Cathy Nelson’s Professional Thoughts

2 incidents–and I’m thinking…

This evening I was reading my reader, and branched out to comment on Mr. Granito’s Blog. You see, he was lamenting many variables about testing that he cannot control, like what kids bring to school with them as a mindset on test day. I tried to relieve his concerns with a comment and then cheer him on with an upcoming really cool project we (mostly he) has planned. But I wanted to assure him that I’d be there to help, which made me think of this song.

Also this afternoon, I relieved some concerns for a group of 8th graders who came a couple of days ago looking for cool sound effects to use in their skit for English. As we looked online, we found many–for sale. And much of even those were blocked. The boys left disappointed but vowing to get their sound effects from home, even it meant making them on their own. I contacted higher ups, and was promised a cd of sound effects by Friday. I expressd as much to the teacher over this skit project, who responded with a lot of shocked thanks and she wished she had thought to collaborate with me from the get go on ths project. She had no idea the lengths I would go to meet their needs. Afterall, it wasn’t a research project. The boys returned this afternoon just before dismissal, upset b/c they could not get their edited sound effects (I guess they could not wait for the promised free ones Friday) off the computer they worked on. Of course I suggested they save it and let their teacher fish it off the network, but they turned away, had a small chat, then turned back to say they were not on the network, and their work was on a computer with no CD or floppy. (Of course I’m wracking my brains b/c I can’t figure out what computer is in the building that wasn’t on the network or even able to log in, but usable. No matter, it was time to go. So I asked guys if it had a flash drive port, which brought smiles all around. I assured them I’d make sure they had a flash drive firsst thin in the morning, so the happily left. (I really don’t think they’ll be back to get one from the library, but I helped them think up a solution-I imagine if they did not have one this afternoon, they will bring one tomorrow. Note: They have my curiosity piqued, so I’ll be sure to go and hear their sound effects, and beg to see the skit. I also now want to check what workstation in my building will not get on the network–a ws with no floppy tells me it is NOT old.)

It is days like this when I realize I am in the perfect job. My job allows to me to be a point of need type person. Teachers, students, and more seek me out to help them think through their problems. I spent the morning helping Granito by seeing a program get loaded on al workstations for his project newt week. I worked with our resource office to video a one act play for a presentation planed next week. I helped some guys think through their dilemma. And I boosted the morale of a teacher worrying of uncontrollable things. I even sent this one a link to a song I remembered from my elementary years!

“I’ll be there….”

The more I thought about the song, the more I realized the words really fit and describe how I feel about my job…what it is I’m supposed to do. It’s weird, but this is really why I love my job. I do what I do because 1) I really want to help, and 2) I really want to see others be successful.

So I ask you to listen to the song. And remind yourself if you are in any position that allows you to serve your entire school environment, you should feel just like this–here are the words:

“I’ll Be There”

You and I must make a pact, we must bring salvation back
Where there is love, Ill be there

Ill reach out my hand to you, Ill have faith in all you do
Just call my name and Ill be there

Chorus:
And oh – Ill be there to comfort you,
Build my world of dreams around you, Im so glad that I found you
Ill be there with a love thats strong
Ill be your strength, Ill keep holding on – yes I will, yes I will

Let me fill your heart with joy and laughter
Togetherness, well thats all Im after
Whenever you need me, Ill be there
Ill be there to protect you, with an unselfish love I respect you
Just call my name and Ill be there

Chorus

If you should ever find someone new, I know he’d better be good to you
Cos if he doesnt, Ill be there

Dont you know, baby, yeah yeah
Ill be there, Ill be there, just call my name, Ill be there

(Just look over your shoulders, honey – ooh)

Ill be there, Ill be there, whenever you need me, Ill be there

Don’t you know, baby, yeah yeah
Ill be there, Ill be there, just call my name, Ill be there…

Do not read this as a love song to any one person, but rather why I help the ones I work with. A very large part of my job as a teacher-librarian is to teach students and supplement instruction through partnerships, collaboration and support. This song totally nails it for me, huh?

Does anyone remember that annoying tune from Pink Floyd? Just in case you are not familiar with it, linking so you can refresh your memory. Enjoy, as it takes me alllll the way back to high school.

That video though is not why I write tonight. My head is spinning with ideas for grants. I have a long track record of getting grants funded, but most of them are small time. I have assisted in some larger grants that were $20K, and can proudly attest that one grant was funded three times in a row! W00T!

Grant writing has not always come easy to me. I have however, figured out some tricks to getting them funded.

