Educational Mission in Six Words

During our last Faculty Meeting at Cantiague our staff tackled the task of writing Six Word stories to describe our educational mission statements/beliefs. It was a fun activity and the end results (see below) speak to the positive, strong and consistent feelings and sentiments that permeate our building. 

Check them out...

Inspire, protect, nurture, enrich, challenge, collaborate

Inspire, help, encourage, educate, nurture, grow

Helping kids feel AMAZING about themselves

To develop a sense of self-esteem

Make a difference, change lives, share love

Fun, engage, discover, inquiry-based, rapport, rigor

Inspire positive learning, develop lifelong learning

Cooperation, model, inspire, challenge, fun, motivate

Learning environment, fostering happy, confident students

Promotion of lifelong health and wellness

Live, love, care, learn, be somebody

Inspire children to want to learn

Develop a deep love for learning

Confident, creative, proud, kind, flexible, learner

Catalysts, encourage, provide, support, mentor, happiness

My students feel good about themselves

Making one difference for every child

Inspire, coach, love, fun, patience, learning

Encouragement and emotional support for children

Share, inspire, encourage, learn, care, grow

Love, nurture, listen, warmth, encourage, understand

Joyful, passion, fulfillment, playful, awesome

Laughing, learning, playing, sharing, creating, loving

Guide with love, understanding and support

Motivate, differentiate, explore, practice, master, inspire

Inspire, creatively educate, risk-free environment

Impact my students throughout their lives

Make a difference in someone’s life

Growth, strength, confidence, compassion, enthusiasm, faith

Inspire, build confidence, love learning, grow

Music education is imperative for all

Self-esteem, confidence, problem solvers

Develop self-esteem, confidence, love of learning

I want kids to love learning

To inspire the love of art

Maximize students’ potential role model behavior

Joy of language learning and communication

Reading is the key to everything

To help students become confident communicators

To instill a love for learning

Inspire, challenge students as lifelong learners


Build confidence, Empower children, Accept Differences


Motivate, change, differentiate impact, encourage, smile, love 


Teach children to be happy, confident lovers of learning


Inspire, Motivate, Change, Learn, Engage, Empower 


Friend, Inspire, Trust, Interactive, Dedicated, Energetic


Speak and listen to learn and love


After reviewing all of our six word stories, one of the most commonly used words is INSPIRE. So, please leave a comment below and share how YOU INSPIRE your students or staff! 

What Happens When You Sneeze?

As an elementary classroom teacher (mostly 5th Grade), I was always worried about being out sick or attending a conference for a bunch of reasons - I wasn't sure if the sub would cover all the work, if the children would make good choices (i.e.- would they behave) and honestly, I always missed my kids. The feeling was usually mutual (depending on the class or time of year) and upon my return my kids would ask me to never be absent again because it wasn't the same without me. I always treasured and valued this type of relationship with my kids because it was rooted in a mutual respect, concern and investment. My kids knew I would do anything for them and I valued that they would take risks with their learning for me (and themselves).

Once I made the transition to building administrator, I assumed that type of relationship wouldn't exist - not with the teachers (who really cares about their principal?) and not with the students (isn't it true that only the "bad kids" get to know the principal?). Well, after reading various works by one of my gurus, Todd Whitaker, one thing he preached stuck out in my mind... "When the principal sneezes, the whole school catches a cold!" I don't know if I experienced that during my first couple of years as a principal because I literally felt like I was running around like a chicken without a head. But, over the years in my position as a Lead Learner (aka - principal) I realized that my every word, action and decision did have a direct impact on the entire educational community. 

This is a huge responsibility but one that I have learned to value and treasure on so many levels and for so many different reasons. It has never been about "power" for me because it has always been about serving my community with one singular focus and goal - doing what is in the best interest of our children (students). This is what drives my work each and every day... 

I engage in conversations with staff members to better understand what they are dealing with in their spaces and to consider how I can support them and help them enhance their own craft. 

I visit classrooms every day and listen in on what the children are learning and doing so I can better understand the way teaching and learning unfolds in our school from room to room. 

I try to model my expectations and lead by example (I try not to ask anyone to do something that I haven't already tried or would be willing to do). 

I try and personalize professional development opportunities to offer staff members the chance to learn about things that interest them. This also allows us an opportunity to spotlight all the expertise in our building.

I try and learn from our staff, parents and kids - if it wasn't for them, I wouldn't know how to use Instagram, wouldn't have been exposed to different authors and teaching techniques or have a better understanding of different cultures and beliefs. 

I email and chat with parents on a regular basis to integrate their perspectives, meet their needs and address their concerns (after all, we are taking care of their most precious "cargo" for at least 6 hours each day). 

I have lunch with my kids on a regular basis so I can hear from them about what makes them happy at our school, what we are doing well and what we could be doing better. 

Then, at the end of each day, I reflect on all the information I have taken in as a way to better serve our community and ensure that our goal has become, and remained, a common mission for all. 

