Kentucky Connected Educator Month Day 2

Sherri McPherson 

Lafayette High School

Fayette County

In what way(s) are you a connected educator?

 

I am a connected educator because I develop networks, both digitally and in person, that helps me build my knowledge base and bring back what I learn to my classroom, school, and district. I collaborate with other learners through various online platforms, use social media like Twitter to interact with colleagues across the country, and reflect on my practice and profession through my blog, Finding My Teacher Voice.  I am also a participant in the Common Assignment Study where we are creating units of study (with LDC modules embedded within them) in collaboration with colleagues in Kenton County and colleagues in Colorado.  You can learn more about the units from this newsletter.

How does being connected impact your practice?

 

Being connected, I am able to problem solve in real time with a wider net of professionals than those in my immediate physical space. This summer I read an article about 20% time in education. Curious, I tweeted: Dreaming of incorporating 20% time in my classes next year. Looking to connect w/ other teachers. Any tips? . Within minutes, several colleagues shared resources and their own experiences with 20% time. With the support of my online Professional Learning Network (PLN), I have implemented 20% time or genius hour in my writing class this year.

How does being connected impact you as an educator? 

Being connected means I am not isolated. With a few clicks, I have access to support, feedback, and free resources. I am able to easily connect with the best minds in education. These connections give me freedom and control over my professional development. In turn, connectedness and control allow me to devote more time to innovation and creativity which helps me meet the diverse needs of my students.

What advice or resources would you recommend to colleagues interested in becoming connected?

Start small. Pick one platform and devote some time every week to cultivate connections.. Be reflective and willing to reach out to your new network. 

Sherri McPherson is an English/Language Arts teacher with 13 years' experience teaching grades 9-12. She earned a Bachelor's degree in English and Theater and a Master's degree in English Education from the University of Kentucky. This fall, she began her 14th year of teaching at Lafayette High School with the Fayette County Public Schools. She is currently serving as a member of the Gates Foundation's Teacher Advisory Council. With her passion for literacy and students, Sherri is a vocal advocate for the Common Core State Standards, student choice in their learning, and teacher innovation in the classroom. Her leadership positions have included department chair, Literacy Design Collaborative lead teacher, and literacy coach. Last school year she began working toward her National Board Certification. She currently lives in Lexington, Kentucky with her husband of 17 years and their three children. When not teaching, she enjoys spending time with family, gardening, biking, and reading.

The New "Buzz" Word

The New “Buzz” Word

By: Karen Handlos

Innovation seems to be the new “buzz” word in education. How can teachers become more innovative in their practices so that students are truly learning their content and translating it into practice beyond the classroom?

According to the U.S. Department of Education, innovation is the spark of insight that leads a scientist or inventor to investigate an issue or phenomenon. Innovation is driven by a commitment to excellence and continuous improvement. Innovation is based on curiosity, the willingness to take risks, and experimenting to test assumptions. Innovation is based on questioning and challenging the status quo. It is also based on recognizing opportunity and taking advantage of it (www.ed.gov).

Innovation can be displayed in many forms. For some it may mean incorporating the use of technology into student learning, creating schedules that maximize student learning time as well as teacher collaboration time, performance tasks created by and for students, various classroom configurations, multiples measures of student assessments, students that are highly engaged in learning; making and applying real-world connections and so on.

Within a classroom it is important for innovation to start with knowledge of the students with whom teachers are working. The knowledge grows into pedagogical techniques and strategies that “hook” students into their learning, meets and challenges students where they are, and creates avenues for them to want to learn more and do more.

Students also need to understand the “why” to their learning; its importance and relevance to the real-world. When they do they begin to connect with their learning and apply it to their lives. They become actively engaged within the learning process and they begin to critically think and question their learning. They create a desire to not just know the content but to make relevance of it, retain it and use it to solve new problems and create new solutions.

"Immerse your students. Let them see it, feel it, engage with it, create something with it, and learn to love it. Find hands-on experiences that bring together their imagination, your passion, their passion, and their learning. Students don’t mind hard work if they connect with it." -Doug Bergman 2011

As the new school year is underway, think about ways to shift the learning in your classroom this year; from a culture of compliance to one of questioning, dialogue, and inquiry.