You're Gonna Need A Bigger Boat

Image credit: Elysia in Wonderland. "Jaws," 2008.

By now, those of us in education likely have a solid week under our belts - or at least here in the Midwestern US. (I know, for some reason, we like to start school in the stinkin' hot part of summer. We're funny that way.) For many of my colleagues in this part of the world, the routine has once again begun, and about now is the time when we figure out if the new activities we are using are working. We're finding out if all if those great ideas we've collected since last year can be implemented. We're finding out if the materials we have prepared and are presenting to our students are going to float.

Do we need a bigger boat?

For me, it's possible. The beginning of the school year is always busy, and with my Technical Theater contract, we hit the ground running with our first production. I'm not swamped yet, but here are the big things that are happening (and perhaps not happening) so far in my classroom so far:

1. No teacher desk. So far, so good, and I'm planning an update after the Labor Day weekend to show you how that's working. For details of what this means for me and my students, see my previous posting.

TM Microsoft, 2010.

2. All school district computers (or at least the vast majority) have been upgraded to Windows 7. While we all feel fortunate that we are now up to the current version that the rest of the world is using, the jump from Windows 2000 has provided the predictable headaches: permissions not being set correctly, incompatibility, older non-Windows files not working as normal, etc. Most of these problems are by our own doing as a district: not all of the previous software has been installed, or newer versions of applications have not been tested for compatibility. We've been told that this will all be rectified by the time we get back after Labor Day (and you'll pardon my lack of confidence with that prediction).

• What this means for me as a teacher: about half of my Google Doc presentations are not working predictably; two critical software applications that I have used regularly have yet to be installed; creating new instruction to teach students how to navigate Windows 7 and Office 2010; communication between my and the technology department are delayed because many others who are having the same issues are also trying to communicate their needs.

• What this means for my students: time lost to me scrambling for plan B when the unpredictable issues happen (and while that's always the chance we take with technology,  this year it's a daily struggle); students not having access to programs they have used in the past; limitations (so far) on using Web 2.0 tools; learning and adapting to Windows 7 and Office '10.

Image credit: lgb'06. "Technology is not technology," 2010

3. District and building directives to - wait for it - integrate technology. Did I pick the right MA program, or what? I am now hearing from administrators a few of the things we've been studying and researching in our IT program - and it makes me smile. Finding ways to connect with students and parents, using emerging technologies for learning, and thinking outside of our antiquated brick-and-mortar box to accommodate student achievement are at the forefront. It's been a slow journey, but it appears to have some momentum

• What this means for me as a teacher: using newly acquired knowledge and materials in my classroom with not just the approval of administration, but their understanding as well; validation for our efforts as a staff; motivation to build upon what we have started.

• What this means for my students: a unified front encouraging technology in our schools (as opposed to hit-and-miss efforts by individual teachers); more opportunities to use technology; the appearance that the school technology is lame, useless, or that we just don't care.

Image credit: Ice Birdy. "Teamwork," 12/31/2008

4. Intensified efforts to increase student achievement. This is nothing new at all, but with each year, there are always some additional steps in our effort. Our PLC efforts have created formative assessments and student learning expectations - and this year, we will continue to implement and develop evaluations for our students and the way we teach. A new and more intensive attendance policy will help us keep tabs on students to a) identify patterns of attendance that directly impacts learning, and b) keep students safer by knowing exactly where they are physically. An intervention pyramid guiding our efforts is at the center of this policy.

• What this means for me as a teacher: concentrating on learning rather than teaching; continuing to build professional bonds with teachers beyond our school walls; pay closer attention to chronic attendance problems and follow the new specific procedures related to the district policy.

• What this means for my students: a teacher that is focusing on their learning and new ways to improve it; specific goals to focus on in each class and - eventually - each unit taught; heightened awareness of absences and why they affect their own acheivement.

What condition is your boat in? What additional things are on board? What has been jettisoned? Please share your thoughts and experiences - and let's hope there isn't a large set of nasty teeth lurking below.