Teaching Is Collaborating Until You're A Team

1. The Benefits of Teacher Collaboration

http://www.districtadministration.com/article/benefits-teacher-collaboration 

2. Teacher Collaboration Gives Schools Better Results

http://www.psmag.com/education/teacher-collaboration-gives-schools-better-results-34270/ 

3. Making Time for Teacher Collaboration Is Crucial

 http://www.edutopia.org/teacher-collaboration-crucial

All this in 30 minutes after school.

4. Maximizing the Impact of Teacher Collaboration 

http://www.education.com/reference/article/Ref_Maximizing_Impact/ 

5. 5 Ways to Get More Out of Teacher-to-Teacher Collaboration 

http://www.weareteachers.com/community/weareteachers-blog/blog-wat/2012/04/24/5-ways-to-get-more-out-of-teacher-to-teacher-collaboration 

6. The Benefits of Teacher Collaboration

http://currikiblog.wordpress.com/2012/10/30/the-benefits-of-teacher-collaboration/ 

7. 5 Ways to Get More Out of Teacher-to-Teacher Collaboration 

http://www.weareteachers.com/community/weareteachers-blog/blog-wat/2012/04/24/5-ways-to-get-more-out-of-teacher-to-teacher-collaboration 

Must be high school teachers collab team, only three women.

 

Educational Links 11/30/18

A Class Library That Represents All Students

https://www.edutopia.org/article/class-library-represents-all-students?utm_source=facebook&utm_medium=socialflow

Project-Based Learning and the Research Paper

https://www.edutopia.org/article/project-based-learning-and-research-paper?utm_source=facebook&utm_medium=socialflow

Call for schools to do more for teacher mental health

https://www.tes.com/news/exclusive-call-schools-do-more-teacher-mental-health?fbclid=IwAR07NO5C3Q6SdXNpylWdkk8A4X01-IxbE7IVV9C_U4ZHwCZ-x0IMZf_kDO0

4 ways to teach empathy in the classroom

https://www.educationdive.com/news/4-ways-to-teach-empathy-in-the-classroom/542323/

The Students Suing for a Constitutional Right to Education

https://www.theatlantic.com/education/archive/2018/11/lawsuit-constitutional-right-education/576901/

Plans come into focus for California schools ravaged by wildfires

https://edsource.org/2018/plans-come-into-focus-for-schools-ravaged-by-wildfires/605409?utm_source=facebook&utm_medium=social&utm_campaign=wildfires-1128-18&fbclid=IwAR0J7pyOEFdf8ycof024USWFW-crWYn_2P1cu-FUrgHVWjp4DaSfZLKADYc

26 Awesome Team-Building Games and Activities for Kids

https://www.weareteachers.com/team-building-games-and-activities/?utm_content=1543511461&utm_medium=social&utm_source=facebook&fbclid=IwAR2mUm5xEeK9OUBdrXQUVkEHV7SnL6OkgAhmUtGqT9syXMHdLGN6xGR4dF4

Team-building games and activities are a great tool for helping students learn to work together, listen carefully, communicate clearly, and think creatively. They also give your students the chance to get to know each other, build trust as a community and, best of all, have some fun! Here are 26 team-building activities that will teach your students these skills and more.

Principal's Suggestion Box Letter #8

These letters are absolutely fictional (to protect the innocent and not-so-innocent.) But, with the hint of truth, maybe we can make some adjustments. Principals have the best chance to do that.

Dear Principal,

When success becomes an 'anamoly' it is time to reassess what we are doing as a school. The district benchmark for my ELA classes were valid-as the second test deliberately given to 'show we cheated'- demonstrated. The kids did great again. We didn't cheat, we worked incredibly hard and no one should be shocked our 'demographic' can do well. This is like a scene from "Stand and Deliver."' It frustrates and frightens me that a District person would actually show up at your office to complain about good testing. Exactly what do the district people want? Stating that my benchmark test scores were an anamoly and annual testing results like this would bring the inspectors suspiciously down on us is a sorry attitude that squelches excellence. Our ELA 7th Grade team here at -----Middle School had the best ELA team leader ever, and I believe when we all do test at the end of the year, our ELA grade level will show great improvement, even with the other teachers administering the tests.

Signed, Hurt and Frustrated Teacher
PS The kids were hurt the District thought they cheated.
Update: All the Grade Level ELA teams did do that year well, setting a high standard that hasn't been matched (or even close) for 6 years.
5 Ways To Build a Culture of Collaboration with Staff, Teachers and Parents

http://www.aasa.org/content.aspx?id=12512 

The School Principal as Leader: Guiding Schools to Better Teaching and Learning 

http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-principal-leadership/Pages/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning.aspx 

Quick Guide to Teacher Team Building 

http://www.teachhub.com/quick-guide-teacher-team-building 

My suggestion: When one teacher stands out (in a positive way) the principal is like a parent that needs to keep the family from jealousy and sniping. Principals have great influence and can build teams of professionals that embrace other's success (or lack thereof) with support and grace. The question of a district that is suspicious of success reveals a greater, endemic problem, a culture of failure that may minimize the students and restrict achievement. Again, principals have opportunities to lead their districts from a position of teacher support, innovation, and even friendly competition between schools in the district. Success and improvement should never be an anamoly but a goal.

