Blog Post Category: professional development

6/8/2016

Teachers, Rejuvenate (Yourself and Your Practice) This Summer!

By: Virginia Ressa

Summer vacations are underway across the state. As teachers, we all look forward to summer as a time to relax and rejuvenate after the hard work of a long school year. Summer is our well-earned time to take care of ourselves. Each summer, I planned to read the books piling up on my nightstand, complete unfinished projects and set aside time to spend with my family — all things I didn’t have the energy for during the school year. Rest and rejuvenation are important for keeping ourselves physically and emotionally healthy.

This summer, in addition to taking a break to rejuvenate yourself, consider carving off time to rejuvenate your practice. During the school year, it is difficult to take time to reflect on our work and consider how we might strengthen our practice. This is the time when we can step back and reflect on what worked well and what we want to improve, without the pressure of the day-to-day responsibilities of the classroom. Here are some suggestions and resources to help you think about your practice this summer:

  • Read a book. While I know you want to read some books just for fun, I also encourage you to read something that will help rejuvenate your practice. There are so many books to choose from that it can be overwhelming. Check out this list of recommendations from EdWeek to help narrow down your choices.
  • Learn more about best practices. Visit the What Works Clearinghouse, which highlights the most effective research-based instructional practices. These guides and quick reviews are easy to read and can spur new thinking without taking too much of your time.
  • Prepare for your diverse classroom. As you reflect on the past school year, start looking ahead and consider new ways you can meet the different needs of all types of learners in your class. I’ve been learning more about Universal Design for Learning and how it can help us plan ahead for all students rather than retrofitting lessons to meet student needs. I encourage you to take a few minutes to review the guidelines from CAST and the many resources available from the Ohio Center for Autism and Low Incidence
  • See what other teachers are doing. On the Teaching Channel, you will find classroom videos on topics we all struggle with, such as assessment, engagement, differentiation, feedback and more. You also can see Ohio teachers and students implementing Formative Instructional Practices in the FIP Video Library
  • Share ideas on Pinterest. I know a lot of us love clicking through Pinterest for decorating and craft ideas, but the site is also full of boards sharing great ideas for meeting student needs, organizing data and responding to evidence of student learning. Create your own board to collect the ideas you want to try with your students.
  • Sign up to receive updates from the Ohio Department of Education. You can sign up to receive regular updates on the topics that interest you most. This is an easy way to stay informed as new laws are implemented and opportunities become available for teachers and community members to provide input and feedback.

See how Mrs. Susie’s 4th graders are using formative instructional practices at Beechwood Elementary School

I know how hard teachers work throughout the year and how important it is to take time to rest and focus on yourself for a while. Take time to read a book just for fun! Stay up late and watch your favorite shows! Then, take some time to engage in professional learning while your head is clear and you aren’t rushed. It will help you to rejuvenate your practice for the new school year and revitalize your enthusiasm for your work.

Enjoy!

Virginia Ressa is an education program specialist at the Ohio Department of Education, where she focuses on helping schools and educators meet the needs of diverse learners through professional learning. You can learn more about Virginia by clicking here.

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7/20/2016

Owning our Own Learning: Personalized Professional Development for Educators

By: Virginia Ressa

A few weeks ago, Stephanie Donofe wrote on ExtraCredit about the need to personalize learning for our students. She reminded us that we ought to find ways to personalize learning for our students, using blended learning resources and frameworks like Universal Design for Learning, to meet the needs of our diverse student populations. The next logical step is to expand this way of thinking about education to include personalizing professional learning for teachers.

Unfortunately, our professional development (or “PD” as we often refer to it) planning often relies on efficiency rather than identified needs. But what if we thought about PD differently? What if we thought about it in the way Stephanie suggested we think about student learning? Could we identify our strengths and weaknesses to set learning goals? Could we make use of technology to differentiate our learning? In the 21st century, these shouldn’t sound like revolutionary ideas, but it’s just not how we “do PD.”

To make these changes, we need to start thinking about our own performance and identify our own strengths and weaknesses. I know that’s scary. We pour our hearts and souls into our work. We have college degrees and work hard to be the best we can be. But could we be just a little better? Of course we can, it’s just hard to admit. Research shows that teachers who improve their instructional practice reflect on their practice daily and solicit feedback from students and colleagues.

In order to “do PD” differently, we need to support each other in reflecting on our practice, creating learning goals and providing effective feedback — all things we would do for our students to ensure their learning.

Ohio teachers have access to many online resources and professional organizations, some of which I’ve included below. We also will soon have access to a statewide learning system from the department that will provide learning aligned to our standards and evaluation systems (keep an eye out for more on that soon). Many schools have teacher-based teams where colleagues support each other in their learning. We also have world-class institutions across the state — universities, museums, historical sites — that provide learning opportunities just for you.

