YA Love

For the past 8 years, I have taught high school English. I became a high school English teacher in my early 30s and my initial enthusiasm for YA can be credited to Dr. Linda Hanrahan. Dr. Hanrahan, who is now Associate Professor and Chair Graduate Program at Ithaca College, was my English methods course professor at George Mason when I was seeking my initial teaching license.

I have always been surrounded by books, but didn't spend a lot of time with YA. Though I had read voraciously as a young adult myself, I gravitated toward adult fantasy and some science fiction. Sure, I had devoured A Wrinkle in Time as a young girl. I had spent time with Menoly of Anne McCaffrey's Dragonsong, too. But I hadn't really read anything that might be considered YA since the early 1980s because I had my brothers and my mom as reading mentors, and they were reading the "adult" stuff.

I preferred those other worlds to the realistic fiction and classics of the classroom, though I dutifully read or tried to read those, too. I was a strong enough reader I could do well in English, which allowed me the opportunities to read my own choices while others struggled through their work. Rarely, even in high school, was I not reading something beyond the assigned texts. Because I was good at the school stuff, my teachers mostly looked the other way when i pulled out my own paperbacks during down time. but they never really asked me about my reading or ma any links between my books and theirs.

As a result of Dr. Hanrahan's intro methods course, I understood more teachers were using choice and sustained silent reading (never an option given to me as a student) to help kids love literature and improve their reading skills. I realized the genres I love wouldn't necessarily be the ones my students would love, so I thought it would be a good idea to explore what YA was to find books to hook all of my students.

During the summer of 2004, Dr. Hanrahan taught EDCI 597: Young Adult Literature in Multicultural Settings. Some of my classmates from methods (many of whom were already classroom teachers) had signed up, so I had a feel for what the class dynamic might be. Then I discovered that most of the course was online, with only 6 face to face meetings. I got to read and I didn't have to spend my entire summer in night classes while still working my corporate job? i was sold.

At the core of the class were book group discussion board posts that reviewed each of the 20-25 books each group member chose to read that summer. While I revisited Madeline L'Engle, I also added new author friends like Jerry Spinelli, Linda Oatman High, Rodrick Philbin, Gary Paulsen, and Sonya Sones (how delighted I was to watch her twirl and perform at ALAN this year!). Through the 21 books I flew through between June and August and the postings of my book group's reviews, theme studies, and author studies, I began to see what I had been missing by not reading YA. These weren't simplistic characters of teens enduring the sting of peer pressure and puppy love in saccharine, teen magazine fashion. The YA books we read and shared not only reflected the complexity of contemporary teens and elevated their stories beyond mere stereotype, they spanned genres from poetry to historical fiction, and even non-fiction. My own theme study of gender and sexual identity in YA revealed a broadening array of gay, lesbian, questioning, and even transgendered characters, thanks to works by Julie Ann Peters, Alex Sanchez, and Nancy Garden. These books were nothing like those "children's" books I expected.

Even though it has taken me quite a while to begin the explore the balance between choice and whole class reading, the foundation of and love for young adult literature I developed in Dr. Hanrahan's summer class continues. From the first day I finally entered the classroom in January 2005, I had those authors and stories with me to help match kids and books. While I'm still working on getting the breadth of book knowledge held by my choice reading heroes (readers and lead learners like Donalyn Miller, Paul Hankins, Penny Kittle and Teri Lesesne), I have added 114 ya books to my GoodReads YA shelf since I started more seriously tracking and logging my reading in 2010.

My class library now occupies almost 3 full-sized book shelves, books I bought, gathered, or was given. Works I acquired at, and are finally arriving in the mail from, the 2012 NCTE Annual Conference and the Assembly on Adolescent Literature-NCTE (ALAN) workshop will likely fill 3-4 more shelves. I know I have many to replace because they have walked off with readers over the years, and for as long as I teach, I will replace and buy many more. But I will continue to spend my energy, time, and money to seek advanced reader copies, talk books with my online and in person friends, comb thrift stores and bargain sales, and develop relationships with booksellers to have even more choices for the young readers in my classroom.

Why? Because YA makes reading contagious and easy to pass to kids who don't see themselves as readers. Reading and falling in love with YA gives me and my students a chance to look into ourselves and slip into the lives of others. As along the way, we become better students, better citizens, and better readers.