Teachers punished for success, whether it is in testing, parental relationships, or other arenas of education, frequently just quit and start their own schools. But that is an unusual option. Creating a success-friendly school culture is the best choice, obviously.

Principal's Suggestion Box Letter #8

These letters are absolutely fictional (to protect the innocent and not-so-innocent.) But, with the hint of truth, maybe we can make some adjustments. Principals have the best chance to do that.

Dear Principal,

When success becomes an 'anamoly' it is time to reassess what we are doing as a school. The district benchmark for my ELA classes were valid-as the second test deliberately given to 'show we cheated'- demonstrated. The kids did great again. We didn't cheat, we worked incredibly hard and no one should be shocked our 'demographic' can do well. This is like a scene from "Stand and Deliver."' It frustrates and frightens me that a District person would actually show up at your office to complain about good testing. Exactly what do the district people want? Stating that my benchmark test scores were an anamoly and annual testing results like this would bring the inspectors suspiciously down on us is a sorry attitude that squelches excellence. Our ELA 7th Grade team here at -----Middle School had the best ELA team leader ever, and I believe when we all do test at the end of the year, our ELA grade level will show great improvement, even with the other teachers administering the tests.

Signed, Hurt and Frustrated Teacher
PS The kids were hurt the District thought they cheated.
Update: All the Grade Level ELA teams did do that year well, setting a high standard that hasn't been matched (or even close) for 6 years.
5 Ways To Build a Culture of Collaboration with Staff, Teachers and Parents

http://www.aasa.org/content.aspx?id=12512 

The School Principal as Leader: Guiding Schools to Better Teaching and Learning 

http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-principal-leadership/Pages/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning.aspx 

Quick Guide to Teacher Team Building 

http://www.teachhub.com/quick-guide-teacher-team-building 

My suggestion: When one teacher stands out (in a positive way) the principal is like a parent that needs to keep the family from jealousy and sniping. Principals have great influence and can build teams of professionals that embrace other's success (or lack thereof) with support and grace. The question of a district that is suspicious of success reveals a greater, endemic problem, a culture of failure that may minimize the students and restrict achievement. Again, principals have opportunities to lead their districts from a position of teacher support, innovation, and even friendly competition between schools in the district. Success and improvement should never be an anamoly but a goal.

Teachers punished for success, whether it is in testing, parental relationships, or other arenas of education, frequently just quit and start their own schools. But that is an unusual option. Creating a success-friendly school culture is the best choice, obviously.

Principal's Suggestion Box Letter #8

These letters are absolutely fictional (to protect the innocent and not-so-innocent.) But, with the hint of truth, maybe we can make some adjustments. Principals have the best chance to do that.

Dear Principal,

When success becomes an 'anamoly' it is time to reassess what we are doing as a school. The district benchmark for my ELA classes were valid-as the second test deliberately given to 'show we cheated'- demonstrated. The kids did great again. We didn't cheat, we worked incredibly hard and no one should be shocked our 'demographic' can do well. This is like a scene from "Stand and Deliver."' It frustrates and frightens me that a District person would actually show up at your office to complain about good testing. Exactly what do the district people want? Stating that my benchmark test scores were an anamoly and annual testing results like this would bring the inspectors suspiciously down on us is a sorry attitude that squelches excellence. Our ELA 7th Grade team here at -----Middle School had the best ELA team leader ever, and I believe when we all do test at the end of the year, our ELA grade level will show great improvement, even with the other teachers administering the tests.

Signed, Hurt and Frustrated Teacher
PS The kids were hurt the District thought they cheated.
Update: All the Grade Level ELA teams did do that year well, setting a high standard that hasn't been matched (or even close) for 6 years. 

5 Ways To Build a Culture of Collaboration with Staff, Teachers and Parents

http://www.aasa.org/content.aspx?id=12512 

The School Principal as Leader: Guiding Schools to Better Teaching and Learning 

http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-principal-leadership/Pages/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning.aspx 

Quick Guide to Teacher Team Building 

http://www.teachhub.com/quick-guide-teacher-team-building 

My suggestion: When one teacher stands out (in a positive way) the principal is like a parent that needs to keep the family from jealousy and sniping. Principals have great influence and can build teams of professionals that embrace other's success (or lack thereof) with support and grace. The question of a district that is suspicious of success reveals a greater, endemic problem, a culture of failure that may minimize the students and restrict achievement. Again, principals have opportunities to lead their districts from a position of teacher support, innovation, and even friendly competition between schools in the district. Success and improvement should never be an anamoly but a goal.

