Teaching Fellow Spotlight

2012 Teaching Fellow - Kelsey Hazzan

Kelsey is a graduate of Arizona State University.  As a Fellow, Kelsey teaches middle school math in the Creighton School District of Phoenix, Arizona. 

Q:  You’ve demonstrated an ability to drive your own development. By this, I mean that in the observations AZTF Staff have had, your effectiveness has increased each time. What’s made you successful in driving your development?

Each day, I reflect on what’s done and what can be done better. After each assessment, I ask the students what they liked and what they did not like- not content wise but about activities and my teaching style. For the next unit, I try to change at least one thing they did not like and continue at least 1 thing they did like. At the end of the quarter, I asked the same thing. They could say whatever they wanted as long as it was in a respectful way. I got a lot of feedback from my students that I used to bring into this quarter and I think it’s going really well. This helped me in relationship building. I care what they think about the class and this has been effective for me.

Q:  There’s evidence all over the room that you’ve got systems in place for time management, organization, and data tracking. Can you describe some of these systems that have helped you in these areas?

I have the same thing in the same place every single day since the beginning of the year. This way, if they ask for something, I just point and don’t have to say a single word. It really shouldn’t be a question that they ask. As far as other systems, my students have really enjoyed the data tracker! They like seeing where they are and where their peers are, and also where their class is compared to the other classes. They can draw the connection between where they are and how they can do better. I also have my board sectioned off into separate pieces so the students can see the key questions, vocabulary, objectives, and agenda for the day. Homework is on the front board, too. I think this has helped me and them to stay organized- everything is the same every single day. It’s intentionally redundant.

Q:  Describe one of your most challenging students. Have you had any breakthroughs?

I have one that’s been a real behavioral challenge. Because of what happens at home, he has a lot of anger and frustration toward others. He hasn’t obeyed much of anything and is very hard to teach a general lesson to. We’ve sat down privately and talked about how he can improve his behavior on his own. I taught him that it is normal to have problems outside of school, however it is important to figure out how to change these behaviors once you get to school. He’s now sitting down quietly and will listen for at least 10 minutes without blurting out (laughs), but that’s a real improvement! Academically it is still a struggle because he’s very far behind but he’s been much better behaved than he was at the beginning of the year.

 Q:  How/when do you lesson plan, and could you share any best practices for lesson planning? 

I spend about 4 hours on Sunday afternoon planning for the week. I really focus on what my objectives are and how I’m going to deliver those objectives. I don’t focus exactly on what I’m going to say or what activity, but rather, what the steps are needed for my students to get this objective done. Then, I make sure that each day aligns together and are in order. It’s really just an organizational piece of making sure each day makes sense and not paying attention to the little things that I could spend hours and hours going over. I have materials and resources to aid me, and I don’t put a spotlight on the exact specifics when I plan for the week because I want to give myself the room for in the lesson adjustments. Still, I know this planning is important and that’s why I make the time for it each weekend. I search Better Lesson for 15 minutes for each lesson and then I save everything I think is useful to my desktop. I then look at my desktop and if it’s not useful I’ll trash it and if it might be I’ll use it in my planning for the week. I’ve also been able to find a lot of higher order thinking material on there too. I will use it as a backup for any students who are finished and that’s been really helpful. It helps me to challenge any student who is ready for it.

Q:  Your classroom culture is really strong. What have you done to create such a strong culture for your students?

My consistency in what I expect. We don’t come in and talk. If you come in talking it is a strike. I don’t care if you’ve ever gotten a strike or if you’ve already gotten 50 of them, if you come in to the classroom talking it’s going to be a strike.

Q:  What is the most rewarding part of your job?

The thing most rewarding is seeing my kids succeed and having the student that doesn’t academically do well but then gets an 80% and their eyes light up, and they don’t want to show you inside but you might hear a “yes” underneath their breath (laughs). They may try to hide it up but the next day they’re sitting up in their chair ready to learn, just so excited to have done it and now actually believe in their learning. 

