For kicks today, I looked at my site stats. I normally don’t bother checking, because I write here to document my thinking for myself, when I actually write anything. I looked at the search strings that brought people to my blog. Here’s a sample of what I found:
Science, Education, and Science Educationclassroom applications
Archive for the ‘Mentoring Teachers’ Category
In a previous post, I described a scenario in which an administrator clearly did not understand the impact on student learning a teacher must demonstrate to renew National Board Certification. If you’re wondering, too, read on. And if you’re a renewal candidate, here are the files you’ve been looking for.
I’ve answered more than 100 emails this past week, asking for renewal help. As I write, there are almost 30o hits to this blog from searches for national board renewal help – just in the last month. As a result, I’ve decided to post a few items from the Renewal workshops I facilitate and a rationale for renewing.
Several years ago, I was introduced to a process designed to help students learn. The plan involved my colleagues and I doing some simple things in our classrooms, with our students, and then discussing the results of our work together and planning how to make learning even better. It’s no longer being used, and I’m sad. I have a few ideas about why it fell by the wayside.
I had the opportunity to view an important movie this week. I’ve seen it once before. Both times, I watched with a group of the finest educators I’ve ever met. The movie was especially hard-hitting for us because we’ve shared their journey, their tears, and their triumphs.
I’ve just spent an exhausting, invigorating day with 36 of Washington State’s finest teachers.
This group of teachers, all National Board Certified, are in their eighth or ninth year following initial certification. In order to remain NBCTs, they are faced with the task of renewing their certificates. Most look forward to this process with residual fear and trembling from their initial certification experience. As one who completed the renewal process fairly early in its evolution, Washington Education Association asked me to develop a facilitation protocol and workshop to support NBCTs through the renewal process, so I did. And that’s where I was today. Here’s why it’s the best path to growing accomplished teachers. And here’s why it’s the very best renewal, ever.
This post has little to do with science, or education. It has everything to do with organizing my work, my students, and my life.
The journey is over.
47,556 words, 200 pages. Defended. Paperwork filed.
Crashed with my sons, daughter-in-law, and grandsons. Called husband.
I’m now Dr. Mom, Dr. Gramma, and Dr. Dear.
And sitting in the airport waiting for a flight back home, I feel a bit lost and empty.
Maybe I’ll have something to say about it later. Maybe not.
I’m analyzing data from pre-service elementary science teachers who are working on an inquiry learning project. I’m a bit surprised with the results. Before I share, I’d like to hear from some elementary teachers about your current teaching of science and your teacher preparation program. What do you feel you teach really well in science? Where and how did you learn to do this well? In what areas do you most want to grow?
I can’t wait for your comments. In the meantime, I’m back to data analysis.
As we wrap up one portfolio submission cycle and are deluged with masses of new candidates (especially here in Washington State where bonuses are, for the present, possibly somewhat secure) I am compelled to make a list of hints for candidates, from a facilitator’s point of view.