Now, have I met with success? Am I doing my job well? Have I developed positive relationships with all constituent members in our community? Does our school catch a cold when I sneeze? I am not 100% certain but what I do know is that I have been out over the last few days because my son had surgery and in that time, I have received numerous texts, emails and tweets letting me know that our school doesn't feel the same without me. In my book, that means that I am serving my community well by assessing and addressing their needs.

So, if you are a Lead Learner, Principal, Assistant Principal or any type of administrator serving a school community (or classroom teacher serving a group of kids), make sure you step back every once in a while and see what happens when you sneeze!    

Power of the Teacher

When our son, Paul, was born, our lives were literally flipped upside down! Unfortunately, he was affected by various medical conditions (mostly physical in nature) and during the first few months of his life we struggled with fears about whether he would be able to walk on his own or attend a typical school or possess any amount of self-confidence. Well, he is 8 years old now and I am thrilled to say that he walks on his own, goes to an amazing public school and exudes self-confidence (check out his blog - Paulie's Passions)! Thanks to our incredible support team (family, friends, doctors, therapists, etc.) our son made a lot of progress and developed all the skills he needed to be successful in the first few years of his life but it wasn't until he started school that I realized the power of the teacher(s)!

Yes, I have been in education for over 15 years and I am fortunate enough to have worked with some of the most incredible teachers and educators around (I work with them each day) but until our son went to school I never realized the profound affect a teacher could have on a child. Paul's teachers helped build his self-confidence, helped support him after multiple surgeries, helped him develop new skills and most importantly, they ignited a passion and love for school and learning - thank you Mrs. M., Mrs. T., Mrs. C., Mrs. B., Mr. B. and all the other dedicated educators who continue to affect our son!

Paul talks about himself as an amazing artist because the art teacher in his school has instilled that confidence in him and exposed him to concepts that have changed the way he creates art. Paul talks about himself as an author because of the experiences his teachers have provided him through the Writing Workshop process. Whether he is publishing an "All About..." book or a personal narrative, Paul is excited to share his knowledge, interests and passions! Paul sees himself as a skilled reader because of the Reading Workshop experiences his teachers have created and talks about different genres and text features because of the mini-lessons his teachers offered! Additionally, a couple of months ago, Paul was elected Student Council President of his school and I believe that he had the confidence to pursue this goal because of the support of his amazing teachers (and an awesome campaign manager - his mom)!

After Paul entered Kindergarten, I started to notice all the amazing "little things" the teachers did in our school where I work that might have gone unnoticed in the past. The phone call to a concerned parent to assure them that their child has grown as a reader. The teacher who chose to stay in for lunch so she could eat with a group of students who can't stop smiling and talking about lunch with their teacher. The teacher who gently rubs the shoulder of a specific student during a math test to reassure the child and help alleviate some anxiety. The teacher who started a talent/expert day so that the last 15 minutes of the day are dedicated to children sharing their talents, passions and interests (we have some incredible hula hoopers, pianists and artists in our midst). The teacher who sits in the hallway with one of his students who is having a tough day and just needs an open ear and shoulder to cry on. The teacher who maintains a regular communication notebook/email exchange with a parent to help the parent understand what the child has learned and how they are doing in school because the parent is wrought with anxiety. The teacher who celebrates each student birthday by having the child sit at the front of the class and receive "Verbal Gifts (Compliments)" from his classmates. The teachers who celebrate different Star Students each week and have family members come in during the week to share a book and complete a project or activity!

The list could literally go on and on and on but I think the message is clear... the power of the teacher is AWESOME! I have quickly come to realize that aside from a child's family, a teacher can have the most profound affect on a child and truly shape the trajectory of the child's educational experience and self-perceptions as a learner. The power of a teacher cannot effectively be graded on a 100 point scale; the power of a teacher should not be reduced to a score on a multiple choice test; the power of a teacher is not even tangible at times (see above). Instead, as a society, we must embrace the idea that the power of a (good, great, amazing, etc.) teacher is deep, far reaching and can last a lifetime!

Michael's Book Review

I am thrilled to share my blog with a guest writer this week. His name is Michael and he is a 5th Grader in our school who has actively participated in a Book Club with me, his principal, for the last five years. We recently completed a group reading of the book The Thing About Georgie by Lisa Graff, which provided us with many opportunities for rich dialogue and conversations. This book pushed us to think about things in a different way and allowed us the opportunity to delve into the idea of THEME as it relates to a text. After finishing the book, Michael generated the following review and reflection on one of the THEMES in the book. Please take a few minutes to read Michael's reflections - they are truly impressive! Please leave a comment because I am hoping that we can encourage Michael to start his own blog after this experience... its not easy to publicly share your thoughts! 

The Thing About Georgie by Lisa Graff

Review and Reflection by Michael

I applaud Graff for writing such a humorous and relatable story and including such a heartfelt message. Bravo!