Goodbye and Looking Forward

AZTF Teaching Fellow Jon Short

As an AZTF Ambassador, I’ve spent a lot of time time talking to candidates. I’ve answered thousands of phone calls and emails. When I look back at these conversations, I start to see a trend. People really want better for Arizona’s youth.  I’ve met people who have taught in Korea for 10 years, who are accomplished social workers, and who ran their own successful NGOs. I’ve met accomplished college students and esteemed, tenured professors. I’ve met ex-marines and current firefighters. I’ve met professional dancers, pianists, and boxers. I’m constantly amazed at how many people from all ages and industries want to make Arizona a better place through education.

As I get to know our new Fellow cohort (and get to welcome in more after our upcoming interviews), it makes me think about my 2008 Fellow cohort. Last weekend, I went to a concert with one Teaching Fellow from my year and went biking with another the next day. I still rely on many of my cohort members for lesson plan advice. My cohort has helped me become the best teacher and well-rounded person I can be.

Being part of Arizona Teaching Fellows (actually, it was called Phoenix Teaching Fellows when I joined) has been one of the best things I’ve ever done. AZTF gave the chance to show Arizona I can raise achievement levels and dispel the myth that Special Education students can’t succeed. I’m grateful to the program for that, which is why I support it any way I can. I’ve supported AZTF in lots of ways in the past, and I’m excited for the new ways I’ll get to help build tomorrow’s brilliant teachers and leaders.

Arizona Teaching Fellows Interview Event Tips

 

There are three more interview events left for the 2012 cohort for Arizona Teaching Fellows. As the lead interviewer for Arizona Teaching Fellows, I thought it would be helpful to share some Interview Event tips on our blog. Have questions?  Feel free to post a comment or email info@arizonateachingfellows.org.

 

 

Best wishes,

 

Carmen Orozco

Recruitment and Selection Associate  

Teaching Sample

 

Pointers: First, relax. Read over the section in your Interview Event Guide. If that doesn't give you any ideas, think about what you're interested in, or passionate about. What can you make interesting to a group of 10-12 people? Do you like comic books? Teach your "students" how to make an illustrated timeline of a historical event. Are you interested in the environment? Teach the water cycle.

 

Keep in mind:

1. You do not have to teach a lesson from the subject area you have been assigned if you enter the Teaching Fellows program. Maybe you want to ultimately teach math as an AZTF Fellow, but for your interview you know you can teach homonyms in 5 minutes.
2. Your fellow interviewees will be supporting you - you're all going through the same experience!
3. Make it fun. If you're enjoying what you're teaching, chances are your "students" will as well.  But, make sure it's not all fun and games.  We want to see candidates demonstrate they can actually teach a concept.
4. Bring any and all materials you will need for your lesson (handouts, candy, posters, etc.).
5. Practice! In the mirror, for friends, family, etc.

 

Writing Sample

 

Pointers: The prompt will be based on a true-to-life teaching scenario.  Since it's based on a real scenario, it's best not to start with "this would never happen to me, but..."  

 

Keep in mind:

1. Spelling and grammar do count, but the content of your answer carries more weight.
2. You will have 20 minutes for this section. Do take the time to order your thoughts before you start, but don't waste half your time coming up with an involved outline. Only your final product will be reviewed.

Discussion Group

 

Pointers: The prompt will be based on a very realistic teaching scenario.  The prompt will be read aloud while you also have it in front of you. Use this time to truly think about what points you want to make.

 

Keep in mind:

1. Participate, participate, participate.
2. You will have 18 minutes for this section.
3. The selectors (interviewers) will not participate in the discussion group. You and your fellow interviewees are responsible for the outcome of the conversation.

Personal Interview

 

Pointers: This is your chance to dig into the day as a whole, be able to share anything else you want to add to your writing sample or discussion group, demonstrate your passion for teaching and education, talk about your past experiences, and really make a lasting impression on your selector (interviewer). Use it!

 

Keep in mind:

1. Your selector will be taking a lot of notes - don't let it discourage you if they are not making a lot of eye contact!
2. You have 25 minutes. Make the most of it!
3. Your selector is a current teacher, school staff member, or administrator. Think of what questions you want to ask them about teaching in Arizona.

Waiting

2010 Arizona Teaching Fellow

Kelsey Ahlmark 

Yuma, Arizona

This week I rented the 2010 film, “Waiting for Superman.” Chances are if you are reading this blog you have seen the movie. If you haven’t seen the film, it follows five young students as they take their chances on a lottery in order to gain acceptance into a charter school.

