For teachers, conferences are both something to look forward to and something that we dread. They are necessary so that we can talk to parents about their students progress in class. They are difficult because those conversations can be hard, awkward, and sometimes confrontational. At the secondary level it is also a struggle to get parents to come to parent-teacher conferences at all. It can start to feel like a waste of time when there can be so much preparation involved.
Both of us (Danielle and Becca) have conferences this week and we assume that they are fast approaching for others as well. Maybe you are a first time teacher or maybe you just continue to be on the struggle bus with conferences. Either way, here are our thoughts and ideas about have successful parent teacher conferences.
To start, many schools are different in their opinion of how to structure conferences. Some schools want students to be there and have student-led conferences and some would say it should be just parents and teachers present for conferences. Is it open house style or do you need to schedule times with specific parents? What materials do you need to have ready for parents who do attend?
The best conferences I (Danielle) have ever participated in were the conferences my building did when I taught middle school. I taught at a true middle school where we had two 6th grade teams. Every teacher had a homeroom/advisory class. When it came to conferences we would schedule conferences with the parents of our homeroom class. The school scheduled one day after school for conferences and then on the next day the students did not have school and we were there until 4 but we were open all day for conferencing appointments. We scheduled an appointment with those 20-25 parents of students in our homeroom. Then my 6th grade team would meet and discuss which conferences we wanted to have as a team. If there was a student that really struggled or had specific behavior issues, we would all block out that time slot to have a team conference with that parent and student which was student-led.
In the weeks leading up to conferences, we would take time in homeroom to organize a portfolio of work from each class and the students would write reflections on their work that they would go over with their parents during the conference. I would discuss any issues that had been brought to my attention by the other teachers and answer any questions I could. If the parent wanted to talk to a specific teacher, then they could also schedule time for that during conferences as well but the main responsibility was for the homeroom teachers and meeting a different teacher was more of a special case. When we did it this way, I felt really supported since I had my team and a lot of preparation ahead of time. The responsibility was really on the students because they were leading the conference and they knew what issues they were going to have to talk about with their parents.
I (Becca) have not had experience with scheduling conferences, though that sounds like it may make it more worth the time! I try to have some candy available as well as a folder for each student containing student work and some student reflection. As parents arrive, I offer candy, ask them to sign in, and show them student work along with their grade. Most of the time the student is not with them. I explain how the grade is calculated, how their student behaves and performs in class, and how they could get better. I express any concerns I may have and check for questions. With any time left (many times the parent is trying to get around the building to see 6 other teachers and may be in a hurry), I make sure they understand our LMS so that they can have as much information about their student’s grades and attendance as possible!
The few times that the student is with them, I always include the student in the conversation. I have found that students are much more likely to say what they may need to be successful while sitting one on one with a parent present. While many would not pull you aside in class and tell you then need help being reminded what to do or would like more examples, they might in a conference setting! I have seen many students take some responsibility when I can tell both them and their parents what I think their strengths are. If their grades are not correlating well with their ability, they more often than not will take responsibility for their part. I would much rather have that conversation than just talk to a parent about what their student communicates to them versus what they communicate to me. Again, those are rare occasions for me, to have students present.
When it comes to conferences and if your district is considering any changes to your conference procedure, I would suggest the following:
If you don’t have control over your structure of conferences, try to find ways to work within your system.
HOW TO: HAVE A SUCCESSFUL CURRICULUM MEETING12/4/2017
Our first day back from Thanksgiving break and I had a sub. No, I wasn’t sick, I was at a curriculum meeting. It’s at this point must of us are rolling our eyes and thinking, was that really necessary? Could we have met for an hour or just used email and Google Apps to communicate? I’m right there with you. I hate missing a school day unless I can be sure that what I have learned or accomplished will positively and directly impact students.last Monday was one of those days and I think there were some really important components necessary for any department who wants to have quality curriculum that result in tangible accomplishments.
Have a clear goal.
We were trying to find a better way to place kids in the correct class as freshmen. We had way too many students who were moving to a lower track and a few moving to a higher track of math during the first semester of school. When almost 20% of your freshmen class are changing tracks, something is wrong with the placement method. We all knew that it was an issue and needed to find a better way to help transition students into the correct high school math course.
Include all the key players AND be sure they have a voice.