This book is about Georgie (a dwarf) who when we first meet him is having some problems with life. Actually one problem: Jeanie the meanie.  She won’t stop nagging Georgie and reminding him of his condition. Then to make matters worse, his parents who are normal-sized are having a normal-sized baby. That is like knowing that your younger sibling is going to pass you in height except your younger sibling is nine years younger than you are (because Georgie is in fourth grade.) That is embarrassing, humiliating and it really emphasized Georgie’s condition. Then the worst happens, note that at this point in the story Georgie is on Christmas break,  just as Georgie’s family is going to midnight mass on Christmas Eve his mother gets zapped because she put her finger in an electric socket. She is fine, but because of the baby and Georgie’s condition the family decided it was best to go to the hospital. Georgie is left to spend Christmas Eve at his best friend Andy’s house. Even though he was kept busy by Andy’s family he still wanted to spend Christmas Eve as he usually does, at his house with his parents. Poor Georgie, his parents call, they have to stay overnight at the hospital. Now, Andy has made a new friend in school named Russ Wilkins but Georgie is jealous of this new friend. Unfortunately Georgie poorly addresses this issue at Andy’s house, that night and it results in an argument that is devastating to their relationship.

When they come back from Christmas Break everyone is assigned to work on a president assignment with a partner of their choice. Since Georgie and Andy had that big fight they are not partners. Georgie couldn’t find a partner so the teacher assigned him the only other person that couldn’t find a partner, Jeanie the meanie. During the majority of the report instead of doing her report Jeanie chose to doodle and asked Georgie questions. One of which being about Georgie’s ability to act on stage. She asked whether Georgie had stage fright. Since Georgie was intent on doing his work he did not respond immediately to Jeanie’s question. She interpreted that as hesitation and assumed Georgie had stage fright.  Even though he didn’t and was just afraid that people would laugh at his condition and since he never thought of himself as a public speaker.

When his teacher was passing around sign-up slips for the presidential play, Georgie did not write himself down even though his hero is George Washington. Georgie’s full name is Georgie Washington Bishop so he feels a special connection to George Washington. He doesn’t sign up but when his teacher is writing the cast on the board next to Abraham Lincoln, by the way that is who Georgie did his report on: Abraham Lincoln, but back to the story his teacher writes Georgie Bishop. Why did the teacher write his name on the board? Who signed him up? Turns out Jeanie signed him up. She wanted him to get over his “Stage fright.”  To her credit she helped Georgie memorize his lines and she helped him with his costume. If she hadn’t done that Georgie would sound terrible on stage and then people would be laughing at him. She wasn’t a meanie after all.

I believe that no one is mean for the sake of being mean. They are mean for a reason. Whether it’s a cultural thing or it’s because they are sad. (In Jeanie’s case she was mean because of family issues. The absence of a mother and her brothers teasing her all contribute to her hard outer shell.)

Back to the story, Georgie was nervous but he got out on stage and he was funny and entertaining and he delivered his lines well. The audience did laugh but they were not laughing at Georgie they were laughing for Georgie. He was star of the show and he felt tall not just because he was standing on empty cans because for the first time in the book he felt proud of himself.

Now, self-pride is a funny thing, there has to be a certain balance because if you’re too proud of yourself you come off as pompous and self-infatuated and those are not good characteristics to be described as. But if you have to little you doubt yourself and you don’t trust yourself and that’s not good either. You see, balance.

On with the story, on the ride home from the school that night a question was on Georgie’s mind. A question he had been pondering for quite a long time. He asked his parents whether they liked him less because of his condition and whether they were disappointed. His parents stopped the car and said very seriously that they were disappointed that they were going to have a child with dwarfism but that they looked past his dwarfism and couldn’t love him more for who he really is.

The reoccurring theme of this story is dwarfism and all the problems that surround it. Dwarfism or growth hormone deficiency is when the pituitary gland isn’t making enough growth hormone. It refers to anybody who is a lot lower than average height. As you heard it is no cup of tea being a dwarf. Although Georgie was faced with tough challenges he got through them and did not let them define who he is. No matter what problems you have emotional, physical the most important thing to remember is you will get through it. And as long as you don’t let it define who you are you will be fine. Although it does drain your pride and self- confidence you will get through it. I hear stories on the news about suicide and I wonder why they would like to leave this beautiful wonderful world. Now I know, they have lost all hope and happiness it was drained from them. They let their problems define who they are and maybe if they’re reading what you’re reading right now they would have lived. Trust me, if you don’t let your problems define who you are you will get through even the darkest of nights. There isn’t just one word that describes you. We are all different and unique and we should be judged for what’s on the inside of us. I’m not talking about nerves and organs and all that I’m talking about what makes us special. By not even looking at any of my friends I will be able to guess who they are based on just a few describing words about them. That is why the morale of this book: there’s more to explore about everyone than meets the eye is such a beautiful and important morale.  All these things that I am saying are true. And all these words were evoked by The Thing About Georgie. So next time you see this book at the library check it out. You’ll be glad you did.