Four of the five students featured in the film are facing tremendous odds: They come from parents who are uneducated themselves and live in impoverished neighborhoods with high crime rates. Despite their surroundings, these students have big goals that center on obtaining a strong education in subjects like math and science. However, by the time these students reach high school the likelihood of them even graduating has dropped tremendously and without a high school diploma (approximately 1.2 million every year) these students will be 8 times more likely to be in prison, 50% less likely to vote, and are ineligible for 90% of jobs.  These aren’t just statistics: these are actual students in schools just like the one I teach at.

These numbers are frightening and outright outrageous, but there is hope. Hope lies in the most important aspect of public education: Effective teachers. Countless studies show that the biggest factor for change is when the teacher is effective at teaching. So, what can I as an educator dedicated to not failing my students do to create a culture of success? I follow three simple rules in my classroom that I work towards meeting everyday:

I set high academic goals and standards - This is my number one commandment for teaching. By putting into place high academic goals and standards I am instilling confidence in my students that they can overcome challenges because they are capable of doing hard things.

I use best practices - Best practices are your bread and butter. Without them, you are blindly choosing activities and practices that are based on chance and not what is proven to help raise achievement.

Lastly, I start everyday with a blank slate for every student - I have students who have done or said something that has caused me to become upset, but my passion for education allows for me to walk in the next day without remembering what happened the day before. This attitude is what allows students to trust me and it builds an appropriate mentor relationship between us.  Maintaining their trust is critical because they are not just "waiting for Superman".  My students are waiting for me.    

          

Managing a Busy Schedule

2012 Teaching Fellow - Thai Nguyen

As an ambassador for Arizona Teaching Fellows, a question that I am commonly asked is, “What is the biggest challenge to teaching?”  Lesson planning, unruly students, dealing with parents, and pressure from administration are all challenges that could easily top the list.  But, for me, time management is the biggest hurdle.

As a first-year teacher last year, I simply overworked myself.  I was spending too much time outside of school writing lesson plans, grading papers, completing assignments for my master’s courses, and participating in extracurricular activities at my school.  I did not reserve time for myself.

My mission this year was to not repeat this exhausting habit.  It is my goal to leave school every day no later than 5 PM.  While I have not met this goal every day this year, it certainly beats leaving school at 7 PM and sometimes 8 PM every day last year.  One candidate at a recent interview event asked me if working less has impacted the quality of my instruction.  If anything, giving myself more time to relax has improved my instruction.  I arrive every morning refreshed, rejuvenated, and ready to teach.  It also helps that I am familiar with the curriculum now so I do not have to do much prep work. 

Teaching is a profession where you can literally work for 24 hours a day, 7 days a week and still not be able to accomplish all the things you want to accomplish.  Many beginning teachers overwork themselves and get burned out.  To avoid burnout, it is important to prioritize your time and stick to a schedule.

Transformation

2012 Teaching Fellow: Kelsey Ahlmark

“The future is not some place we are going, but one we are creating. The paths are not to be found, but made. And the activity of making them changes both the maker and their destination.” John Schaar

Times are changing. People are being educated at a higher level and in more places than ever before. Through my own teaching experience I feel strongly that in order for schools to keep up with the demand of education and the changing world, we as teachers must always think creatively and try new things. And, teachers need proven practices so students can experience success both in and out of the classroom.

Unfortunately, sometimes new isn’t always accepted, as old is sometimes comfortable for all of us. This is especially true in the career of teaching.  It was daunting at first to attempt new strategies, usure of what the outcome would be. But I found that using new methods that elicit differentiated learning, partner work, and technology are worth the gamble because they do increase student involvement and achievement in the classroom.

In my opinion, the best teaching comes out of taking risks, based on evidence, and continually reflecting on and refining what we do to always do better by our kids. The mindset of our teachers should be focused on implementing creativity and innovation as effective, best practices. 

An example of how to move our teaching forward is to center on how we as educators can focus on student-centered learning. This practice was useful to me when I was customizing learning for individual students so that they become lifelong learners using 21^st century techniques in technology and software. To give an example, I allowed my students several options when presenting their recent research projects on a disease. Students used their netbooks to research a disease of their choice. Students were then given the option of presenting their information in a pamphlet, poster, or word document form. By giving students options in the disease they researched and how they presented the information that was required of them, I engaged students in their personal preferences. The results were amazing! Students submitted work that went beyond what was expected and included much more research about their disease than what was required. One student even opted to make and present a PowerPoint because she felt it would be “more informative”.