1. Make sure the funding source knows just exactly how needy your kids are. Using your words to paint a bleak picture of pathetic poor students who are suffering without. Most grants require a needs statement, and this is your opportunity to whip out the metaphorical violin and draw the bow across the heartstrings with that sad and moving tale of just how much your students suffer because there is no funding to do creative and interesting projects.
2. Somewhere in the mix you will be asked to spell out goals, objectives, and maybe (more than likely) an evaluation of your project proposal. While the goal can be written with a relatively global flare–”My students will be better students after participating in this project.”–make sure you specifically state objectives in measurable terms–>Students will increase their scores on MAP testing math assessments by 20 points after the completion of the project. Give specifics here on how you will measure them . If called for, tell how you will evaluate–>When MAP scores are available after the April Assessments, scores in math will be compared to the January assessment.
3. Finally, the third most important part of the grant is the project description. Here is where you get to say what your kids will be able to do if you can implement this project. Describe it in terms of what students will do, and keep it grounded on students. Make sure it is creative, innovative, and engaging. Notice I did not say wow them with technology. Too often people writing grants think if it is liberally sprinkled with technology, it’s bound to get funded. After all, technology grants are typically creative, innovative, and engaging, right? Wrong. Yes they have the potential. But don’t forget to focus on the student learning because of those factors, and not just those factors.

Other tips? I would certainly focus on student engagement. And actually, the last seven or eight grants that I’ve had funded, I purposefully used the language of engagement in my project descriptions as I find those words tend to help the reader focus on the student learning, and not the budget that will follow. This link is a page I created for my old school’s website to inform parents about a school and district focus, and I personally referred to it frequently in trying to locate words I knew would flavor my grant with compelling evidence that it was a proposal focused on student learning. Of particular care I took to write my project description using as many relevant design qualities, and I must say it seemed to pay off. No these weren’t necessarily jargon words, but rather a way to stress that what I was proposing was good for the bottom line, student learning. I used them where relevant. No I did not use everything there 100%, but where it fit, yes, I used it. (I guess I’d better copy/paste and recreate that page since I’ve just confessed I use it frequently. I’m no longer there to maintain it, and in reality it could disappear any day…okay, it is done.)

Why am I writing this?

Well, just recently my principal has been sending out from the district grant opportunity after grant opportunity. I have let so many slip by. But suddenly today, I felt the grant bug bite. I actually whipped up 2 before I left school today. And my mind is churning away on another one, though it will need to be a group effort. Will they get funded? I don’t know. They are due in 12 days, so I have time to sit on them, let them get cold, and then reread, looking for typos I’m notorious for, and also to see if I can add to, rephrase, or improve in any other way. I’ll also get some others to read as well.

Where do the ideas come from?

I read journals, blogs, and partake of many professional development opportunities online (virtual PD) and in real life–attending conferences. One today came from a session I heard about (but did not attend) at SC EdTech and SCASL presented by MaryAnn Sansonetti! Even though I did not attend her session, I did pick her brain about it, and get her handouts as well as review her material made available online. W00T!! A virtual goldmine–thanks MaryAnn. Ipodabilities sounds like a fabulous grant. The second idea came straight from Twitter of all places, thanks to Karl Fisch. He tweeted about attending a neighboring school’s Techstravaganza. I dm-ed him, and asked for a few details. What he emailed me sent me into a tailspin, and I had to write it up! I even suggested it to my principal BEFORE writing the grant proposal, saying we should do this. A grant with a little funding will just make it a little easier! Advice to take away–when you attend conferences, don’t leave disheartened saying we’ll never be able to do that because we don’t have___. GO back and begin that grant. You never know when the right one will drop in your lap that it will fit into.

I hope they get funded, but even if they don’t, I can feel good about the effort. And confession–> I’ve had many more rejected than funded. I just don’t like to share that. But the ones that have been funded have motivated me far more than the rejections have deflated me. Sigh.

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My final response started like this:

(T said)….considering what is blasting into their ears from their ipods, and what they see on television, and the content of some of the most popular video games, i’d recommend putting them in quiet rooms to read and discuss good books!

Perhaps instead of opening the door to all their toys and tools with no restriction, we develop policies that embrace them and teach students about using them responsibly, sensibly, and with limits. Why not teach them to be analytical about the tools they are so mesmerized by, and help them make well thought out, educated, wise choices about the said tools? Gosh, this just may sound a bit like, um, media literacy?