How many of us have been given notes from a meeting we weren’t present for containing some sort of directive or decision that directly impacted us? I’m sure there are some out there that are totally fine with this but I’d argue that making real change means all parties involved in implementing the change need to be present and in agreement about the changes made. How can we be 100% clear and in agreement, ready to implement or enforce something when we weren’t there?
This particular curriculum meeting was great because all of the freshmen math teachers were there as well as the 8th grade math teachers from each feeder middle school. Even better, we were trusted to get the goal accomplished, which brings me to the next point-
Remember, it isn't an admin meeting.
I have nothing against administrators. I would love to be an administrator one day! In fact, great administrators helped this meeting happen! Most would admit however that admin meetings have a reputation for being a lot of talk and jumping through the hoops states put on public schools. This meeting wasn't like that. We started by talking about how each of us grade and what students need to know before they enter our classes in order to be successful. We used Google docs and collaborated. There was one goal and that was to understand the expectations for enterering high school math classes and to create a placement test and criteria for placing students correctly. We had an entire day to complete the task and our administrators simply poked their head in every now and then to see if we needed anything. We weren't given additional tasks. No one walked in and said they would have to check with another higher up before we'd have an official answer. We had the autonomy to make final decisions and simply report back how the day went!
Give mutual respect and desire open communication.
During the first hour of the meeting, we were trying to sort out how best to spend the day and accomplish the goal. We began to discuss the gaps we were seeing at the high school. Kids didn't know the difference between slope and plotting an ordered pair or they were lacking number sense, etc. It would have been really easy for for the 8th grade teachers to take it personally and shut down but they didn't. We were not attacking them and they trusted that. We knew they had pressure to teach the standards and push kids the same way that we did and we were determined to respect and work together to do what was best for our students.
Make decisions with kids in mind.
Again, near the beginning of the morning we were talking about the standards assigned to each of our courses and the amount of pressure we felt to speed through it in order to "cover" everything. I know we are not alone in this feeling and the fact that none of the schools were accountable to each other by being in the same district could have made the conversation worse. Instead, we were able to communicate respectfully and come to the conclusion that we were professionals who could take responsibility for specific standards and be accountable to each other. We didn't work in the same town or within the same district but we served the same kids. In the end, what was best for them was for us to trust that the person coming next would do what they said they would do. For example, I will teach students how to solve multi-step equations. The 8th grade teachers who have the students who will enter my track would then be sure that the students have become masters of solving one step equations and using the order of operations. Rather than pushing those kids through solving different equations, they would leave that to me and spend the time being sure they had the prerequisite skills mastered. No more rushing kids through standards. They need to become masters of the material and that doesn't happen by reviewing fractions for one week every year. As hard as it is to make these decisions, they have to be made because it is what is best for kids.
Communication doesn't end after the meeting does.
Finally, one of the most important steps to a curriculum meeting is that the discussion that began does not end. After completing our goal for the day and creating a placement test that we agreed on, we discussed what we needed to do as a follow up.
When would it be given? How would students review? How would it be graded consistently across three different middle schools? How will they be sure their prerequisite standards would be mastered before students got to 8th grade?
We set a date to meet again after the test would be given so that we could grade it all together and agree. The 8th grade teachers said they planned on speaking with the lower grades to have similar meetings about mastering standards.
The key here is that it wasn't over. We didn't pat ourselves on the back and move on. We gave each other high fives for the day and planned to meet again and email in between meetings.
WHY DO WE EVEN NEED A CURRICULUM MEETING?Curriculum is the plan for what we will teach kids. If we don't discuss it and work to make it the very best it can be, what are we doing? We owe it to our profession and to our students and community to talk to each other. We need to be willing to have the hard conversations about what we are doing and whether or not it is the best for our students. We may feel like we have kids all the time but in reality, that 45 minutes that I see students 5 times a week and 9 months of the year flies by.
BUILDING FUNDAMENTALS: BEING A GREAT MENTOR8/28/2017
Teaching is a hard profession to enter. No one can deny that. Teachers tend to have a burn out rate of 5 years. One of the best ways to help get past this is having a support system in your school. This usually starts with a mentor in the building. Most districts have a new teacher program that pairs new teachers with a mentor in their building. This mentor is the first line of defense and support for a new teacher and is an incredibility important relationship.
The quality of the mentors used in a school seem to have a direct relationship to new teachers staying in the profession and staying in that specific district.