As a teacher, I know I want to be the best for my students, which is why I am always thinking about how I can get better results. The goal is for my teaching to reflect how I view my students in that I appreciate them for being different and adjusting my teaching to their unique interests and needs in order to be successful individuals in a changing world.

Dedication Despite Cancer, Catastrophe, and a Very Sick Beagle

AZTF Teaching Fellow - Jon Short

I thought I wasn’t dedicated enough this year. I’ve taken seven days off of work.  I’ve lost a week of teaching. I consider this unacceptable.  I think of what my students could have gained in this time and I’m disappointed in myself.

With that in mind, I decided to take stock of exactly what days I’ve taken off to determine whether or not they could have been avoided. They are as follows:

Day 1: I underwent surgery to remove cancer. This was Friday.

Day 2: Recovering from cancer surgery. This was the following Monday.

Day 3: The dog swallowed a bird and I had to take him to the vet for surgery. Technically, I was back to school by 12:00 and only took a half day.

Day 4: Follow up from surgery (and all good news).

Day 5: Fever of 102. Ate some very bad chicken.

Day 6: Fever of 102. Convinced at this point I had undercooked the chicken.

Day 7: This will be tomorrow. I’m writing this blog at 9:00 at night because my car started smoking. I’m getting it towed tomorrow to the dealership and will have a loaner by 9:30. I should actually be back at school by 10:00 in the morning.

Looking back on these days, I’ve confirmed what I felt – I’m really disappointed. I couldn’t have avoided any of these days off, but I can’t help but be saddened by the progress that could have been made.

This, to me, is dedication. Despite having acceptable excuses, they are just that: excuses. And I’m not happy with this because it is my students who have suffered.

I think this is something that makes a powerful teacher and a powerful Teaching Fellow. Despite undergoing cancer surgery, a broken car, a sick dog, and a truly bad fight with some VERY undercooked chicken (hence the fever of 102), my personal feeling is that I need to be better. Dedication is truly never being satisfied because your students are the ones who need the benefit of your dedication, and it’s they who need you to be there as much as possible.

Climbing Mountains



Image: Sura Nualpradid / FreeDigitalPhotos.net

 When I rock climbed for the first time a few weeks ago, my head and my heart was filled with excitement and nervousness.  Once I started to climb, I quickly realized how difficult and demanding this new hobby actually is.  There are times while rock climbing when my arms begin to dangle like wet noodles.  They simply do not have the strength to pull myself up any longer.  But with encouragement from my climbing partner and the will to succeed, I am able to overcome the pain and reach the top.  My recent passion and devotion for rock climbing parallels my almost two-year journey as a teacher.   

Like most teachers, I was full of excitement and nervousness when I began teaching.  But I soon realized that teaching can be difficult and demanding.  The workload can be too much to handle at times.  With numerous standards, important assessments, frequent observations, long work hours, endless meetings, and unruly students, teaching is a profession that comes with a host of challenges. 

Lifelong educators are those who can take challenges head on and will do whatever it takes to overcome them.  With support from my colleagues, administrators, and friends that I have made through Arizona Teaching Fellows, I was able to conquer these challenges.  But more importantly, my drive to make a positive impact on my students’ lives and my desire to help close the achievement gap make these small mountains worth the climb.

AZTF Fellow Thai Nguyen

Experience is Everything

Kelsey, Arizona Teaching Fellow

“Our greatest glory is not in never failing, but in rising up every time we fail.” 

- Ralph Waldo Emerson

I think report cards can be a tremendous motivational tool. I am basing this off my observation of several students who, this semester, are submitting work on a regular basis whereas last semester they rarely did.  They are doing so because they hold proof of the results of working hard.  I think these students out of their previous failed efforts, are ready to experience success. As a teacher, my role for my students is to support them to try again, work harder, finally succeed and experience something different.

I became a teacher with the conviction of taking on the achievement gap that exists in education.  Sometimes it’s not easy but I hold myself accountable as well as my students to rise up despite the challenge.