My challenge to you is to utilize some of these options to improve your instructional practice this year. Take some time to identify your strengths and weaknesses, set your learning goals and seek out learning opportunities that meet your needs.

Next month, I will share some great resources available for professional learning. In the meantime, here are just a couple to whet your appetite:

Virginia Ressa is an education program specialist at the Ohio Department of Education, where she focuses on helping schools and educators meet the needs of diverse learners through professional learning. You can learn more about Virginia by clicking here.

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9/8/2016

Owning Our Learning: What are you learning? How are you learning?

By: Virginia Ressa

This summer in my ExtraCredit posts, I wrote about professional learning, specifically personalized professional learning for educators. In Ohio, many teachers have Individual Professional Development Plans (IPDP) to plan their learning and earn licensure renewal. One of the goals of the IPDP is to allow teachers to identify their own goals and plan their own learning; this is a great opportunity to create goals that match your needs and interests! What are your goals in your IPDP? How are you working to meet those goals? Are you taking full advantage of available learning opportunities?

Last month, I challenged you to engage in professional learning, utilizing local and web-based resources to improve your practice. Since we know that modeling is one of our most effective teaching practices, I would like to share some of my professional learning with you.

My goal: To understand and apply Universal Design for Learning (UDL) principles to the professional development I plan and provide and to support districts and schools in implementing UDL systemically.

How will I know when I’ve met this goal? When I have successfully planned and led a professional learning experience modeling UDL principles.

How am I going to close the gap between what I currently know and my goal? My plan includes reading about UDL from two different resources in order to see more than one perspective. I’ve already read UDL Now by Katie Novak – I need to find a second source. I will review the resources available on the Ohio Center for Autism and Low Incidence (OCALI) and CAST websites (both sites have videos, research papers, case studies, etc.) and read the research literature supporting UDL (realistically, I’ll read some of the research).

We often forget that our colleagues are great resources, so I’ll check with my work colleagues for recommendations and use outlets like Twitter, Pinterest and blogs to learn from colleagues beyond my local circle. I also plan to take time to reflect on my learning and practice (I wrote about the importance of reflection last month), so I can identify my questions about UDL as I’m learning. Then, working with colleagues at the Ohio Department of Education and OCALI, we will plan and lead professional learning for our staff.

That may all sound like a lot of work, but I worked on this plan all summer and am really enjoying my inquiry. It feels great to identify an area of study that I know will benefit my work and then take on the task of setting my own goals and finding my own path.

Here are some of the resources I have found for learning more about UDL:

I would love to hear what you are learning about and how you are learning. What resources are you taking advantage of? How will you know when you have reached your goal? Please share your thoughts via the comments below or through Twitter using @VirginiaRessa or @OHEducation and #mylearningOH or #ohedchat.

Virginia Ressa is an education program specialist at the Ohio Department of Education, where she focuses on helping schools and educators meet the needs of diverse learners through professional learning. You can learn more about Virginia by clicking here.

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12/1/2016

Reflecting on Our Practice: Teaching Behavioral Expectations

By: Virginia Ressa

The new federal Every Student Succeeds Act (ESSA) places strong emphasis on evidence-based practices. The intention is that educators should use practices that have been proven to be effective through significant research studies. For example, in October I wrote about effective feedback which has been shown through multiple studies to improve student achievement. We know this practice to be highly effective in making learning goals or expectations clear to students. Being clear about learning expectations helps students focus and provides them with goals to work towards.

As we begin our transition to ESSA, I suggest we think about putting together two highly effective, evidence-based practices. Through Formative Instructional Practices (FIP) professional development, teachers find the value of using clear learning targets to teach academic knowledge and skills. Ohio schools use Positive Behavioral Interventions and Supports (PBIS), a proactive approach to improving school climate and culture that is evidence-based. PBIS helps schools establish positive expectations and classroom rules for student behavior. When we put FIP together with PBIS we have FIPPBIS… I’m just kidding we do not need an acronym or fancy name to implement effective practices. When we put them together we have evidence-based practices we can apply to the teaching and learning of behavior.

Here is a great video on teaching students how to speak respectfully to their classmates from the Teaching Channel!

Putting two practices we know are effective together – clear learning targets and behavioral expectations – would lead to the use of clear learning targets for teaching behavioral knowledge and skills. We could go beyond just posting “rules” to creating and sharing learning targets that would lead students to be able to meet the expectations of the rules. For example, we often post rules that are broad or even vague: “Complete classwork on time.” We expect students to meet this rule because we agreed on it as a class. And then, what happens when they don’t meet the rule? Students are often punished for not meeting classroom rules – a phone call home, maybe missing recess or detention.