Reading to Dogs: Great for Kids

Reading to Dogs Program

A Program So Doggon’ Good for Kids!

Guest Post by Lisa Palmieri @LPalmReader
(Reading Specialist at Cantiague Elementary School)

Reading to Dogs is a program that can help make a difference in children’s attitudes toward reading, improve their reading skills and show them how wonderful companion animals can be.  The primary purpose of this program is for students to practice reading in a stress-free and judgment-free zone.  It has been a valuable and fantastic addition to our reading program here at Cantiague!

Once a week Buddy, an adorable and gentle golden retriever, “listens” to students read.  As the student enters the room he/she greets the dog, and Buddy returns the greeting with a wag, smile or sometimes a paw!  Buddy and the student then sit (or lay) on a comfortable blanket, in a private room.  The child reads a familiar text to him. Some of the students show Buddy the pictures from the text; others stop reading to tell how a character is feeling or to explain a fact.  Meanwhile, Buddy just listens attentively! He pays close attention as the student reads without corrections or judgment.  He is simply a loving dog giving the child 100% of his attention. 

The children chosen for this program are readers who vary in age and are at different readiness levels.  Some of the children may have faced challenges while developing their reading skills and thus their self-confidence may have been compromised. All threats of being judged are put aside when reading to Buddy.  Rereading a “Just Right” book helps build confidence and fluency…rereading with Buddy makes the experience pleasurable!  Associating pleasure with reading helps the developing reader feel good about reading!  As a teacher (and parent), I have witnessed the difference a positive attitude can make in a child’s performance.  Having a positive mindset can truly help a student advance his/her skills.

Our vision and hope is that this program will help students improve their literacy skills and feelings about reading.  Students who have had the opportunity to read with Buddy are incredibly enthusiastic! ALL of the students who read with him last year have asked (okay, begged) to read with him again this year! Buddy is certainly our reading ‘buddy’ here at Cantiague!

If I Were Commissioner of Education

As I have been reflecting on my letter to Dr. John King, our esteemed Commissioner of Education here in New York State, I realize that I can no longer wait for a response as it has been over two months since I sent him the letter in the hopes that a conversation can begin about what is best for our students and school. Clearly, either he has not read it (I am hoping that is the case) or he has read it and is choosing not to respond and at least engage in a dialogue with me about the current state of public education. Either way, nothing is changing! So, I am going to take a few minutes to share my thoughts on what the world of public education might look like in New York State if I were Commissioner of Education (and who knows, after completing my doctorate at Penn, that may very well be one of my many goals because I believe in public education and I support the incredible educators who lead our classrooms and schools each day)...

Educators, the ones who are actually in classrooms and in our schools, would have a voice in all state mandates, plans and proposed changes because they are the direct advocates for our children and know what is necessary to support the students' success and their (educators) collective efforts in addressing all student needs!

I would visit as many schools as possible with an emphasis placed on exploring successful schools so that their practices could be analyzed and potentially replicated in all schools throughout the state regardless of race and class and location. Instead of basing the reform efforts on what is not working in our ineffective schools, I will make it a point to try and recreate what is working in our effective schools!

Every school would have two administrators - a Lead Learner (traditionally known as the principal) who would focus on instructional leadership, staff development, contact with children, staff and parents. Then there would be an Educational Administrative Assistant who would support the efforts of the Lead Learner by handling all organizational and administrative issues - scheduling, paper work, meeting mandates, etc. By bifurcating the duties traditionally associated with the principalship, we could put emphasis on the instructional leadership but not lose sight of the "managerial" responsibilities.
Every school would have instructional coaches (at least a literacy and math coach) to provide ongoing professional development for all staff and ensure that all standards are being met - these members of the team are CRITICAL!

Money would be cut from testing initiatives (hundreds of millions of dollars are spent on creating flawed assessments) and put that money back into our schools so that we could hire more staff to reduce class size, especially in the primary years (there should be no more than 15 kids in our K & 1 classes); so we could infuse technology into every learning experience and make 1:1 model the norm and not the exception! Technology can no longer be seen as an add-on; instead it must serve as the foundation for learning. Technology will help us on our quest to assist our students in their evolution from consumers of information to creators of information!

The expectation of district leadership would be the personalization of professional development opportunities for all educators - teachers and principals alike! This should not be a "one size" fits all approach; instead, we should find out what our educators need (based on observations, conversations, etc.) and tailor their learning to meet those needs. As Morris, Crowson, Porter-Gehrie and Hurwitz point out in Principals in Action: The Reality of Managing Schools (1981), principals should provide help throughout the year to all teachers on various professional responsibilities including how to personalize instruction, how to assess students, how to communicate with parents and how to implement successful classroom management techniques. By providing support in these areas through modeling and professional development opportunities, the expectations for what qualifies good instruction will be clear and teachers will have an understanding of what is expected each day. Additionally, we should expect the experts within each educational institution to share their knowledge with others - collaboration is the key to success!