This entire experience has changed me. I feel a sense of purpose, drive, and ambition, not just with my own goals, but for my students' goals as well; for I know that sometimes life’s most valuable knowledge cannot come from what is taught, but from what is experienced.

AZTF Fellow - Kelsey Ahlmark

5 Special Education Misconceptions

AZTF Fellow - Jon Short

I’m not surprised that most people don’t know much about Special Education. I didn’t before I joined Arizona Teaching Fellows. Most people have little to no exposure with SPED in their entire lives. Well, actually, they do have plenty of exposure, they just don’t know it.

The more I teach Special Education, the more I realize how misconceptions have hurt this field and its students. There’s a reason no one wants others to know they are in Special Education. No one wants to feel inadequate. And SPED students by and large do a great job of hiding their inadequacies. Consider this:  approximately 11% of the student population is in Special Education. That means in a class of 30, at least 3 students are in SPED.  With that in mind, I’d like to dispel some common myths about Special Education.

#1 - Special Education students are mostly students with mental retardation.

The vast majority of Special Needs students do not fit into this category. While many Special Needs students do have moderate disabilities, most Special Needs students have Learning Disabilities, like dyslexia or math disabilities. Most Special Education teachers work with students only part-time on core academic subjects. More than 60% of students with learning disabilities spend less than an hour in a Special Education class each day.

#2 - It takes a very uniquely dedicated person to be a SPED teacher.

Well, it takes a very dedicated kind of person to be a teacher in general.  And, being a Special Education teacher is no different. I assign my 8^th graders 2 hours of homework a night, math problems, writing assignments, book chapters, and everything else that goes on. Students with more significant disabilities still learn how to read and write and do math. Our job is to teach them exactly what they need to know to be successful.

#3 - The need for SPED is not as great as other teaching subjects.

Nothing could be further from the truth! SPED positions are often the most difficult to fill.  The need is HUGE. Just look at this excerpt from the Bureau of Labor Statistics: “The number of special education teachers is expected to increase by 17 percent from 2008 to 2018, which is faster than the average for all occupations. Although student enrollments in general are expected to grow more slowly than in the past, continued increases in the number of special education students needing services will generate a greater need for special education teachers.”

#4 - SPED students are likely never to achieve.  We have to lower our expectations of them.

Unfortunately, this is the biggest and saddest misconception about SPED. This has been a terrible stigmatization that is simply is not true. Students with disabilities have different needs in order to achieve the same result. For example, take a dyslexic student in a science class.  Reading about “mitochondria” can be exhausting and fruitless, but that doesn’t mean the student can’t learn about it. By offering video presentations or audio books, the student can learn at the exact same pace as the other students, but they receive the information through a different medium. More importantly, the idea that SPED students are doomed is just false. Here’s a short list of well known individuals with disabilities: Thomas Edison, Jimi Hendrix,Cher, Danny Glover, Robin Williams, Leonardo Da Vinci, John Lennon, and Whoopi Goldberg.

# 5 - It doesn’t matter what SPED teachers do b/c they don’t affect a school’s report card.

Think again! 25% of each school’s pass/fail determination is now dependent on how much the bottom 25% improves. That means that if you bring all the average kids up to excelling, but the bottom 25% don’t move up, your school can still fail. The fact is that most SPED students are in the bottom 25%.  So, the SPED teacher has all of a sudden inherited a huge responsibility that has very real consequences for the entire school.

If you’re applying to AZTF, please take a moment to consider whether you could be an effective SPED teacher. SPED students need the unique strengths, subject area knowledge, and diverse life experiences you bring to the classroom.  And trust me when I say it doesn’t take a miracle worker to be a SPED teacher. It takes a teacher who’s dedicated and through that dedication...miracles do happen for these kids.

Setting Goals

AZTF Fellow - Thai Nguyen

I often tell my students that before going on a road trip, it is important to know where you are going and how you are going to get there.  Students need to know the same thing when it comes to their education.  At the beginning of every quarter, I have my students set two goals: one academic and one behavior.  Goals need to be specific, challenging, and realistic.  Some of my students’ academic goals include getting an 80% or higher on all assessments, improving reading fluency by at least 20 words per minute, and receiving all 4s on the writing benchmark.  Having no tardies, completing homework every night, and receiving the “terrific kid” award are some of my students’ behavior goals. 