Teachers punished for success, whether it is in testing, parental relationships, or other arenas of education, frequently just quit and start their own schools. But that is an unusual option. Creating a success-friendly school culture is the best choice, obviously.

Principal's Suggestion Box Letter #8

These letters are absolutely fictional (to protect the innocent and not-so-innocent.) But, with the hint of truth, maybe we can make some adjustments. Principals have the best chance to do that.

Dear Principal,


When success becomes an 'anamoly' it is time to reassess what we are doing as a school. The district benchmark for my ELA classes were valid-as the second test deliberately given to 'show we cheated'- demonstrated. The kids did great again. We didn't cheat, we worked incredibly hard and no one should be shocked our 'demographic' can do well. This is like a scene from "Stand and Deliver."' It frustrates and frightens me that a District person would actually show up at your office to complain about good testing. Exactly what do the district people want? Stating that my benchmark test scores were an anamoly and annual testing results like this would bring the inspectors suspiciously down on us is a sorry attitude that squelches excellence. Our ELA 7th Grade team here at -----Middle School had the best ELA team leader ever, and I believe when we all do test at the end of the year, our ELA grade level will show great improvement, even with the other teachers administering the tests.


Signed,
Hurt and Frustrated Teacher

PS The kids were hurt the District thought they cheated.

Update: All the Grade Level ELA teams did do that year well, setting a high standard that hasn't been matched (or even close) for 6 years.

5 Ways To Build a Culture of Collaboration with Staff, Teachers and Parents

http://www.aasa.org/content.aspx?id=12512 

The School Principal as Leader: Guiding Schools to Better Teaching and Learning 

http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-principal-leadership/Pages/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning.aspx 

Quick Guide to Teacher Team Building 

http://www.teachhub.com/quick-guide-teacher-team-building 

My suggestion: When one teacher stands out (in a positive way) the principal is like a parent that needs to keep the family from jealousy and sniping. Principals have great influence and can build teams of professionals that embrace other's success (or lack thereof) with support and grace. The question of a district that is suspicious of success reveals a greater, endemic problem, a culture of failure that may minimize the students and restrict achievement. Again, principals have opportunities to lead their districts from a position of teacher support, innovation, and even friendly competition between schools in the district. Success and improvement should never be an anamoly but a goal.

Teachers punished for success, whether it is in testing, parental relationships, or other arenas of education, frequently just quit and start their own schools. But that is an unusual option. Creating a success-friendly school culture is the best choice, obviously.

 

Principal's Suggestion Box Letter #8

These letters are absolutely fictional (to protect the innocent and not-so-innocent.) But, with the hint of truth, maybe we can make some adjustments. Principals have the best chance to do that.

Dear Principal,

When success becomes an 'anamoly' it is time to reassess what we are doing as a school. The district benchmark for my ELA classes were valid-as the second test deliberately given to 'show we cheated'- demonstrated. The kids did great again. We didn't cheat, we worked incredibly hard and no one should be shocked our 'demographic' can do well. This is like a scene from "Stand and Deliver."' It frustrates and frightens me that a District person would actually show up at your office to complain about good testing. Exactly what do the district people want? Stating that my benchmark test scores were an anamoly and annual testing results like this would bring the inspectors suspiciously down on us is a sorry attitude that squelches excellence. Our ELA 7th Grade team here at -----Middle School had the best ELA team leader ever, and I believe when we all do test at the end of the year, our ELA grade level will show great improvement, even with the other teachers administering the tests.

Signed, Hurt and Frustrated Teacher
PS The kids were hurt the District thought they cheated.
Update: All the Grade Level ELA teams did do that year well, setting a high standard that hasn't been matched (or even close) for 6 years.
5 Ways To Build a Culture of Collaboration with Staff, Teachers and Parents

http://www.aasa.org/content.aspx?id=12512 

The School Principal as Leader: Guiding Schools to Better Teaching and Learning 

http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-principal-leadership/Pages/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning.aspx 

Quick Guide to Teacher Team Building 

http://www.teachhub.com/quick-guide-teacher-team-building 

My suggestion: When one teacher stands out (in a positive way) the principal is like a parent that needs to keep the family from jealousy and sniping. Principals have great influence and can build teams of professionals that embrace other's success (or lack thereof) with support and grace. The question of a district that is suspicious of success reveals a greater, endemic problem, a culture of failure that may minimize the students and restrict achievement. Again, principals have opportunities to lead their districts from a position of teacher support, innovation, and even friendly competition between schools in the district. Success and improvement should never be an anamoly but a goal.