But, what if we changed how we think of classroom rules? What if we thought of them like we do academic standards? When we have an academic standard we want students to meet, we make that standard clear to them and provide steps they can take towards mastery of the standard. If our expectation is for students to understand the causes of the Civil War, we would break that down into smaller steps, provide learning opportunities, assess student understanding and reteach if necessary. We can do the same thing with classroom rules.

Going beyond the posting of rules to breaking them into smaller behavioral learning targets can help us teach students how to meet the rule. We take the time to teach students academic content they don’t know, so why not take the time to teach students how to behave in a school setting? For instance, in order to complete their classwork on time, students need to know exactly what we mean – we need to make the expectation clear and possibly break it down into smaller steps. How do you make sure you complete your classwork on time? First, students need to know what “on time” means. Is it when class ends? What time does class end? Next, students need to practice budgeting their time and break large tasks into smaller steps. Students may also need to practice starting their work on time. Understanding and practicing these components will increase students’ ability to meet the behavioral expectation.

When I reflect on my time teaching middle school, I remember struggling with students not following rules. I thought my rules were clear and I even engaged students in writing the rules. After learning about PBIS, I realized that my rules were negative and included “don’t do” or “no” to this or that. Clear learning targets could have broken down vague and ambiguous rules into smaller, clearer expectations.

Take a minute to think about the rules in your classroom. Are your students meeting the rules? Are they stated positively? What if you thought of the rules as standards and taught students how to meet them? Could you increase students’ ability to meet the expectations in your classroom and school?

Virginia Ressa is an education program specialist at the Ohio Department of Education, where she focuses on helping schools and educators meet the needs of diverse learners through professional learning. You can learn more about Virginia by clicking here.

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6/14/2017

There’s More than One Way to Scramble an Egg

By: Virginia Ressa

ThinkstockPhotos-466406260.jpgI like to think of myself as a “lifelong learner,” but my husband keeps finding ways to challenge this notion. Do I really want to learn about classic '70s rock music? I’m fairly sure I could have lived without learning how to tile a foyer — though it did turn out pretty well. A while ago, he was watching cooking shows, finding recipes for “us” to try out. I was game for trying new recipes. I’m a pretty good cook, but my repertoire is definitely limited.

In the course of our mini adventure through cooking shows and new recipes, my husband told me about a video of Gordon Ramsay demonstrating how to make the perfect scrambled egg. Wait. I know how to scramble eggs. I’ve been scrambling eggs since I was a teenager. It’s simple, and there really is just one way to make scrambled eggs…right?

As adults, there are some things we’ve been doing for such a long time or so often that we have come to believe there is just one way to do that task, and we already know how. Teachers often think about their classrooms and instructional practices this way. We know what works, so we keep using the same methods over and over. Once we have found a practice that works well, we recreate it with each group of students with the underlying notion, “If it ain’t broke, don’t fix it.” But is your method for teaching addition using buttons as manipulatives the only way to do it? Is it the most effective? What if you talked to other elementary teachers and asked what their best practices are? Maybe there’s another method that might also work well?

I eventually acquiesced and agreed to watch the video on scrambling eggs. I found out that there are, indeed, other ways to scramble eggs. There was Chef Ramsay using a pot instead of a nonstick frying pan. He had a spatula but not the flat kind I use to make eggs; he used the rubber kind that I mix things with. The most surprising part of his technique was the addition of crème fraiche. I was incredulous — I had never heard of anyone making eggs this way. I immediately got out the eggs, butter, a small pot, the spatula that Ramsay said to use and a container of sour cream (turned out I was all out of crème fraiche). I don’t know if I had set out to prove Ramsay wrong or if I was really intrigued about a new way of scrambling eggs. Of course, the eggs were really good. Light and fluffy, with a bit of a rich flavor added by the sour cream. Not only was Ramsay right, so was my husband. I had to swallow my pride and admit that there is more than one way to scramble an egg. Now, almost every Sunday, I make really good scrambled eggs for our brunch. I’ve experimented with some variations, like sour cream, and have found some small changes that work for me. I’m just confident enough to think I can improve on what Ramsay does.

When we think about our personal and professional lives, there are probably dozens of these types of everyday things we do that we would never consider doing differently. We have routines that we build into our classroom expectations because we think they work well. How do you help students get ready to leave the classroom? Do they wait at their desks for the bell? Do you have them line up along the tape on the floor? Here is a video from a teacher who uses music to focus her students on lining up for lunch. This is probably much more effective than the rush of middle schoolers I had waiting to push the door open and run to the lunchroom. Beyond classroom management, we also become comfortable with how we teach content. How do you teach the basic concepts of your subject area? Do you use a set of graphic organizers every year? Could you integrate technology to make the use of graphic organizers more effective? My point is simply that there are always other techniques to consider. Find out what your colleagues are doing. Check out the Teaching Channel for videos of all types of classroom practices. Take time to think about the teaching and learning happening in your classroom and how you might experiment with new ways of doing things that have become accepted practice.