What makes a good mentor? What qualities do mentors need to have to be what they need to be for new teachers?
Our profession is very important and we should do all we can to keep quality new teachers in the profession. Having a mentor with these qualities can go a long way to helping a new teacher grow and feel welcome in their school.
So you’re a new teacher! You may be brand new to the career or maybe you’re just new to the building. Either way, you will most likely be assigned a mentor to help you settle in and learn what you need to about the school and the culture.
My advice to you in getting the most out of your mentor is to ask questions! Ask them all! They are there to help you adjust and answer questions.
For brand new teachers specifically, you may have a million questions but these are the ones I suggest you ask early!
For all teachers new to a building, you’ll want the answer to these questions!
These questions are not all encompassing. You will continue to have questions. Keep asking them! Other than those specific questions we suggest you:
We hope you have a terrific first year teaching or first year at your new building! It can be a roller coaster but having a mentor and truly using them can make even the roughest of years a great experience in the end! Stay strong! Let us know how the years goes and any other advice you have about getting the most out of your mentor!
WHETHER YOU'RE FEELING LIKE THIS......
THE BIG DAY IS APPROACHING QUICKLY!
The first day of school! I don’t know about everyone else, but that day still makes me nervous every year. In the beginning it was straight up nerves but now has shifted to more nervous excitement. A new year! What will this year be like? What will the students be like? How will all of the changes I made to my curriculum work out? There is a lot of potential on that first day of school.
There is a lot of prep work that goes into the first day of school and the beginning of a new year. There is the room set-up, curriculum, school and department meetings, and so many other details that work up to this day. I know that the first day looks different at different grade levels and I will admit that I really only familiar with the secondary set-up. Regardless some of it is the same and most classes are trying to get the same types of tasks done:
For the new teacher, the first day of school can definitely be a day that is filled with excitement and nerves.
Here are some tips/things to know about the first day of school:
The real trick to having a successful first day is to have activities where the focus is on the students and not the teacher only talking at them all day about rules and procedures. It’s an easy trap to fall in, especially in the secondary classroom, spending every class reviewing the class syllabus, rules and procedures of the class. This is boring for the teacher and the students.
I have tried many different things for the first day to keep the focus on them and not me. There are so many different ways to approach this and it really depends on what you want to accomplish on the first day. Pinterest, Teachers Pay Teachers, and other social media outlets are filled with different ideas for what to do on the first day of school.
Here are few ideas that we like!
The first day of school is a chaotic, nerve wracking, and exciting day. Take time to enjoy it whether you are a first year teacher or veteran teacher. It is a day filled with promise, new beginnings, and new opportunities!
Above are just a few ideas on how to make the most out of your first day of school. If you have any other ideas, please share them below!
An open house is typically the first chance that students and parents alike get to put a face with a name. They know that they (or their child) has been assigned to you for the year but now is you chance to put their minds at ease and give them a good idea of what to expect for the year. Depending on how well your community turns out, this may be your first impression opportunity for the majority of your students...or it may be just a few. Regardless, it is better to be prepared!
The first thing any visitor notices when they come to your open house is your classroom and you. This is not the time to be in shirts and t-shirt working on your classroom. This is your first teacher duty for the year and parents will be looking for a professional. You want your classroom to be welcoming, clean, and organized. This parent is entrusting their child to you and you want to leave them feeling confident in you. Greet them at the door and have a space designated for them to sign-in and leave contact information, any handouts you want them to give, and places for them to sit and wait in the case that you have a line.
Some handouts you may want to give:
Every grade-level and school does open house differently, some may have presentations for parents and others are more of meet and greet. If you have a large group, you may have a presentation style overview of your information ready and maybe an activity that parents/students could participate in. At the secondary level it is more of a meet and greet where we get to meet with just the parents and student which makes it a lot easier to get to know them. At this point, we like to go over the handouts. At the secondary level we talk about the syllabus. The big points for us to include are how we grade and what our rules and expectations are. Communicating this to the parents now before school really gets going will help us avoid confusion about grades and discipline later on. We also discuss the supplies they may need throughout the year. We are at one-to-one schools and complete a lot of things online but ask our students to have some organizational tools like a folder, notebook, and/or binder as well as pens and pencils. Once we have gone over the handouts, we like to check in with the parents about their understanding of the school learning management system. Most of us have an online portal where parents can see their student’s grades and attendance. I like to make sure parents know they have access to this and answer any questions they may have at this time.