Thanks, Linda, for starting me on this path.

NCTE and ALAN 2012, part I.

This year's NCTE took place in Las Vegas. I thought I'd be smart and go to work on Thursday, catch a flight there, and be ready to go to the Friday morning general session. If I was 20 years younger, that would have worked.

As it was, I realized I was approaching 23 hours without sleep when I arrived at my hotel near 11:30 p.m. local time, as it was 2:30 a.m. on the East Coast. So, I missed Sir Ken Robinson's 8 a.m. keynote, which many are citing as highlight of the conference.

Still, this conference drove home for me that it's not really about the names, though I did see some of the rock stars of the English teaching world. It's about the connections and thoughtful reflections. Oh, and the books. It's always about the books. But, more on that in another post.

So, Friday was a fairly light day for me.

I made it to two fascinating presentations that forced my jetlagged brain to consider what I hadn't before. Probably the most thought-provoking for me for both Friday and the entire conference was "Teaching Adolescents As If They Already Knew What They were Doing," a panel chaired by Randy Bomer that featured presentations by Katherine Bomer, Deb Kelt, and Allison Skerritt.

Randy Bomer began the session with a story of a former student, Craig, who was also an assistant manager at a local Pizza Hut.  Craig came alive when talking about his work, but became defeated when faced with typical literacy tasks in the classroom. Bomer began to wonder how he could bridge the gap between Craig the defeated student, and Craig the animated manager. Thus, it was Craig who began to illustrate for Bomer the difference between appreciative and deficiency stances toward literacy practices. Really, Craig already had many of the skills he needed to be a successful student, though some weren't fully developed. But, instead of focusing on what kids like Craig already know and can do, we tend to focus on what he can't do now or must do in the future. Instead of treating education like an apprenticeship that buildings on existing structures, we tend to focus on filling kids up with the requisite knowledge and skills.

The rest of the panel built on Bomer's ideas.

• Katherine Bomer brought up Stephen Colbert's interview technique, an improvisational rule called "Yes, and..." that posits the work of the classroom as building a scene together. To build a scene in improv, everyone has to accept what's going on, pay attention, (Yes) and build the scene together (and...).

This is the second time this year that the idea of using improvisation-based thinking as a way to build skills has come up. The first time was at the Journalism Education Association's Adviser's Institute last summer. Mark Newton led a session called "Yes, and..." which focused on using improv techniques to get student media leaders to establishing a community of trust and creativity.

• Allison Skerritt shared how much she learned by giving students cameras to document their literacy practices. By opening up literacy as something more inclusive than simply reading and writing in class, Skerritt invited students to share their interests and expertise. This became the foundation of class practice.
• Deb Kelt, a 9th and 10th grade teacher who works with the lowest achieving students in her building, also shared practices geared toward appreciative thinking. She used texting as a way to discuss inference skills with kids. Kids GET inference with texting, but panic with books. By using texting as a way in, she was able to let them know they already had the skills they needed to succeed as students.

Honestly, this idea of deficit thinking versus appreciative thinking got to me.  I watched Katherine's writing conference accept and celebrate student interests and strengths; I saw how Allison Skerritt students' demonstrated their literacy practices in a way that allowed them to express their cultural identities; and I heard Deb Kelt's story of a student who told another to hang his dreams right over his head in the classroom so he could always reach for his dreams. This session made me realize I need to seriously consider "Yes, and..." as a philosophical approach. Sure, I've read Penny Kittle's work on writing, and I subscribe to a significant place for choice reading. But, how much more can I do if I assume that although I'm the lead learner, I'm not the expert? Isn't that what "yes, and..." is? What do I exclude in my focus to get students to a specific place or a specific skill? How many students have I closed off with a "No, but" instead of opening up with a "Yes, and..."

And that was just the first session of the day...

Then I got to see the rock stars: Kelly Gallagher, Penny Kittle, and Tom Newkirk. As I expected, each challenged me and the session seemed to have been designed to build on the discussion I had just left.