If we are going to profess the benefits of being lifelong learners to our students, we need to be willing to be lifelong learners as well. I rewatched Ramsay’s video this morning and saw that it has more than 22 million views. Maybe we have more lifelong learners in our midst than I thought. In case you are feeling the need to learn how to do something differently, here’s an article from The New York Times with a series of videos about how to wash your hair. Yes, there is more than one way to wash your hair.  

Virginia Ressa is an education program specialist at the Ohio Department of Education, where she focuses on helping schools and educators meet the needs of diverse learners through professional learning. You can learn more about Virginia by clicking here.

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6/21/2017

GUEST BLOG: Five Tips to Help Educators and Their Students Learn All Summer Long - Emily Rozmus and Erica Clay, INFOhio

By: Guest Blogger

Students who don’t read over the summer are at risk for slipping down the Summer Slide. But students aren’t the only ones who need to keep learning in the summer. Teachers use their summers for intense professional development, often provided by their districts. The summer is the perfect time for teachers and students to explore new areas of interest and personalize their learning. Tip #1: Start your summer learning by exploring resources that are high-quality, easily accessible and allow you to create your own learning goals.

With INFOhio, Ohio’s PreK-12 Digital Library, all Ohio preK-12 educators, students and their parents have free access to fun and engaging learning activities to last all summer long. INFOhio travels with you no matter where you go. From home to the beach, or from daycare to the public library, INFOhio’s resources are available anywhere there is an internet connection. You’ll need to know your INFOhio username and password, but finding your username and password is easy! Visit www.infohio.org/goto/getpassword. Fill out the form and look for the username and password on the result screen. Write your username and password on a sticky note that you keep on your computer or with your device. If school isn’t out yet, print it on INFOhio flyers for parents or on bookmarks for students and send them home on the last day of school. Are your students already out for the year? Use your school’s social media channels to let parents know where they can look up the INFOhio username and password.

Parents can set aside time each day to engage children with learning activities that are challenging and foster creativity. Tip #2: Connect your students and their families to free, engaging, hands-on learning activities that can help close the achievement gap. INFOhio provides free, downloadable "Beach Bags" full of learning activities for children. Beach Bags make it easy for students in grades preK-3 to connect to eBooks, printable Little Books and fun learning activities from INFOhio. Beach Bags guide young learners through INFOhio resources like BookFlix, Early World of Learning, World Book Kids, Science Reference Center and ISearch. In addition to Beach Bags, Camp INFOhio offers a virtual camp with five days of activities to promote science, technology, engineering, arts and mathematics (STEAM) learning for students in grades 4-8. If school is already out for you, send a note to caregivers to let them know where they can access the Beach Bags, Camp INFOhio and more on the INFOhio website.

For teachers, "summer is the perfect time to recharge," according to this article from Educational Leadership about ways that being a better student will lead to being a better teacher. Tip #3: Develop your own professional reading plan on a topic that interests you. INFOhio’s 15 for Educators flyer lists leading educational publications available at no cost to Ohio educators through Explora for Educators from INFOhio. Educators can search for specific topics or browse different editions to explore different concepts that may be important to them. To learn more about finding relevant learning materials, see this recent Teach With INFOhio blog post.

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During the summer months, no educator wants to be tied down to a restrictive course schedule to earn their contact hours. Tip #4: Use online learning modules to learn at your own pace. With INFOhio’s Success in Six, learn how to differentiate, teach students important research and information literacy skills, incorporate STEAM in the classroom, read online text closely and find helpful blended learning and 1:1 tools for your students. Each module contains an overview to bring you up to speed on the topic and then guides you to sites and tools to explore more deeply. Modules include activities that let you practice new skills while earning certificates for contact hours. You can complete one or all of the modules in any order. The best part is Success in Six is available at no cost to all educators!

If you like what you have shared with your students and what you are learning in your own summer professional development, don’t keep it to yourself. Tip #5: Pass it on! Share those ideas with colleagues. Encourage them to do the same. It’s a great way to expand your personal learning network. If you are active on social media, use #INFOhioWorks along with #MyOhioClassroom to let colleagues around the state know how you’ll use what you are learning this summer when you go back to school in the fall. You, your students and your personal learning network can have a fun and engaging summer while laying the groundwork to start the next school year, ready to launch!

Emily Rozmus and Erica Clay are instructional team specialists and the bloggers behind Teach With INFOhio. INFOhio, Ohio’s PreK-12 Digital Library, provides free access to educational resources to all Ohio preK-12 schools, serving nearly two million students, their families and their teachers. INFOhio is a division of the Management Council of the Ohio Education Computer Network. To learn more about using INFOhio in and out of the classroom, find us on social media and the Teach With INFOhio blog.

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Last Modified: 6/1/2016 4:16:44 PM