Before I have students write their goals, I share with them my goals.  My academic goal this quarter is for my students to receive an 80% average on all math assessments and an 80% average on at least one reading assessment.  My students have demonstrated that they can achieve some of the top math scores in the district.  I want my students to continue this success.  I would also like my students to have greater success in reading.  Students have come close but have not averaged at least 80% on one reading assessment this school year. 

My behavior goal this quarter is to give out no more than four strikes a day.  A strike is given to a student when he or she does not follow a class or school rule, e.g. talking when the teacher is talking, not having shirt tucked in, or being off task.  I have a fantastic group of students who are eager to please and eager to learn.  But sometimes students do not follow directions and they receive strikes.  As a teacher, I do not like giving out strikes and only do so as a last resort.  I hope that my students can work together to achieve this goal.

Where are you going and how are you getting there?  Having specific, challenging, and realistic goals give students a sense of purpose.  And by having students come up with their own individual goals, they become personally accountable.  With hard work and high expectations, all students will reach their destination.

Resolutions for a New Semester

Sometimes when I am having an off week with my students, I write on top of the white board a quote that I believe in very deeply.

“Every day is another chance to get things right.” – Lauryn Hill, R&B singer

I have never been the perfect student or the perfect teacher and rarely have I ever been the perfect human being.  However, as the quote suggests I can always try again tomorrow to do things right—to recognize my faults and learn from my mistakes.

The end of the first semester comes at the perfect time for reflection and renewal for a new semester. What will our team norms be? We are team “I”.  My team is designated for students with learning and behavioral differences. Despite these differences, I can acknowledge that my students have and will continue to experience the word differently…but not less. My students are just as hard working and deserving as any other student on the advanced team.

So, in order give my students the best possible start next semester, team norms will be established. Here are some of my ideas:

·      Enforcing seat assignments

·      All food needs to be put away before entering the building and classroom

·      Enforcing the school policy on tardies

·      All non-authorized electronics are out of site for the entire class period

Of course I will still have my classroom rules, which encourage students to be prompt, prepared, and polite, but I think the use of team norms will be extremely beneficial in creating a consistent academic environment.

Cheers to the New Year!

                                   
AZTF Ambassador - Kelsey Alhmark

Adam

AZTF Fellow - Jon Short

Today, I’m exiting a student from Special Education. Adam, 7^th grade, has worked exceptionally hard, and according to cognitive, academic, and district testing, Adam is on grade level and doesn’t need any more support. Not only will he be exited from my classes, he’ll be exited from speech. “He just doesn’t need it”, our speech therapist said, “At this point, he’s doing so well that it would actually hurt him to miss class.”

The following are examples of Adam’s growth since I started working with him:

The most complex word Adam could read in 2009: can

The most complex word Adam can read in 2011: Sagittarius

The most complex math problem Adam could complete in 2009: 11 – 3 = 8

The most complex math problem Adam can complete in 2011: 4x – (4 + 4 ÷ 2) = 5²/5

Adam’s 20 second writing sample in 2009: go et suf an

Adam’s 20 second writing sample in 2011: The two kids can run quickly around the park.

Number of times Adam volunteers to read aloud or answer a question in a ½ hour in 2009: 0

Number of times Adam volunteers to read aloud or answer a question in a ½ hour in 2011: 4

Percentage of homework completion in 2009: 20%

Percentage of homework completion in 2011: 90%

Adam’s reading level in 2009: “Falls Far Below Grade Level”

Adam’s reading level in 2011: Meets Grade Level Expectations”

In thinking about Adam’s growth. In 2009, I couldn’t get Adam to say more than two words. What Adam needed more than anything was the confidence and permission to be a successful student.  Today he’s confident and eager to succeed. He’s not perfect, but he learns and socializes in step with the rest of his class.

It’s students like Adam that reminds me how strange Special Education is for the teacher. This victory doesn’t exactly feel exciting. I have to remind myself that my victories come in the form of not being needed anymore.

Still, he pops in my room every now and then just to check in on me and let me know how he’s doing. In short, he’s doing well.

- Jon Short, Arizona Teaching Fellow