• Kelly emphasized reflection as a writing territory that's vital to kids understanding of themselves and extending that understanding to the world; again, we start where kids are. Our classroom literacy becomes an imaginative rehearsal space for the world (with credit to Kenneth Burke). We, as the lead leaders, guide discussions where we read, analyze, and emulate writing. We do, I do, you do, you reflect. Really, how much more straightforward can that be? And why am I not doing it all of the time?
• Penny Kittle described a research writing elective where students used story as a springboard to in-depth research. Again, she started with student interests and allowed them to build text sets of fiction, non-fiction, journalism, informational writitng, charts, graphs, tables, infographics--a wide variety of media--to begin to write from data. I loved her idea that writing becomes a duet of you and your sources! Kids need to be able to tell the story of the data rather than just regurgitate it, and that story becomes the duet.
•  Finally Tom Newkirk talked about the idea of narrative writing as being at the core of all other forms. Newkirk, who I'd read but never seen before, had us laughing at his stories and thinking as he discussed how we are hardwired to see the world in causal terms.Stories help us form the patterns we need to make the abstract concrete. To hold information and to expand our range of sympathies, we need stories.  He specifically mentioned Kristoff's op-eds in the New York Times, which made the horror of the sex trade real for readers by bringing to light individual stories of girls sold into prostitution. Also, Lincoln's Gettysburg Address gave listeners a narrative on which to base the reconcilliation of a nation. But what really had us rolling with laughter was Newkirk's inclusion of an example of how narrative brings informational writing to life. He displayed at read the opening from "The Big Heat," a New Yorker commentary on the drought of 2012 by Elizabeth Kolbert. If Kolbert's description of corn sex doesn't make you see pollination in a more vivid way, I'm not sure anything I can say can impress upon you the power of story to help us make sense of our world.

Honestly, by the end of these two presentations, I was ready to connect with some of my Twitter friends. I ran into Jen Ansbach and together, we spent the next 3 hours cruising around the exhibit hall, gathering ideas, buying books, and getting advanced reader copies of upcoming titles. I left the hall $30 poorer (it would be much more than that by Sunday), but richer for the conversations I had with Jen, Gary Anderson, Tony Romano, and several others who I met along the way.

And that was just day 1 before dinner...

Is there any question why I spend my own money and take personal time to travel half way across the country?

NCTE Reflections: Teaching as the green light

I owe a debt of gratitude to one of my English Companion Ning colleagues, Paul, who I now regret not making more of a connection with when I had the chance. Paul's powerful reflection on NCTE made a connection between Gatsby's green light and teaching, and this connection rang a resonating note of clarity through me. Like Paul, teaching is one of my green lights, that thing that I strive for and never feel as if I have fully reached.

This realization also connected with many of the feelings and reactions I had to Linda Darling-Hammond's keynote speech. With another dose of gratitude to Mark, I'm going to borrow his second NCTE reflection format to help me process my thoughts about the keynote. During Darling-Hammond's speech, as with many other sessions I attended, I bounced back and forth between Twitter and my notebook. Here are some of the statements and observations I made during Darling-Hammond's keynote address and my thoughts.

Linda Darling-Hammond reaffirmed my own thoughts as to the purpose of education. These are the reasons I left a corporate job to teach. I knew I felt this way, even when I was working on my MA in English, but I've often struggled these ideas into put into words.

• "The most fundamental act of empowerment is the act of communication."
• "The power of literature is such that thoughts who would oppress others restrict access to the book."
• "The path to power is through the book and the mastery of language."

She even quoted The Narrative of the Life of Frederick Douglass, which I'm about to start with my A.P., students. Douglass knew then what my students struggle to understand now: "why is this important?" I think we all have to find our own answers to the "so what" question, but those answers come back to the power of the word to change our minds, protect ourselves from those who would enslave us, and influence our world in positive ways.

Two of Darling-Hammond's statements about the job I do is captured the challenges I face as a high school teacher:

• "The job is actually to enable learning for a very diverse set of learners"
• "The most important skill is learning to learn--that is the heart of what we do as a profession."

Teaching kids to learn how to learn and teaching such a diverse community of learners make teaching the green light for me. I want to be a great teacher for all of my students. But the truth is that I don't reach them all. On a bad day, I leave work feeling like I've confused 90+ kids. On a good day, I see a face light up in understanding or a smile replace a frown. But never do I see that for all students in all classes.

