunter in on their own time. “They’re like really slow boomerangs,” the vice principal tells me.). I know there are probably better ways to structure weird processes, but for now, I can’t think of a way better than to just experience it.
And since I’m not entirely sure I want to end things on that note, here’s what I’m doing this summer:
- One week of staycation (sleep, clean out classroom, watch friend teach, go to Julieta Venegas concert, sleep, host dinner party)
- 4 and 2 half weeks of summer school.
- One week at the Inquiry Schools Summer Institute (and then a week in DC).
- One long weekend at the Knowles Teaching Initiative Summer Conference (and then a week in New York).
- One week at a Geometry of Redistricting conference.
- And then we’re back for PD week. And if that feels short to you, it doesn’t include a few optional work days that I’m missing (they coincide with the last conference) and does include an extra week of summer because our District is starting a week later (to accomodate December holidays).
Starting to grade rubrics, a day earlier than usual, which actually gets us pretty far. Presentations start tomorrow. Let the short days commence…
As we round the bend on portfolios, thoughts to to unfinished work, especially for those kiddos who are struggling (or, in some cases, failing).
I wish I knew how to support this kiddo better, both in content and in student skills. Then again, if we’re being honest, I probably wish he’d paid more attention when the essay was originally due.
What do you notice? What do you wonder?
That moment when your advisees’ presentation is more professional than any actual presentation you’ve ever done. We probably have to talk Miller’s Law at some point, though.
What do you notice? What do you wonder?
We have many scaffolds for many levels of English during Portfolios. Some of our more beginner kiddos (including those who may not know how to read or write in their home language) tell me what they want to say, I translate it, then write it down, and then they copy it. Maybe not the best way, but it’s a start. It’s the best idea I’ve currently got and it’s much better than my first years of teaching (where I would shrug and not know what to do).
They’ve come such a long way. And such a long way to go.
What do you notice? What do you wonder?
Portfolios continues. This time with scaffolds for the introduction and conclusion. Can’t stop, won’t stop.
What do you notice? What do you wonder?