The Common Core Standards will serve as the "floor" NOT the "ceiling" - they are not the curriculum but instead a guide for the experiences we want all our children to have while in school.

We will throw away the "cookie cutters" and empower every educator to lead and instruct in the way that is most sound for their student population. We cannot mandate that every teacher uses the same materials at the same time and in the same way - that is not public school - that is a factory! We must encourage creativity, collaboration and critical thinking because that is what it takes to be college and career ready! This is directly connected to the Professional Development piece because we want all educators to be skilled enough to make these sound decisions for their students.

Implement a career path of sorts for all teachers that doesn't necessarily mean that if one is a "good teacher" their only option for growth is becoming an administrator. We should consider implementing a four-level system where teachers could move from the novice level to the experienced level to master teacher level and finally to the teacher coach level and with each step up the ladder, they will receive an increase in salary and the daily expectations will change. Not everyone has to move up this ladder but every teacher, with the proper support from administration, will at least reach the experienced level. 

In regards to state testing and the current APPR Plan, I offer the following thoughts...

If I had the ability to scrap the current principal and teacher evaluation plans in New York State, the first thing I would do is eliminate the connection between students’ performance on various standardized and local assessments to the evaluation ratings of educators. This connection does not provide a complete picture of a student’s performance or an educators’ effectiveness. These assessments just capture a moment in time and do not necessarily provide children with an opportunity to show what they know and understand in a comprehensive way. Furthermore, the tests do not look the same from one year to the next and thus comparing a student’s growth over a two-year period doesn’t necessarily provide a fair and accurate comparison. Another problem that stems from using assessments as part of the educator evaluation system is that nothing can be done with the data. First off, the groups of students determining an educator’s evaluation are from the year before and so the assessment is purely summative, which does not help inform instruction. Along the same vein is the idea that the data does not explain WHY a student answered a question incorrectly, which should be our emphasis when analyzing data. Yes, data analysis can pinpoint WHAT a student answered correctly or incorrectly, but it cannot provide insight as to WHY they answered a certain way. Finally, evaluating an educator based on how much a student has grown on a snapshot assessment does not reflect the collective growth or progress of that specific child in the various content areas nor the child’s social and emotional development.    

Now, if the powers that be in New York State are not willing to scrap the current principal and teacher evaluation plans, I would like to suggest some revisions that would satisfy the reformists and maintain a high level of staff morale while promoting effective instructional practices. First and foremost, lets change the standardized tests. No test that places emphasis on multiple-choice questions can possibly capture the data we are looking for to evaluate educators and assess student understandings. This is a simple fix because there are portions of the current New York State assessments that give children a platform to exhibit their understandings and communicate their thinking. Whether it is the short answers or extended responses on the ELA assessment or the challenge to explain one’s thinking on the Math assessment, the current assessment tools already contain some opportunities to more thoroughly assess a student’s understandings. With that in mind, let’s shift the focus from the unreliable multiple-choice experience to a more concrete evaluation of a student’s ability to synthesize and apply their understandings to any situation. Then, lets shorten the assessment experience – lets ensure that this is a test of skills and not one of stamina alone. Children should not be sitting for three days in a row, for over an hour each day, to show what they know on a test that relies on multiple-choice questions and answers. We already have an abundance of research and information about child development and we know that children, especially in their primary years, are more successful when they work for shorter periods of time to capitalize on their limited attention spans. Finally, lets use multiple data points to assess an educator’s effectiveness instead of looking at the growth over a one-year period using the value added model.  For example, we could begin by tracking an educator’s data over a three-year period using the same assessment tools. By examining similar types of data over a period of time, we could identify specific trends that speak to the educator’s instructional/leadership techniques instead of solely looking at the students’ performance on one test. This way we could triangulate data and create a comprehensive image of an educator’s performance over a period of time that would help to more accurately qualify them as ineffective or effective.      

These are just some of the things that I would consider attempting if I were the Commissioner of Education in New York State. I realize there are a million other ideas that haven't even crossed my mind that I missed above but rest assured, I would not make any of these decisions in isolation; instead, I would consult different constituent groups and consider their perspectives and insights in my attempt to do what is best for children. You see, my main motivation is my son, who is eight years old and is currently in third grade. I want to create the ideal public school educational experience for him because that is what he (and all our children) deserves. I am hopeful that this post might start a state-wide, even nation-wide, exchange among educators about what we would do if we were in the position of Commissioners of Education... please leave comments because we need to share the many amazing ideas that are out there (especially from those on the "front lines" - our teachers, teacher aides, principals, parents etc.) about how we can improve the public school experience for our children - we must unite because there is power in numbers and our efforts must be coordinated and united if we are to bring about any change! 

2012: Year That Changed The Game

I can hardly remember what my professional life (and personal life for that matter) was like a year ago... before I joined Twitter... before I started blogging... before I started my doctorate at Penn... before we were named a 2012 National Blue Ribbon School... before I started being pushed so far out of comfort zone that being uncomfortable has become the new norm!