Part of the problem in our system is that we're focusing on the wrong things. We've lost sight of the green light as a nation. Rather than the empowerment through language and learning to learn that should be the heart of all we do, so many of my colleagues focus on the test. That makes emotional sense because at my school like so many others has been designated a failing school. But the reality is that test-taking skills aren't relevant for the world beyond the classroom walls.

As Darling-Hammond so aptly observed, "multiple choice is not what we do in the real world."  The demand for routine skills is down and non-routine skills is up. Yet, the easiest skills to test are also the easiest to digitize and outsource--we're not teaching what kids need to know. Darling-Hammond argues, "20th century teaching cannot meet 21st century demands." But our educational policy is still "framed by the image of a teacher who can say what they know and students write it down." I struggle with the urge to lecture just to get more "done." But what am I really getting done if I'm racing through the breadth of my curriculum without achieving any depth? Coverage leads to routine skills, not thinking, and not learning to learn.

There is a disconnect between what Darling-Hammond calls the Bureaucratic and Professional models of education. In a bureaucratic model, the focus is on "doing things right." In a professional model, the emphasis is on "doing the right things". Our current test and score method is about doing things right--and it's getting us nowhere.

• "The frame that is being brought to the teachers of this country is unforgivable and don't you forgive it."
• "Of course we have an achievement gap. We have an opportunity gap."
• "We cannot fire our way to Finland. We have to do what Finland does." (probably the most tweeted comment of the entire keynote.)

How many times this year alone have I felt like I'm part of the most hated profession in the country, that I'm losing my way in the mire of negativity? It's hard to be upbeat when there's a national blame game going on. But the truth is, the problem isn't really a teaching problem and most teachers are not bad teachers. As Darling-Hammond noted, for schools with <10% of kids in poverty, the U.S. is #1 in the world in reading, according to the latest PISA scores.

The elephant in the room that policy makers don't want to address is poverty. The richest districts in the country spend more than 10x more than the poorest districts in this country, according to Darling-Hammond's figures. Even in my wealthy, large, suburban school, almost 20% of our students receive free and reduced lunch. I'm not trying to minimize the struggles of the families at my school, but we're the lucky ones, relatively speaking. We as a nation need to address this division between the haves and have nots before we get to the teaching issues. Darling-Hammond noted that the achievement gap was closing when national policy focused more on mitigating poverty. How can I expect students to be ready to learn if they have worked to support their families, provided child care for their younger siblings, or not even had a decent meal? Really, the bubble test doesn't take care of a family and grades don't matter when basic needs aren't being met. That's Maslow's hierarchy of needs at its most basic.

However, I don't think education is doomed. Perhaps I, too, could be accused of having "an extraordinary gift for hope" (Fitzgerald),but  I think we can change the focus of education in this country. For me, it starts in this blog and in the thoughtful reflections I make on what works for my kids, keeping in mind that the heart that Darling-Hammond framework of empowerment and language mastery that Darling-Hammond so clearly articulated.

My green light is the idea that I'm teaching my students so that no one will ever be able to take advantage of them. I may not reach all of them, and I can't solve the poverty problem on my own. But I can teach many of my students to think beyond the bubbles. Maybe, if enough of my colleagues and I teach enough kids the skills that matter,  those kids will look beyond the obvious answers and address the elephant in the room.

Education Nation Teacher Town Hall

Last Sunday, I spent about 2 and a half hours watching (and participating in via Twitter) NBC's Education Nation webcast of the Teacher Town Hall. I applaud NBC's efforts to provide a forum for longer discussions on the state of education in our country. Often, the voices of actual teachers are missing from the national policy debates. Brian Williams in particular seemed to be a force in opening up the conversation to teachers, as evidenced by his advocating and obtaining permission from NBC for the broadcast to continue on the web after the MSNBC broadcast time slot was over. That step allowed several more teachers in the packed tent on Rockefeller Center and on the web to make their voices heard.