You’ve now introduced yourself, let them know rules, procedures, what to expect, and what supplies to purchase. Give them a chance to ask questions and then help them find their next stop! Maybe they have another classroom to visit or maybe they are on their way home for the evening but your last job is to guide them in that direction! You'll be exhausted after doing this over and over but you can rest easy knowing you put your best foot forward!
We hope you had a successful open house! Let us know if you tried something different that either went really well or you wish you'd never done!
Co-teaching is hard. It can take years to really perfect your flow as a pair of teachers in the same room and a lot of co-teaching partners don’t get the chance to do that. Someone moves or gets their schedule changed and it’s back to square one.
While you may not have years to perfect it, here are some tips for the here and now while you still have your co-teacher!
DIVIDE UP RESPONSIBILITIES CLEARLY AND EARLYfrom Pinterest and Co-teaching That Works
Co-teaching is somewhat like a year long group project. If you don’t know who is doing what, you are likely to get frustrated and do more (or maybe less!) work than you really should. Think about the major parts of your classroom and split up responsibilities. I use something like the chart to the side when dividing up work.
Some of these are responsibilities are pretty obvious to me about who should be doing it in my classroom and may be obvious to you. The point, however, is that a conversation is had with your co-teacher and you agree on specific responsibilities. What may be obvious to you may not be what your partner teacher is thinking.
Something else to take into consideration while splitting responsibilities would be how often you see your co-teacher. Maybe your co-teacher is already moving between multiple classrooms throughout the day! You may want them to be with you all day or want their focus more on your class. Maybe they help with a special activity or coach outside of school and one time of the year is busier than others. Talk about it and be sure to take their schedule into consideration when dividing up responsibilities.
SHARE FACETIME IN FRONT OF THE CLASS
This is just one person's opinion BUT I don't think co-teaching works well when the students see one of you as the teacher and the other as the assistant. When one person is using all of the face time in front of the class and the other is only used one-on-one, students see one teacher. And a big part of co-teaching is teaching together. While you have different specialties, you were both trained to be in the classroom. Maybe one of you delivers the notes/lecture portion but the other can explain the transition activity or homework. Maybe there is a weekly activity like What's in the Box? that they can run. Whatever it is, you need to share face time. Decide how this will happen and then don't interrupt each other unless you've discussed being ok with it. Co-teaching is sharing and all of your students are watching it happen in front of their faces! Set a good example for what sharing a classroom and being polite looks like when talking to the class. :)
COME TO AN AGREEMENT ON MODIFICATIONS AND ALL BIG ASSIGNMENTS/TESTS/PROJECTSTypically the set up is that one of you is a master of content and the other is the master of special education. You each have your specialties and there is a reason you are both in the room. It is important to talk about what types of modifications will need to be made for students and to BOTH have a good idea of what they need regularly. My co-teacher made a "students at a glance" page so that accommodations are easy to see rather than needing to reference a 504 or IEP all the time. A different co-teacher I worked with made a spreadsheet and checked off the modifications that each student needed so it was easy to see what a majority would need.
Sometimes I get really into my content and start making tests or projects that are really awesome but may be super overwhelming for some of my students who have learning disabilities or 504's. Bouncing ideas off of my co-teacher helps me think through it and chunk better or completely remove parts of a project that aren't necessary.
It is important for BOTH of you to agree on the modifications when it comes to shortening tests or projects. Just be sure to communicate! Which brings me to my last point...
BE A TEAM!
There are days when the last thing you want is another person in your room BUT there are also times when that person is the ultimate life saver! Everyone has one of those days where you need to be able to step back and let someone else take the lead and having a co-teacher means you can take a breather and get back in there rather than feeling the full weight all day. A good teammate provides that breather for you when you need it!
A good team adapts together. Maybe this is your first year co-teaching and you are used to having the run of the room with no one else to check in with. You already have your routine....but you aren't alone this year and it is no longer your classroom. Not gonna lie, I had some trouble sharing and adapting my first year co-teaching. But digging my feet into the ground with my own routine didn't help anything and I had a million times more positive experience the next year when I completely opened up my routine to change. It became our classroom and our routine rather than just mine. It was better for me. It was better for my co-teacher. Most importantly it was better for my students. Be willing to change and don't take things to personally in the process!