2012 has been an incredible year for me in terms of my professional development and growth as an educator, lead learner and administrator and I owe a huge thanks to the PLN I have developed on Twitter for that change! I am so glad I overcame my initial fears and concerns about participating in the world of Social Media (you know the concerns - that Twitter was only a place to find out whether or not Rihanna was hanging out with Chris Brown again or whether Jessica Simpson was pregnant again)! Twitter is literally the BEST Professional Development experience any educator could ask for because it can be personalized, it can happen whenever and wherever and it is FREE!! What can be better than that? Do you want to watch an episode of Modern Family and participate in some PD at the same time? Twitter lets you do that! Do you want help deciding if 1:1 tablet implementation at the elementary level makes sense? Twitter lets you do that! Do you want to share the successes and/or struggles you are experiencing in your professional world in the hopes that someone will offer you perspective and support when necessary? Twitter lets you do that!

I will always be grateful to the people who have opened my eyes to the power of Twitter... Eric Sheninger, whose feature in Scholastic magazine pushed me to at least dip my toe in the shallow end of the pool known as the Twitterverse... Joe Mazza, whose weekly #ptchat on Wednesdays at 9pm has given me an abundance of ideas on how to strengthen the home/school connection; I am also honored to call Joe a friend in "real life" as we are both lead learners at the elementary level and are in the same doctoral program at Penn... Jessica Johnson whose staff blog has inspired me to start my own staff blog and who helps facilitate the weekly #educoach chat (with Shira and Kathy) every Wednesday, which is a weekly reminder that coaching is a critical part of leading; Jessica also shares an interest in Bucket Filling and I had a chance to record my first ever Podcast because of her connection with Jeff Bradbury and the awesome TeacherCast resource... then there is Todd Whitaker who is a ROCK STAR in my eyes as an instructional leader because his books and tweets inspire me to be a better and more effective leader! Then there is the awesome #satchat crew - Scott Rocco, Brad Currie and Bill Krakower - who help me kick off the weekend (7:30am EST on Saturdays) with an invigorating conversation that gets me excited about my role as the lead learner/principal of Cantiague Elementary School... then there are tweet-extraordinaires Steven Anderson, George Couros, Nicholas Provenzano and Vicki Davis who have taught me so much about Edtech and the endless possibilities of how technology should and could be infused into every learning experience; Tom Whitby and Peter DeWitt were major inspirations for me to start blogging; Jerry Blumengarten who has an endless amount of incredible resources on his website - DEFINITELY check it out! This list could seriously go on forever but I think you get the idea... Twitter has helped me grow because of the Connected Educators who are willing to share and help push me even further out of my comfort zone on a daily basis... THANK YOU ALL!

Twitter was just the beginning though - I have learned so many other things through the Twitterverse that have literally changed the way that I function on a daily basis...

• I have learned about Zite, which has literally changed the way I start my day! I cannot begin getting ready for the day if I don't spend time reading through the blogs, posts and articles organized by Zite for me! (Eric taught me about this one at ASCD 2012!!)

• I have learned about Google Docs (and many other Google components) that have shown me different ways to harness and focus the power of collaboration - what an amazing (and FREE) resource!! I have already created an account and started checking things out!

• I have learned about Evernote, which has literally changed my professional life! It is an incredible app that allows me to type up stuff, take pictures, etc. and access the material from any device where I have downloaded the app because of the way it syncs! So, while doing walkthroughs each day in the building, I walk around with my iPad and take notes using Evernote and then when I get home at night those notes are on my laptop, which makes my life so much easier when offering specific praise or feedback! I love Evernote so much that I wrote a whole post about it and how it can be used to successfully support literacy instruction!

• I have learned about Diigo, which is such an amazing tool whose potential I haven't even fully realized yet! Basically, it allows me to visit different websites, read through them, make notes or highlight parts of the text and then bookmark it to my diigo account so I can access it later! And, I can access Diigo from any computer so all my bookmarks travel with me - AMAZING! (By the way, also LOVE using Symbaloo for this purpose too - so cool!!)

This list could also go on FOREVER because I am literally learning new and exciting things each and EVERY day... I learned how to create a QR Code (so EASY), how to make music online using UJAM, how to use AppShed to create my own app (slightly tough but totally doable with some time and effort - well worth it!!), and most importantly, I started my own BLOG which makes me feel empowered and has allowed me a whole other outlet for my ideas, successes, failures and passions as they relate to the world of education! It has given me a voice and audience that I never thought imaginable and for that, I will always be grateful!

Needless to say, 2012 has been a crazy busy year (didn't even touch on the Blue Ribbon or doctoral program because those deserve their own posts) but most importantly, it has been the year of growth; the year of empowerment; the year where I took control of my own professional development; the year where I become a Connected Educator; the year that changed the game!