(T said)…teenagers have been bored in school since there have been teenagers in school, and while i support most of prensky’s principles and his recommended practices, i become wary, dubious and skeptical when consultants, educational game designers, and microsoft vp’s suggest that we aren’t doing enough to make education fun and entertaining…

I do believe Prensky said as much, that boredom has been long withstanding in many classrooms throughout the 20th and now 21st century. No surprise. But some are missing the point here. This is not about grabbing their attention with their preferred tools as much as it is about “engaging” students. Very few students who are engaged become bored, cause discipline problems, and best of all, they WANT to learn. Kids are bored because school is focusing on concepts covered on the test, and making it more of a priority than making sure their kids are engaged.

(Heather Loy said) They aren’t used to the “sit and get” methods and/or WON’T get them simply because they will tune us out as we are boring.

Bingo! I myself as a veteran “student” having many years of experience in the classroom learning can vouch for the fact that it is so difficult to have a “sit and get” style class today. And in this day and age of 90 minute blocks, OMG, I pity our students who must endure 90 minutes of this. I’ve been through k-12, college, and 2 post college degrees, and I can promise you the ONLY ones that bring back memories I care to remember are the ones where I did not “sit and get” the whole time. As an adult who LOVES attending conferences, I find that I cannot even stand to sit in one hour sessions that are the sit and get variety. For that reason, I have begun carrying my laptop everywhere, and pray I’ll have wireless, so I can self-stimulate if it gets too boring. I’ve developed the attitude—Engage me or enrage me. There is no in between.

(L said)…LOL “T”…I’ll give you the Microsoft research point…kinda like Renaissance Learning research finding conclusive evidence that AR works.

I think all corporations can find research to support their theories and/or products. It is why we have all bought into such programs as Renaissance Learning, CCC, SuccessMaker, Read 180, and so many more sure fire cure-alls to what ills education.

(P said)…I am currently serving on an EOC Tech Think Committee and I guess the individuals on that group must be as uninformed as well since we all concur on the use of technology in the classroom to engage students.

So glad to hear a state department of education contact saying this!! Also pleased as punch there is representation that understands our roles in the library.

Thank you ALL for this healthy debate. Some may feel it is not part of the library media program, but I beg to differ. We are poised to be a catalyst for true technology integration and modeling engagement in our libraries. We should be doing just that. No educators, especially those in the library, are off the hook. Engage them or enrage them.

Image Attribution:

Image: ‘Wii’
www.flickr.com/photos/48104302@N00/310446979

Image: ‘My name is Hans, and I am a Machead.’
www.flickr.com/photos/91499027@N00/6576953

Image: ‘resting’
www.flickr.com/photos/75016602@N00/199276257

Sunday I posted about our PACT that has commenced this week. I was reading a fellow SC educator’s blog here and he was sharing about ways to motivate kids to perform well. He asked for anyone to share motivational tools and techniques used, so I posted a comment on his blog. But as I thought about it, I thought I’d share here too–why not? Plenty of my readers are facing high stakes tests about now too.

A Typical Morning…

Our school has a morning news broadcast at school that I’m sort of in charge of–some days I think the kids and the show are in charge of me! I get to school each morning at roughly 7:15 to check their scripts, make sure our glitchy distribution system is up and running (and have time to troubleshoot if necessary–knock on wood–lately it has been running like a dream!), and then prepare my own materials for my to do list, classes that will venture into the library, or classes I’ll visit elsewhere.

Game Plan – A Meeting of the Minds

So anyway, in one of the principal-curriculum coach-LMS “meeting-of-the-minds” we brainstormed some ways to get students to pay attention to tips that may help them perform better on PACT. Our concern was that since our students are “tested” so frequently (3 times already this year using MAP) we thought we needed to impress upon students the importance of the test, how to approach this high stakes test, and give them incentives to pay attention and attend school. Here is what we came up with:

• Attendance was easy–huge ice cream party for all students who attend all six days of PACT. But reviewing test taking tips was a boring and dry topic, but one we felt was important. So we agreed upon the tips we would stress, and then came up with two projects. Here they are:

• Project one–take an ABC Powerpoint of test-taking tips that the principal had and present it on the news show. But the difference would be to have kids voices doing the preso, and lively, snappy, jazz-like music to accompany it, and make it enjoyable. We actually saved it as a video, and our students used (some 8th graders, some 6th graders) were allowed to voice record until they were happy with the product. The final video was just under four minutes, and I feel the kids enjoyed it. I may post it here later. It’s at school.

• Project two - A Test Tip Call-in Style Trivia Contest
  For the three weeks leading up to the week of PACT, we did test tips on our news program. But there was a twist. We gave the tip early, making it so the student viewers read it off the TV during the show and heard it on their tvs at the same time, done sometime early in the show. Then last thing we did before signing off, we sponsored a call-in contest, and students would have to use the class phone to call the library to answer. We would showcase four statements (seen and heard) on the TV, and then encourage callers to call the library and tell us which statement was true. We entertained the eighth caller, or the first caller after 8 calls who correctly identified the correct statement. By adding the competitive twist, teachers said the students were really paying attention to the news broadcast, and we were giving the kids information that was important to boot!