Teachers punished for success, whether it is in testing, parental relationships, or other arenas of education, frequently just quit and start their own schools. But that is an unusual option. Creating a success-friendly school culture is the best choice, obviously.

Principal's Suggestion Box Letter #8

These letters are absolutely fictional (to protect the innocent and not-so-innocent.) But, with the hint of truth, maybe we can make some adjustments. Principals have the best chance to do that.

Dear Principal,

When success becomes an 'anamoly' it is time to reassess what we are doing as a school. The district benchmark for my ELA classes were valid-as the second test deliberately given to 'show we cheated'- demonstrated. The kids did great again. We didn't cheat, we worked incredibly hard and no one should be shocked our 'demographic' can do well. This is like a scene from "Stand and Deliver."' It frustrates and frightens me that a District person would actually show up at your office to complain about good testing. Exactly what do the district people want? Stating that my benchmark test scores were an anamoly and annual testing results like this would bring the inspectors suspiciously down on us is a sorry attitude that squelches excellence. Our ELA 7th Grade team here at -----Middle School had the best ELA team leader ever, and I believe when we all do test at the end of the year, our ELA grade level will show great improvement, even with the other teachers administering the tests.

Signed, Hurt and Frustrated Teacher
PS The kids were hurt the District thought they cheated.
Update: All the Grade Level ELA teams did do that year well, setting a high standard that hasn't been matched (or even close) for 6 years.
5 Ways To Build a Culture of Collaboration with Staff, Teachers and Parents

http://www.aasa.org/content.aspx?id=12512 

The School Principal as Leader: Guiding Schools to Better Teaching and Learning 

http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-principal-leadership/Pages/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning.aspx 

Quick Guide to Teacher Team Building 

http://www.teachhub.com/quick-guide-teacher-team-building 

My suggestion: When one teacher stands out (in a positive way) the principal is like a parent that needs to keep the family from jealousy and sniping. Principals have great influence and can build teams of professionals that embrace other's success (or lack thereof) with support and grace. The question of a district that is suspicious of success reveals a greater, endemic problem, a culture of failure that may minimize the students and restrict achievement. Again, principals have opportunities to lead their districts from a position of teacher support, innovation, and even friendly competition between schools in the district. Success and improvement should never be an anamoly but a goal.

Teachers punished for success, whether it is in testing, parental relationships, or other arenas of education, frequently just quit and start their own schools. But that is an unusual option. Creating a success-friendly school culture is the best choice, obviously.

Principal's Suggestion Box Letter #8

These letters are absolutely fictional (to protect the innocent and not-so-innocent.) But, with the hint of truth, maybe we can make some adjustments. Principals have the best chance to do that.

Dear Principal,


When success becomes an 'anamoly' it is time to reassess what we are doing as a school. The district benchmark for my ELA classes were valid-as the second test deliberately given to 'show we cheated'- demonstrated. The kids did great again. We didn't cheat, we worked incredibly hard and no one should be shocked our 'demographic' can do well. This is like a scene from "Stand and Deliver."' It frustrates and frightens me that a District person would actually show up at your office to complain about good testing. Exactly what do the district people want? Stating that my benchmark test scores were an anamoly and annual testing results like this would bring the inspectors suspiciously down on us is a sorry attitude that squelches excellence. Our ELA 7th Grade team here at -----Middle School had the best ELA team leader ever, and I believe when we all do test at the end of the year, our ELA grade level will show great improvement, even with the other teachers administering the tests.


Signed,
Hurt and Frustrated Teacher

PS The kids were hurt the District thought they cheated.

Update: All the Grade Level ELA teams did do that year well, setting a high standard that hasn't been matched (or even close) for 6 years.

5 Ways To Build a Culture of Collaboration with Staff, Teachers and Parents

http://www.aasa.org/content.aspx?id=12512 

The School Principal as Leader: Guiding Schools to Better Teaching and Learning 

http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-principal-leadership/Pages/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning.aspx 

Quick Guide to Teacher Team Building 

http://www.teachhub.com/quick-guide-teacher-team-building 

My suggestion: When one teacher stands out (in a positive way) the principal is like a parent that needs to keep the family from jealousy and sniping. Principals have great influence and can build teams of professionals that embrace other's success (or lack thereof) with support and grace. The question of a district that is suspicious of success reveals a greater, endemic problem, a culture of failure that may minimize the students and restrict achievement. Again, principals have opportunities to lead their districts from a position of teacher support, innovation, and even friendly competition between schools in the district. Success and improvement should never be an anamoly but a goal.

Teachers punished for success, whether it is in testing, parental relationships, or other arenas of education, frequently just quit and start their own schools. But that is an unusual option. Creating a success-friendly school culture is the best choice, obviously.