Tragedy: Reaching Out to Parents

After the events that unfolded on Friday in Connecticut, those of us in leadership positions within the world of education must maintain an open line of communication between school and home. This communication is key to ensuring that our children feel safe and secure in school and that they know their parents and teachers are in constant communication. Below is an excerpt from an email that I sent to parents this morning in preparation for tomorrow morning and the children returning to school.

Good morning! We hope this email finds you all doing well on this Sunday morning. We can imagine that it has been a difficult weekend for all of us in light of the events that unfolded on Friday in Newton, CT at the Sandy Hook Elementary School. Although we are all aware of the lives lost in this unfathomable tragedy, we should also try and find hope and strength in the stories about the heroes in the community during this difficult time – the teachers who protected the lives of the other 580 students and 70 or so staff members in that building so that they were able to escape; the emergency responders who risked their lives to save as many people as possible; and the neighbors who came together as a community in Newtown to help sustain each other and begin the healing process.

In this time of devastation, there are also the glimmers of hope, strength and perseverance. It is with these characteristics that we will greet the children tomorrow morning as they come back to Cantiague. We will maintain normalcy, lead the day with strength and offer the children support and hope as they need it. We will try and keep the discussions at a minimum about the tragedy in CT in the hopes that many parents have already spoken to their children about this event. In case anyone feels they need more ideas on how to discuss the tragedy, we have amassed some additional websites that offer suggestions, tips and ideas for speaking with children…

http://www.diigo.com/list/cantiague_lead/dealing-with-tragedy

We wish you all a wonderful rest of the weekend and please know that our main priority each and every day at Cantiague is to keep the children safe, happy and feeling secure. Please feel free to email us if you have any questions or concerns.

Feel free to use any or all of this email for communication with your parents. Strong and constant communication between home and school is paramount in any successful learning community.

Glass Walls

As lead learners, administrators and educators, it is our responsibility to transform the thick brick barriers surrounding our school buildings into clear, transparent walls of glass! We should want our community to see all the amazing things happening in school and we should want our children to have a strong connection with the community around them. A positive and productive home/school connection, rooted in strong two-way communication, is critical to the success of all of our students and the school in general. In this day and age of Common Core Standards, APPR, SLOs and the standardized testing craze that has consumed our schools, we cannot lose sight of what matters most and why we entered the world of education - to make a difference in the lives of children. Together, with the families of our students, we must collaborate to help our children learn, grow and develop the skills they need to be successful adults who contribute positively to the world!

Based on various conversations I have had with several other educators, the communication between home and school seems to be inconsistent at best. In some cases parents get a newsletter once a month (by the way, it is hard to talk to your child about something they did weeks ago so try and be more current and timely); while in other settings, parents have to rely on interrogating their child to find out a little bit about what is happening in school. I really don't understand how this is possible in 2012! Why do we work so hard to keep everything hidden in our classrooms? In our schools? Why not share all of the amazing things happening in our spaces with the parents and community? Why not spotlight the successes (and challenges) that our children are experiencing each day at school? I don't know about everyone else, but as a parent, I want nothing more than to know what my son is learning about in school and how he feels about his learning experiences and about himself as a learner. And as an educator, one of the highlights of my day is sharing all of the awesome stuff happening in our building - whether through an email to parents, Tweets throughout the day or a blog post, I want the entire community to know that incredible things are happening in our school every minute of the day. Here is an excerpt of an email that I sent home to the entire parent community late last week...

Good afternoon – we hope this email finds you all doing well and that everyone is having a wonderful week. The children had a busy day today and were thrilled to get outside for outdoor recess on this fall-like day. Aside from the lunch and recess experience, the day provided for some important and meaningful learning opportunities. Here is a glimpse into some of the exciting things our children have been working on this week… ·        Our kindergarteners were engaged in some great writing during their Writing Workshop experience. They are currently immersed in a study of nonfiction writing that focuses on Lists and Labels and today they created their own pieces where they wrote a Wish List- they were so engaged the whole time! ·        Our first graders continue their journey with Functional Writing as part of their Writer’s Workshop experience by examining different artifacts and concrete examples of Functional Writing as they build schema and background knowledge. ·        Our second graders recently explored the seeds of different fruits and vegetables in the Science Room as part of their science unit of study. The children were excited to take apart lemons, peppers and tomatoes as they searched for their seeds and categorized them – it was a lot of fun! ·        Our third graders have been doing a lot of wonderful work in Reading Workshop as they explore the idea of questioning and wondering to help build comprehension while reading independently. The study has taken a sophisticated turn as the children are exploring the differences between “thick” (complex) and “thin” (basic) questions! ·        Our fourth graders continue their studies in mathematics where they are problem solving with an emphasis on multiplication with multi-digit numbers. The children have learned the traditional algorithm but have also been exposed to the idea of partial products as a way to build their conceptual understandings. ·        Finally, our fifth graders continue their study of Italian as part of the FLES experience. The children have been involved in some improvisational conversations in Italian and the results are awesome!

But, don't stop here because there are a bunch of other things you can be doing to communicate with the families of your students and help create glass walls throughout the building. Here are some more suggestions...