Did this work?

My students this week keep asking why we are not continuing the call-in contest since PACT is far from over. Good point! (Their prize was a coupon for a personal pan pizza from Pizza Hut. I really don’t think the kids use them, but they love winning. We would recognize the winner on the next day’s show.) Hopefuly they remember the tips we gave. There were many.

Final thoughts…

My students who work the news broadcast wanted me to string a phone into the studio, but we could not find a cord long enough. I told them perhaps next time, and in the meantime, we are hunting for a LONG telephone cord or perhaps investing in a cordless JUST for this purpose. It was a lot of fun, and the news crew for once focused on something besides playing with the chromakey and funky backgrounds!

So now, what are you doing at your school to motivate students??

Image Attributions:
Image ‘Palmetto Achievement Challenge Test Logo‘
http://ed.sc.gov/images/PACT.jpg
Image: ‘Push Me, I9m a Button‘
www.flickr.com/photos/26591882@N00/239370396

This week SC marks the annual state-wide testing known as PACT. PACT stands for Palmetto Achievement Challenge Test, and yes our state testing program is truly a challenge, much more rigorous compared to other state testing programs. While SC traditionally falls low in state ranking for performance, we equally rank high for our rigorous standards and this test being a pretty tough assessment program. Most SC teachers I know lament many issues with the test, including the fact that the length of time to get results back is way too long–and the test does not really give any diagnostic information to assist teachers in improving student performance.

The answer to that in many districts across SC is to implement the MAP Test, which supposedly correlates highly to PACT.

Here is the funny part–the test, claimed to be flawed even by the Jim Rex, our state superintendent, is funded again for another year. But look at one of the headlines in the Sunday paper today (really this is the opening line):

The House approved a final version of the state’s $7 billion budget Thursday that falls short of meeting a basic state function: getting children to schoolhouses.

Essentially it will pay for testing, but not for gas to get our kids to school on our SC Buses. Oh well, unless we speak to our legislators, this will continue to be the case. At least there is evidence in Anderson of a legislator asking the hard question–why do we continue to use PACT. Best, State Superintendent Jim Rex answers this letter, pointing that his hands were tied regarding this year’s state assessment, and that until the governing body comes up with another acceptable state assessment, this one will continue to be used. Read that letter and Rex’s response here.

SC is not the only state arguing the merit of high stakes testing. So as we educators (and our student and parents) face arguably a 2 week period of stressful testing, turning our schedules and routines upside-down, and making some endure self inflicted suffering, let me leave you with this video titled “Not on the Test.” NOTE–this is intended for educators, not students.

Last, remind educators to be positive with students no matter how you feel about the assessment program. Having high expectations and a positive attitude can go a long way in relieving student pressure, test anxiety, and tension, and that can mean the difference b/w advanced, proficient, basic, and below basic, which defines our students performance according to PACT.

About a month ago I noticed my MacBook Pro was not able to stay on very long without warning me that it was low on battery power. I usually keep it plugged in at home most of the time anyway, but a new kitten and dangling cords usually meant I would be unplugged without realizing it until that pop up warning message would let me know about being low on power and suggest I seek alternative power.

WARNING-Seek Alternative Power Source

Last week, though, the warning stopped coming, and the mbp would just suddenly die midway through whatever I was doing. I noticed upon reboot that the battery indicator stopped showing me a percentage of charge at all, and instead had a little x across the battery. I figured okay, the battery is dead and now unchargeable. So I planned a trip to the Mac store. The only one I knew about close was in Charlotte, just a short drive north on I-77 (exit 5) and over to South Park Mall.

I need a reservation? U are kidding, right?

Upon arriving Saturday around noon with laptop in tow, I was saddened to be asked for my reservation time, then told I could make a reservation and they would look at it in roughly four hours. The store was packed. I was shocked, but thankfully my husband said in a rather discontented voice–”Just to check her battery?” The sales rep running triage for the help area said she could check that, and the manager came over too. They opened my laptop, determined the battery was indeed dead, plugged me in, and then chastised me for the many desktop icons, telling me those little things drain power too, and make my laptop sluggish. The manager brought over a new battery right out of the package, popped it in, and made my battery icon show itself charging. The bottom underside also lit up with green dots. Guess what else? After the admonishment of proper mac use of icons, they sent me on my way, and did not even charge me for the replacement battery. (Of course I do have an extended warranty, so if it had been checked, they would have done this anyway.) That they didn’t shows they have great business sense, and are in tune with clients’ needs.

