Brandon Anderson, Band Director, Arsenal Technical High School
“Over spring break, I will be taking the Tech Titan Band to New York City for a cultural and historic tour. We are performing on the USS Intrepid, seeing a Broadway show, and going to many different historic sites. We have worked all year to go and the students are thrilled for this opportunity.”
Jessica Smith, Math Coach, Lew Wallace School 107
“Our Professional Learning Communities (PLCs) have been going over data cycles and the results from an assessment our kids took at the end of January. My coach, Gabriel Surface, began these cycles and we have seen great success! Basically, teachers pick one
standard for remediation and fit in 5 to 10 minutes of daily remediation on that standard. After just one week, students took a similar quiz and our scores grew (exponentially)! Third-grade scores averaged 20 percent higher than what they started with, and fifth- and sixth-grade scores averaged more than 50 percent higher for each. Fourth-grade hasn’t received its results yet, but we have hope for great growth. Tracking this data is powerful because our teachers can see that what they are doing each day is making a difference.”
Billy Travis, Middle School Social Studies Teacher, Center for Inquiry 27
“I am currently excited about my seventh-graders, who decided to research the effects that religion has had on certain topics. One student researched religious artwork and its representation of violent events, while another student examined how Christianity has affected modern day Russia. I am also excited about my eighth-graders’ community projects about obesity, immigration and childhood illnesses. The students are eager to interview experts and take action to help their communities. Each eighth-grade CFI International Baccalaureate student completes a service project in their community to finish their Middle Years Programme (MYP) studies.”
Angel Jackson, Title 1 Interventionist, Eleanor Skillen School 34
“Professionally, I am most excited to be in the process of completing research for my Master of Arts in Educational Leadership program at Marian University. My research topic relates to ability grouping and academic achievement in both an urban and high, special education setting. I’m looking at the research to see if there is any significant impact of ability grouping amongst elementary school students within the aforementioned settings. I am looking forward to completing my thesis soon, with plans to graduate May 2017!”
I am always interested in learning about the instruction happening in classrooms throughout IPS — from the content to the varying teaching styles being used. This month, I have the pleasure of highlighting some of the amazing work happening around our district!
But instead of me talking about each of these teachers and their classrooms, I’m letting the educators speak for themselves. I hope you find inspiration as we make our way through the winter months and finish out the school year strong.
Jodi Morrow, math coach, Center for Inquiry School 84 and School 2
“Over the last several years, we have had many fourth- through sixth-grade IPS students participate in the Indiana M.A.T.H. Bowl. We just finished the IPS M.A.T.H. Bowl Invitational at CFI 84, where Lew Wallace School 107, SUPER School 19, CFI 2, CFI 84, along with several township school teams, engaged in the friendly competition,” said Morrow. “I have really enjoyed watching the students be enthusiastic and grow in math problem-solving skills, while having a lot of fun.” All teams will participate in the state competition on Feb. 23.
Megan Hoppe, ESL teacher, SUPER School 19
“Hailey Duffey and I love coaching M.A.T.H. Bowl because it is our only academic club for our high-achieving students! It encourages our fourth-grade students to push themselves and learn new math concepts that they haven’t experienced in their general math classes. It gives our fifth- and sixth-grade students a chance to be leaders and to apply some of the skills they have learned in math class in new, more complicated ways,” said Hoppe. “We love seeing our students get excited about math and the proud looks on their faces when they answer a question correctly!”
Jessica Jain, literacy coach, Center for Inquiry School 84
“During the last two weeks, I have been guest teaching in some of our K–5 classrooms so that teachers can have a full day to plan and prepare for our upcoming International Baccalaureate (IB) Primary Years Programme (PYP) evaluation,” said Jain. “I’ve really enjoyed spending the entire day teaching across multiple grades, as well as team teaching with our principal and assistant principal. It has really given me an opportunity to reflect on my own practice, as well as learn new ideas and strategies from our teachers.
“Most recently, I guest taught a lesson about fairness in a second-grade class as part of a unit on rights. The teacher designed the lesson so there was a read-aloud and students discussed the idea of fairness based on details from the book. Later, students were given chopsticks to use to try to eat our school snack. But there was a catch — students could only use the chopsticks to eat the fruit! It was a great ‘hands-on’ opportunity for students to experience and use as part of an extended discussion about fairness.”
Allie Buchanan, third-grade teacher, George S. Buck School 94
“Data — the word makes us cringe, right? Even when it’s grueling, I have to say that the very high standard for data analysis in our school has been extremely beneficial for planning instruction. We have seen tremendous growth with our third-grade students in regard to IREAD and ISTEP preparation,” said Buchanan. “Being intentional with the conversations we are having has really set us up for success. Each week, I look forward to sharing my data and discussing ways I can improve my instruction.”
Laura Barber, literacy coach, Step Ahead Academy
“As a school, we encourage our students to take a foreign language. However, finding success using the online program was difficult for middle school students. Teachers, who were adamant that these students get the opportunity, developed a schedule that not only accommodated more students, but in smaller groups so they could get more individual attention. Students are excelling and earning high school credit!” said Barber.
It was great taking a “peek” inside our district classrooms. There are so many learning experiences worthy of attention, that I will continue this topic in my next blog post in March. I look forward to highlighting more exciting things happening in IPS.