1) Pick up the phone and tell a parent how wonderful their child is and how happy you are to have her/him in your class or school;

2) Take a picture of a child during a critical and successful learning experience and email it to the parents as soon as possible (preferably before the child gets home) so that the parents have a talking point and feel directly connected to the learning in school;

3) Create a professional Twitter account and use it to communicate what is happening in your learning space. Be proud of what you're doing and show it off - in 140 characters or less! You should create the account and monitor it but let the kids do the Tweeting! Maybe the day can end a couple of minutes earlier than normal and the children could be pulled into a circle on the rug for an end of day meeting where they could specifically discuss what they have learned, done and accomplished for the day, where they may even include their own personal reactions and Tweet them out!

4) Start a blog... either oversee it as the adult in the space or give the children complete control over the blog and let them communicate about what they have learned and what they are passionate and excited about moving forward. This could be AWESOME... critical thinking, collaboration, creating and then sharing with the world - what could be a better example of 21st Century Skills in action??

5) Create a Facebook page or Edmodo page as a way to extend the thinking, learning and collaborating beyond the school hours and the confines of the school building - there is a LOT of potential here so check it out!

6) SKYPE a parent or family member into the classroom so the children can interview them and find out about their role in the community (or something more general); the person SKYPing in can also ask the children specific questions about what they are learning!

7) Do a weekly or monthly newsletter (either online or one paper - whatever you prefer is fine with me) so that the parents know what is going on in the classroom - this is so important! If we want parents to support their child's learning and development, we have to let them know what their child is learning and how they are developing (at least from our perspective)!

8) Invite the parents and family members into the school and classroom as much as possible for various activities - math games, writing celebrations or PARP - whatever the case, make sure the parents feel welcome in the space where their child learns!

9) Send home a handwritten note commending the child on something positive they did on any given day - the idea of positive reinforcement is critical!

10) Establish an open door policy where parents feel comfortable coming in to see you - without transparent communication, we will not meet with success!

So, take a small step towards turning those brick walls surrounding our schools into walls of glass - our kids and community deserve this level of transparency!

Note of Thanks to Our Staff

As educational leaders, building principals, central office administrators, lead learners (or whatever term you choose to identify yourself with when in a role of administrator in the world of education), it is imperative to stop what we are doing, take a few minutes out of our day and show thanks and gratitude to those we serve. One of the most important places to start is by showing thanks to the staff members in the buildings we are blessed to be leading.

Our teachers, teacher aides, custodians, main office staff, nurses and other staff members are taking on the daily challenges of doing what is in the best interest of children - and that is no easy task. Educators (and all other support staff who work in schools) are literally making hundreds of decisions each day that directly impact the children in that space and many of those decisions, and their subsequent consequences (which are generally positive) often go unnoticed and unrecognized. It is during this time of year, at the very least, that we should take a few moments to express our gratitude for all of their hard work and their dedicated efforts in being an integral part of that proverbial village that it takes to raise and educate our children.

This is an excerpt of what I sent out to our staff today... my attempt at expressing how grateful I am to serve them and how thankful I am for their daily efforts...

Dear Friends, I would like to wish you all a Happy & Healthy Thanksgiving holiday! May it be filled with delicious food, great memories with family and friends, maybe some football (lets go JETS), and some much needed rest and relaxation – unless you plan on hitting the stores on Black Friday- but that’s a whole other story! This time of year always makes me smile because I am reminded that I have so much to be thankful for – my incredible family, supportive friends, my health and of course, each of you! I cannot really express how much you all mean to me and how honored I am to be the lead learner/principal/administrator of this incredibly special place! Although the daily pressures and demands can be extremely difficult at times, you could never tell while walking around this building because each of you handles everything with such grace, high levels of professionalism and selflessness. Each of you manages to put the needs of our students and colleagues at the forefront and that is what makes Cantiague so special! This was exemplified recently after Hurricane Sandy. Although many of us were impacted by loss of power or minor damage to our homes, some people suffered greater losses and when we came back together on the morning school re-opened, our primary concerns where those who suffered significant damage to their homes. This is what makes Cantiague so special – we rally around those who need the most support and give whatever possible (regardless of whether the person in need is a child or adult - we are all part of this community of learners)! Thank you again for all that each of you do every single day. THANK YOU for your making our Curriculum Fair so awesome last week; THANK YOU for your presence at the Board Meeting last week – it meant the world to me; THANK YOU for your support in my current doctoral studies at Penn – I could never do this without your support and encouragement; THANK YOU for your support of my family and for always asking about our son – that means the world to me; THANK YOU for all that you do and know that I extremely thankful that each of you are in my life! HAPPY THANKSGIVING!! Sincerely, Tony

So, I am not saying that what I wrote is the best example of how to show thanks but it is what I chose to do today in my feeble attempt to express to our staff how much their daily work is appreciated! So, I challenge you to take a few minutes out of your busy schedule in the next week or two and show your staff how thankful you are to be working with them!