Full-fledged mac convert–finally!

So, I have cleaned off the desktop–guess that was my last holdout to the pc world. And the battery is now fully charged. I don’t have to worry about little Willow (the kitten) unplugging me in her quest to conquer all loose and dangling cords either. I’m once again a happy Mac user.

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Lisa’s blog post written as a response to my tag from a meme made me remember this. One time a teacher I worked with chastised me and told me I was an “enabler.” When I looked at her quizzically, she said, “You enable me to be computer illiterate.” I had come to her room to help her with some kind of problem she was having, and instead of showing her how to fix it herself, I just fixed it.

Am I?

She assured me she was teasing me, but as I left, I realized she was probably right. At that time I was in an elementary setting in the library, and I had a tight schedule of classes, but was on a quest to help teachers effectively use technology. Many made great strides, but I always tried to find a way to help when a need came. My thinking was that if they needed help using their technology, than I should rush to assist when needed else they might abandon it, and go back to the old way of teaching. I really thought I was doing a good thing, until that day.

Goal: Change that title–Enabler

Since then, I have changed jobs, and now work in a library in a middle school setting. I always try to help teachers now help themselves. I point them to tutorials, or make screenshot tutorials for them to help themselves. Just this week I had a teacher thank me profusely for the directions for a mailmerge so she could make letters telling kids how much more was owed for a field trip. She said it was so nice to be able to do this without any struggles, and she’d keep the directions for ever. I just smiled and told her in no time she’d abe able to do this w/out needing the trusty directions.

Another teacher couldn’t get his printer to work. I remarkably walked him through checking the print que, clearing out jobs, and finally getting his printer back into working order—all from the phone.

So far, so good

So I can say that I am keeping my promise, and instead of enabling teachers to be technology illiterate, empowering them to make the tools work for them–independently. W00T!!

So, is anyone else guilty of being an enabler?

Attribution:
Image: ‘Help‘
www.flickr.com/photos/82625518@N00/5228173

This is really a meme–yes another one.  No rules really, but author Joyce Valenza began by asking for blogging advice, and then ended it with the question listed above.   So I will answer the question with a few thoughts:

1. And this is the BIG 1:  My off switch turns on when I must choose between family and the virtual friends and locations.  I would MUCH RATHER spend an evening with them–eating out, going to the movies, watching fireworks, hang, even driving with my husband back to the office late in an evening if he forgot something is so much more fun than blogging, my reader, twitter, Second Life, or any other online presence I might have.  It doesn’t have to be fun or special either–it can be simple, like the drive back to the office, watching a silly tv show together, or dealing with sickness or pain. When it revolves around them, they come first. Period.
2. I will turn the off switch on when I think people are rude, unnecessarily mean, or insensitive. You know the old saying (biblical based) turn the other cheek?  Well I turn the cheek to remove myself. I will avoid things, people, and places that cause me pain or discomfort. It’s only natural. And that can be something mean online or off-line (i.e. that nasty driver who flipped me off b/c I unknowingly cut him off–just steer clear of him.)  I really try not to dwell on these things, just remove myself from them.  It can be difficult though when friends or family dwell on them.  Advice–try to take the high road and don’t dwell on the negative.   I find myself every now and then trying to heed my own advice.

Okay since this is a meme, let’s tag a few people.  She did not say to, so you can disregard if you like.

• Diane Cordell
• Lisa Parisi
• Carolyn Foote
• Sue Waters
  

Okay now back to the task at hand–dinner with my family at home, sweet home.

Attribution:

Image: ‘Prius Power Button‘
www.flickr.com/photos/73621375@N00/1132365

Another Meme fluttering wings to take off in the blogosphere. Thanks Lisa.

Write out your view of education using the “This I believe…” format.

Since I have done something similar a while back, I will simply point to that post here.   I hope it will suffice. My feelings have not changed.

Tags:

• Fran Bullington, another SC media specialist and friend
• JenuineTech Wagner, Jen to her friends.
• Al Doss, a new voice in the blogosphere–new to me anyway.
• Jon Becker, another new voice to me, and recently touched off a hot topic (a cocktail party in the blogosphere)
• Chris Lehmann because my last post was written to point to some awesome k12 administrators who blog, and I left him out because he resides in my folder reserved for “expert voices.” Note to Mr. Lehmann: I apologize for the oversight but not for the location of your feed. Sorry!

Okay, I hope they see their pingbacks, or maybe I’ll @them in twitter.

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