The teacher summit included many fascinating guests on the stage. Though I was disappointed to see the focus so heavily slanted toward elementary school participants, I thought the educators were articulate, interesting, and outspoken. I was a bit disappointed by Melinda Gates, who sounded good, but actually said some disturbing things (I'll talk about that more below). The on-stage participants included:

• Annie Bogenschutz, Community Resource Coordinator at Ethel M. Taylor Academy, Cincinnati, OH
• Sophia Faridi, 6th grade Language Arts teacher at Indian River Middle School, Broward County, Florida  
• John Hunter, an elementary gifted and talented teacher from Charlottesville, VA
• Brian Crosby, an elementary teacher from Sparks, NV
• Melinda Gates, Gates Foundation
• Maddie Fennell, 4th grade teacher from Miller Park Element from Omaha, NE 
• Candido Brown, a reading, writing, and Math teacher from Harlem Success Academy in New York City
• Gigi Dobosenski, a teacher at EdVisions Off-Campus, an online, teacher-run school
• Matt Presser, a middle school teacher and winner of an Education Nation essay contest, New Haven, CT

These teacher guests, live audience members, and virtual (NBC forum, Twitter, and Facebook) participants spoke on a wide range of issues. In fact, that wide range of issues was the greatest weakness of the summit. I'm not sure, even in 2-plus hours, one could hope to host a meaningful conversation on all of the following topics. I've added a couple of brief reactions on each, but I could have blog posts for months on these alone.