If you would like to share something you’re proud of, something that is working well, or something new, please email me at firstname.lastname@example.org.
As we near the end of the first semester, the topic of student engagement is top of mind for a lot of us. We often wonder about the best way to keep students engaged throughout the year.
I’ve always believed that the combination of strong relationships with students and a really great lesson plan is the best classroom management plan. If these two factors are present in your classroom, things will run smoothly and students will be happy learners.
Here are some ways I increase student engagement in my classroom. Micah Nelson
First, all work in the classroom should be meaningful work. We never “do worksheets” and assignments are not seen as busywork by students. We are always working toward an end goal — the unit’s summative assessment — and I communicate clearly with students the “why” of the lesson. This is particularly important with adolescent learners, who are naturally questioning authority and love to wonder why decisions are made.
Second, students should have some degree of choice each day. For example, they may get a choice of which document to investigate during a small group discussion. They might get to choose from which historical perspective to write an essay. Sometimes, they get to choose their partner for a Think-Pair-Share. However you can incorporate student choice, it goes a long way in getting students engaged on a daily basis because it creates ownership over their work.
Third, students need to feel like the work has real-world applications. In my classroom, we talk throughout a unit about not just the content knowledge, but the skills students are learning each day. I make this explicit to the students and we discuss how they could use these skills in the future. Also, each project we complete is designed to have a real-world audience. For example, my seventh-grade students are researching an assortment of religious conflicts (which they got to choose) and their end product will be a proposal to the U.N. Security Council about how to maintain peace and security in the impacted region. This gives them a focus and purpose that they wouldn’t get if they were simply writing an essay or presenting to classmates.
As we continue to plan for second semester, how can we design lesson and unit plans to increase student engagement? Giving students a very clear purpose, choice and real-world applications is a start!
As the 2017 Teacher of the Year, Micah Nelson gave the keynote address during IPS’ annual Teacher of the Year Dinner on Nov. 2 inside the IUPUI Student Center.
During her speech, Nelson reminded the room full of educators that teaching is hard work and that even on their most difficult days to never give up. She encouraged teachers to lean on each other for motivation, inspiration and creativity.
Here are excerpts from Nelson’s speech:
I have been with IPS for 13 years, as a middle and high school social studies teacher. I began my career at McFarland Middle School and later joined the Key Learning Community. I am now at the Center for Inquiry School 2, teaching sixth-, seventh- and eighth-grade social studies in the International Baccalaureate Programme.
If you would have asked 18-year-old Micah what she would be doing with her life today, there’s no way she would have guessed I’d be standing here tonight. I went to college with the intention of being an attorney, but was inspired to pursue education after 9/11. I guess you can say that I didn’t find education, education found me.
When I arrived in IPS in the fall of 2004, I was as green as any first year teacher could be. … I started two weeks after school had begun, so the students had been with a substitute that whole time. Needless to say, that entire year was a disaster. I was a terrible teacher.
But I am stubborn. I knew that I had committed to this job and I refused to fail, so I worked to find ways to engage my students. I had a few wonderful mentors that encouraged my creativity and passion, and eventually I figured it out.
Having wonderful mentors has been a theme throughout my career. I have had mentors that recognized my potential and pushed me forward. I have had principals that allowed me to be what Douglas Reeves calls a "positive deviant," allowing me to try new methods and take risks without fear of being stifled. I have had leaders who believe in distributive leadership, which has allowed me to hone my leadership skills.
When I was preparing for this speech, I was asked to speak about what makes me a good teacher. This was a really hard question to answer, and I took a long time to think about that. What I came up with is really just a list of how ANYONE could be a good teacher.
1. The first item on the list might seem obvious, but makes all the difference in the world. So, the first step in becoming a good teacher is to simply like children. Good teachers thrive on the energy they get from being around kids. We seek to build strong relationships with our students, not just because it’s a good classroom management technique (although it is). Good teachers do it because we enjoy getting to know each one of our kiddos and love spending time with them.
2. Secondly, good teachers are themselves, good learners. We continually seek out learning opportunities and pursue interests outside of the classroom that make us balanced educators. For me, this has included one master’s degree, with a second in the works. I have been involved in research surrounding progressive education for the past 10 years. I know so many of my colleagues who do the same. Good teachers enjoy learning, improving their practice, and growing intellectually.
3. Next on the list is the ability and desire to collaborate. Good teachers actively seek out ways to collaborate with other excellent educators. This can look different for each one of us. For some, it means planning and assessing alongside grade-level or department teams. For others, it means partnering with one of the Colleges of Education to support our pre-service colleagues. In the same way that iron sharpens iron, collaboration ensures that we keep our teaching game on point.
4. Finally, and this maybe the important item, good teachers have a strong sense of self-efficacy. We believe, in our heart of hearts, that we can and will accomplish what we set out to do. We know that we can affect change in our communities, and we are tireless in that effort. … This job is not just a job; it is a calling.
Some days are easier to believe this than others. On the tough days, I continue to believe that I will succeed because this is THE most important job on earth. The work we do is too important to fail.
Each one of us needs help along the way. We work in the hardest, best profession around. So when you feel like you have no more gas to continue, lean on your mentor, collaborate with other excellent educators, and believe that your efforts will make a difference for our community.