In fact, this person is now your work wife/husband in a lot of ways! Students will definitely treat you that way. You may have told a student they need to wait to use the restroom just a seconds before they walk over to your co-teacher to try again. Have each other's backs! Be their freaking person!
There is definitely some extra stress that comes with co-teaching (at least your first time or with a new partner). Communicate early and often, always take each other into consideration, and don't take things too personally and you'll be just fine!
And on those days when it doesn't feel "just fine" dance it out!
Just kidding...kind of.
I've witnessed some really toxic teaching partnerships that just were not going to work. If you are communicating and considering the other person in sharing your classroom and procedures but you are still frustrated, set a time for a conversation one on one.
There were a couple times in the last few years when my co-teacher and I stayed for a few minutes during lunch or after school to talk over how something one of us said came off as rude or disrespectful in front of the class. For us, it was always just a miscommunication and we were able to just apologize or laugh it off and move on. That is not the case for everyone.
If a few one on one meetings don't seem to be doing the trick, ask your co-teacher if they would be willing to sit down with an administrator to work out the problems. I really hope it doesn't come to this and some of you may be laughing thinking about two adults not being able to work things out at work but it happens. If your co-teacher is open to it, hopefully you can resolve differences or your administrator can see the relationship is not healthy for students and make a schedule change. If they don't want to speak to an administrator together, you should go alone and ask for advice. At that point, it is documented and if you work with some great administrators like I do, they'll be able to help you out one way or another. The key here is to work up the chain of command and not turn it into school gossip. We're all adults here. Be sure to act like it!
That's all for co-teaching! How long have you been co-teaching? Any words of advice to add?
Let us know by commenting below! :)
Parents. I feel that teachers have a love-hate relationship with parents. We love parents for sharing their students with us, and we love when parents are proactive and work with us to help students be successful. We hate when parents are helicopters and constantly question our decisions about our class and response to students. The reality though is that it essential for us to make parent contact and try to build solid, positive relationships with parents as much as possible.
Keeping in contact with parents can be a challenge. From phone tag, numbers that don't work, trying to keep up with emails, unreliability of letters and newsletters making it home, and social media issues, making parent contacts can be a huge stress of our job. Unfortunately I do not have some magic solution to always getting a hold of parents when I want to and make every parent contact a positive one.
Here are some tips that have been passed to me and what I have found in time teaching:
Make contact early in the school year. Many schools have a back-to-school night, so try to make the most of this time and have a conversation with parents that come and share with them some basic class information and get their contact information. If you are super organized and ambitious, you can try to make contact before this and make a parent phone call inviting them to back-to-school night and introducing yourself. This would obviously be easier for elementary teachers because they have less students that would have to called. For secondary teachers that would seem insane and I totally get it. The way this could be doable for secondary teachers would be if you have a homeroom or advisory class. Then you would have one class that you could call and make contact with personally. At my school that is what our expectation is. Within the first 2 weeks of school, we have to call all the parents in our advisory class to introduce ourselves and discuss our role as advisor.
Make the first contact a positive one if possible. If you have been working in education, you know this to be true. Parents are more apt to work with you and be receptive to negative information, if you have first had a positive conversation. Even if you do have to have a conversation with a parent about something negative related to their student, it is helpful to start with 1 to 2 positive things and then bring up the issue that happened in class with that student.
Try to make it a partnership. When you have a student that is difficult, I have found it helpful to ask for help from the parents. I ask them to help me understand their student and what we can do to help that student be successful. When parents realize it is not an 'us versus them' scenario, they might be more open to addressing classroom issues at home and supporting your actions in school.
Write a script. If you are a new teacher or just uncomfortable talking to parents, it could help to write a script. I definitely did this when I was a first year teacher, because I had never done it and while I am super comfortable talking to 130 teenagers in a day talking to their parents is something else entirely. I still use scripts now, mainly because it keeps me on topic. Sometimes a parent just wants to talk and then I get off topic or after making so many calls I just forget what I need to talk about. Either way writing it down and having it in front of me is helpful.
Don't take it personally. This is hard. I still find this hard to a certain extent. When a parent is hard on you, it can be easy to take it personally, just as it is when a student is difficult. The thing to remember is that parents are trying to look out for their students and they don't know what it is like in the classroom most of the time and they have only heard one side of the story. As the teacher our job is to first listen and then ask questions that help get to the root of the problem. Then discuss with parents your version of things and reassure parents that our goal is have students be successful. We all want what is best for our students. When parents are going off though it 99% of the time isn't really about you, but frustration with their student, their history with teachers and education, or any number of family issues that could be happening. I know that when it comes down to it, that may not help you feel better when you have a rough parent contact but it can help you put it in perspective when you are more calm.