• Is education to educate kids or get them ready for the wider world? 
• Many audience members and panelists Bogenschutz and Faridi argued that this might be a false dichotomy. If the question had been college prep or job-readiness, the discussion might have touched more on vocational education and the focus on college as a career path. Honestly, the debate over the purpose of education deserves its own forum. We have not decided what we really want from education and rely on discussions of "21st century skills" without defining what that actually means. In addition, college has become the corporate checkbox much in the same way that standardized tests like the SAT and ACT are gatekeeper tests. Does one really need a college education for administrative jobs? On the other hand, should we be focusing education on job readiness/what the corporate world wants or is the purpose of education to produce informed citizens who are capable of evaluating information? There are so many questions raised here.
• What services should schools provide to help students succeed in school and to alleviate the effects of poverty on student success? How do we get communities engaged in education and how do we align the allocation of resources to kids' needs?
• Bogenschutz's Cincinnati school is discussed in an American Federation of Teachers article. I truly think this could be a model of how schools can become community centers. We need to stop pretending that poverty, family, and health factors do not significantly impact education. Again, this question alone is worthy of its own program and Brian Williams did host a poverty panel, which I have not yet had the chance to watch.
• Are students prepared for college? If not, is it lack of motivation, lack of academic preparation, or lack of encouragement? 
• That last question was answered by teacher participants on the web and in the audience via a live poll. The audience had much to say on the issue.
• My own view is that motivation is the most significant of the factors presented in the question. I wish the Town Hall had shown more examples of what works. Even when discussing programs that make a difference, like those of Hunter and Crosby, the discussion simply described the programs in more general terms. Until the national discourse begins to acknowledge that there are things that work, and our nation's decision makers treat teachers as education professionals and stop the insane focus on testing, our schools will not change.
• How can we find and build on student passions to motivate them to learn? 
• John Hunter's The World Peace Game and Brian Crosby's work with technology were held up as examples of ways to engage students. I've recently seen a great column in the Washington Post about a radical re-thinking of middle school that might help with this motivation question. But, until we stop focusing on tests as the sole determination of success, we won't be able to make significant changes.
• How can we create spaces for children to experience failure so they can "have the luxury to fail because that's really a part of the learning process"? 
• Again, John Hunter advocated visionary leadership that supports teachers as professionals who know what to do to help kids learn.Our schools do not currently provide this opportunity to fail. We don't see failure as a part of achievement in schools, despite a business-driven emphasis on creating a risk-taking culture emphasis in management. In the corporate world, there are many articles on the benefits of mistakes when used as learning vehicles. But we don't let kids make mistakes or learn how to strategically take risks. An F is to be feared and dreaded. I've seen parents flip out over an "F" on a 4 point assignment that counted for less than 1% of a total quarter grade. 
• How can we use technology to enrich education and to provide access for students who might otherwise not be part of a traditional class environment? 
• Brian Crosby's Nevada classroom uses blogs and helped a homebound student undergoing chemotherapy join the class via Skype. I loved the idea of including this student by incorporating technology. I've had several homebound students since I started teaching, but no use of technology has been encouraged and I think the idea is worth pursuing for those kids who cannot attend a full-days' classes.
• An analogy between teaching students how to use scissors and how to appropriately use technology was particularly powerful for me. If we incorporate more technology, we have a responsibility to teach students how to use it. But several online participants--myself included--pointed out that technology can be a distraction and isn't the only way to teach.
• Poverty and access to technology were also addressed by Hunter and Crosby as well. There is a digital divide, even in wealthy districts. Over the last few years, more of my students are on free/reduced lunch. They do not always have access to technology at home, and yet their access in schools has been curtailed as we have cut late bus days to one per week. Kids who don't have technology and who lack transportation to school or to the local library cannot be expected to keep up.
• Are high salaries important to retain good teachers? What other factors are even more important to teachers surveyed in a national poll regarding teacher retention? What would the effects be on teaching if we as a nation treated teachers as professionals in the same way we treat doctors or lawyers?
• Respect and treating teachers as professionals were key components of this discussion. Teachers feel demoralized by the national emphasis on bad teaching. Whenever they advocate for salary increases, they are characterized as greedy opportunists who don't care about children. 
• What a sad commentary on our valuation of education it is that people who could be wonderful classroom teachers can't afford to be teachers. Personally, I took a 5 figure pay cut to become a teacher and 7 years later, my salary has not caught up to where it was when I left the corporate world. Teaching is work I love, but if I wasn't married to another professional who takes home a good salary, I couldn't have afforded to switch careers in my 30s. Had I had a young family at the time, I would never have considered making the switch. 
• How should we determine teacher compensation in light of how many teachers work 60 hour weeks, often buy materials used in their classrooms, and have second jobs to make end meet? 
• Best comments from this segment included: "My doctor does not buy his own surgical instruments," Maddie Fennell. "We have to stop saying that higher salaries will not retain good teachers...Those who say teachers are getting paid enough, and they say that because they do it by the hour...it's about $29 an hour. But the reality is that teaching is not a 9-5 job. It's an all day job. It's a weekend job," Candido Brown.
• These comments reflect my own experiences. 
• I, too, buy materials every year for my classroom. I'm given $100 in supply money through the school. I teach around 148 students, so that's less than $1 per student in supply money. I tend to order the basics and then supplement with my own personal class library books and other supplies as needed.
• Most days, I'm in by 6:15-6:30 and I don't leave until 3:30, even though school starts at 7:20 and ends at 2:10. In that time, I get one block for planning and 30 minutes for lunch. I've spent some of this time doing actual planning, coordinating with my team teachers and grade-level teams, photocopying, and performing other administrative duties, like contacting parents via email and telephone or providing teacher narratives for special education individual education plans and re-evaluations, which have to happen during the school day. I've attended 3 after-school meetings with students and parents, with more on the horizon, and had a back to school night that lasted until 9:30 p.m. I've stayed after my "contract hours" to help my current students prepare for and complete assignments, and looked at college essays for a couple of last year's students. I also have college recommendation letters and counselor information forms to complete, most of which I do on weekends. I'm a club sponsor for our literary magazine and in the winter and spring seasons, I will keep score for the basketball team and be the onsite manager for some of the spring sports events. In addition to all of this, I have to grade what I assign and return this material in a timely manner to students. Since the beginning of the year, I've graded 13 assignments for 63 of my AP students and 7 for 60 of the team 11 students. I'm lucky in that I have a team teacher who switches off grading with me so I didn't grade the other 25 students in my 11th teamed classes. Some of this grading has happened in school, but much happens after 2:10. So, I don't come close to a 40 hour work week for most of the school year. I can safely say I work harder and longer hours as a teacher than I ever did in the 12 years I spent working in corporate settings.
• What makes a good teacher? How can we tell whether a teacher has made a positive impact on students? 
• This issue is the focus of the Gates Foundation research. I was pleased to hear that Melinda Gates mentioned other factors that affect student achievement and the relationship between student perspective and achievement. Though she stressed multiple measures of effectiveness, including peer observations, principal observations, scores, student feedback, and teacher voice, her ultimate measure was still test scores, which I find disturbing, as does Education Week blogger Anthony Cody.
• Are standardized tests an accurate measure of student achievement?
• Most of the panelists and most of the audience and online participants mentioned that tests are one facet of teaching. Even Gates paid lip service to this idea. But the reality is that more and more of teacher evaluation rests on test performance. Mary Tedrow has addressed this much more eloquently than I could in her blog post "Controlling My Own Work..." and I cannot recommend her blog highly enough.
• How should teachers be evaluated? 
• Candido Brown provided an interesting multi-faceted suggestion for evaluation that even included factors such as student and parent input and what a teacher is contributing to the life of the school. As a teacher who believes that these contributions benefit both the students and the classroom environment, I liked his idea to include participation as a measure. I have connected with students by showing them that I care about what they do outside of the classroom and have seen dramatic in-class turnarounds as a result. Being a caring adult goes a long way toward creating a positive learning environment.
• Maddie Fennell commented, "We have to stop treating teaching just like vocation and realize it is a profession. Just because we love our kids doesn't mean we're not professionals."
• Why aren't teachers, students, and parents given more of a place in the school reform decision making?
• When things are going well, we don't hear from parents and students. When things are going poorly, we hear only from parents who have time and feel empowered to advocate on their children's behalf. Even in schools where parents and communities want to be involved, they often don't know who to ask or what to suggest. 
• Gates mentioned the Gates Foundation research has identified 6 questions posed to students that correlate to good teaching, which is discussed in a New York Times article from December 2010. However, those questionnaires are still correlated with value-added measures of test scores. We need to look beyond test scores as a measure of success and look at evaluative and survey instruments that give students a voice in education. NBC did have a special forum dedicated to student perspectives, which is a good start toward including more stakeholders in discussions of what a quality education looks like.