Make use of Technology. There are so many tools out there now that can help you reach out to parents. They definitely can make life easier for you and parents. Here are some tools you can try out:
Original post : 9/25/2017 Revised: 7/23/18
The search for the best teacher professional development book can be an overwhelming task. In an effort to make your search easier, I want to share 5 of my favorite professional development books. The topics vary but these are books that I always come back to help remind me of the best practices in teaching or have really helped me grow as a teacher.
These are some of the professional development books out there on a range of topics related to teaching, but I find all of these to be useful and interesting. What good professional development books would you recommend? Have read any of the books above? We would love to hear your thoughts and suggestions for all teachers!
Everyone assumes we take the entire summer off to relax, sleep in, sit by the pool, vacation, etc....but let's be honest, if you haven't started scouting out school supplies or planning out some activities to try this year yet, you probably will soon! July is the month of Pinterest searches, Target receipts, and hours spent in your classroom making it just right. You are putting in work! And we want to see it!
We would love to feature your classrooms as you finish them (or even as you complete mini projects for your classroom)!
Fill out the Google Form here and we will contact you with any questions we may have or to let you know when it will be posted on the blog! WE CAN'T WAIT TO SEE YOUR PROJECTS AND YOUR ROOM!
Testing season is upon us for some or has just passed for others. It is always a time of stress and anxiety for the subjects that are tested. Even those of us that are not tested feel some of the strain. I am not one of those teachers that has to directly deal with testing and am usually at war with myself about my feelings on testing. I am relieved that I do not have the testing stress that other teachers have, but at the same time I feel like my subject has been slighted and diminished to a subject that is not as important.
I teach social studies in Missouri at the secondary level and have never experienced what it is like to be a tested subject. In Missouri the only thing that is tested in my content is government which is taken by seniors at my school. There really isn't much pressure on me as teacher except to do some things that support government so that when students get to government, they will hopefully have some foundation.
When I taught middle school there was even less pressure on me as my only experience dealing with testing was an encouragement to support English teachers by having activities that included reading and writing. Honestly I would do that anyway because I think it a good practice and skill for any person and especially as a social scientist.
Many of my co-workers have told me that I should feel lucky that I don't have to worry about the stress of jumping through the testing hoops. Honestly I am happy that I don't have to worry about it. I don't agree with testing and I don't really feel that the tests that have been created really tell us if they are learning, but it is what we use so we have to deal with it. However, even though I’m not an advocate for state testing I have always been bothered by the fact that they don't test social studies because of the message it sends to schools, parents, students, and communities. It sends the message that social science and social studies is not as important as the other subjects.
In my career I have had the conversation with students and parents about why it matters for them to take history classes when they aren't tested. I recognize that this is a subject that I love dearly and am probably biased when it comes to its level of importance in every single person's daily life, but I have come to realize in our current society that we have lost what it means to be a citizen... I don't mean the legal requirements of being a citizen but the knowledge required to participate in our society and understand the significance and meaning behind it. Dealing with the big issues of our day are all relevant and many are connected to the social sciences. The lack of testing just reinforces the sense that this subject isn't as important as its counterparts.
I realize that I am probably overreacting and to be honest I do enjoy the freedom that is allowed to me as teacher that doesn't have to teach a very specific curriculum for the test. I have the freedom to evaluate my standards and create learning experiences wrapped around needs that I see in my different classes. I also realize that I am not alone in teaching a subject that seems to be undervalued or that as teacher we all recognize that the learning experience is more important than the test, but we are all stuck in this give and take of balancing learning and testing. I am not even sure that I would want social studies to be more heavily tested because I don't like testing, but I am frustrated as a teacher that wants her subject to be valued and understood. I think that is really what it boils down to. I want all of us in education to be taken seriously and valued like we should be.
I guess my message in this post is this: teachers that are not tested are both envious and relieved at the prospect of not being tested. We love the freedom but wish to be taken more seriously. My hope for the future of education is that we come together as an education community and show our country and community how important all our subjects are and how they work together to create a citizen that can participate in our society.