While I enjoyed the contributions of the panelists on these issues, with so many panelists and so many topics, none of the issues were discussed in depth. I found myself wanting more of certain panelists, but there was not time for them. In addition, the sheer number of panelists prevented many of the teachers in the audience, among whom were several past state and national teachers of the year, from getting a turn at the microphone as well. Those were lost opportunities to discuss what's working in education.

Even with all of these topics, many weren't addressed, including special education, English language learners, rural schools. So, while the Teacher Town Hall was a step in the right direction, its wide breadth neither did justice to the topics it addressed by allowing for complex and nuanced discussion, nor was wide enough to even introduce many other important education issues.

To be fair, NBC hosted other, more directed panels, including an interesting one that consisted solely of students. But most of those were on Monday and Tuesday during the day, right in the middle of my working hours. So, participating in those events was not an option for me or for most of our country's teachers. 

Perhaps next year, NBC would consider making the summit a Friday-Sunday event instead of a Sunday-Tuesday affair to encourage even wider participation and hosting topic-focused Teacher Town Halls throughout the year to add depth to the conversation. 

Why I'm starting to speak now

For two years, I've watched my Twitter and English Companion Ning friends engage in reflection in a public forum. While I've participated

I'm not new to blogging, but I've always been in closed communities, with a tightly controlled group of readers. Inspired by Mary Tedrow, George Couros, Gary Anderson, Meredith Stewart, Glenda Funk, Bud Hunt, Jim Burke, and many others that I follow via RSS, I've decided it's time to join the public conversation about what's going on in K-college education.

Right now, I have my feet in both high school and community college education. I teach English at a suburban public high school and I teach a section of freshman composition as an adjunct instructor. I love both populations of students, and I hope my reflections here and my own grappling with and engaging in public discourse helps me be an even better facilitator for thier learning.

Today, as I write this, I wait for the start of NBC's Education Nation 2011. Like many educators, I've been disheartened by the focus of reform discussion on "bad teachers." To me, the overwhelming emphasis on this single facet of education has drown out some other serious concerns and has made effective reform of public education almost impossible. The blame game isn't going to help and will only drive more and more educators away as the profession is de-professionalized.

I hope NBC will help expand the national discussion to move beyond this narrow and polarizing focus and further critical discussions not only of what really needs to be improved in education, but also of what works and is transferrable.

I will likely blog about my reactions to NBC's effort and will continue to reflect on what's working and what's not working in my own practice as well.