Instrumental and Missional Thinking
I want to begin my post by quoting from Dr. Katz’ article. “Strong executive power has been placed in the hands of administrators who are likely to know little about either research or teaching, yet their potential impact on research and instructional computing is enormous.”
This is my 23rd year of teaching in CPS and I have seen countless initiatives come and go. The person in charge of CPS has changed numerous times, I have had seven principals in my tenure at Von Steuben and many, many assistant principals. Technology has changed dramatically since I began teaching from using a computer lab, to mobile laptop carts, IPads, Chromebooks, and now cell phones. Methods of collecting data from students has blossomed. From whiteboards to Plickers to Kahoots, the changes have been amazing.
As a teacher, it is extremely important to focus on enduring understandings – what is it at the core of what I am trying to teach?! What do I want/need my students to learn over the course of the year? How does what I teach relate to the next course they will take? Math is extremely sequential and there is a huge amount conceptually that students must master to be successful in the next course(s).
Our school is currently focusing on questioning – both by teachers and students. We are also focusing on rigorous tasks and increasing student engagement. I struggle on a daily basis as to how best engage students, how to check for common misconceptions, and how to tailor lessons for increased retention.
My long term goal is to increase student retention of high level mathematics. In order to accomplish this, I need to work in the interim to guarantee that students are mastering certain skills on a daily basis. Through changes in how I collect information, this is where technology comes in. I can use whiteboards (large – 2’ by 3’) for group presentations in class and small individual boards for quick check-ins on specific skills. I can also use on-line resources such as Kahoots or Plickers to increase the collection of data and tailoring instruction as a result. As chair, I plan on working with administration to guarantee that all in my department have access to new technology and the professional development time to become an expert in using it.
Going back to the quote from Dr. Katz, I realize that recently I have greatly benefitted by an administration that trusts me as a department chair. Although leadership at the top of CPS is disconnected from the classroom, I have an AP over the math department who was a math teacher. My principal realizes the importance of not losing touch with the classroom and so teaches a class. When funding comes through, both the principal and AP trust me enough so that I can help with technology decisions and not be left out in deciding what the newest technology should be purchased and how it must be implemented.
This is my 23rd year of teaching in CPS and I have seen countless initiatives come and go. The person in charge of CPS has changed numerous times, I have had seven principals in my tenure at Von Steuben and many, many assistant principals. Technology has changed dramatically since I began teaching from using a computer lab, to mobile laptop carts, IPads, Chromebooks, and now cell phones. Methods of collecting data from students has blossomed. From whiteboards to Plickers to Kahoots, the changes have been amazing.
As a teacher, it is extremely important to focus on enduring understandings – what is it at the core of what I am trying to teach?! What do I want/need my students to learn over the course of the year? How does what I teach relate to the next course they will take? Math is extremely sequential and there is a huge amount conceptually that students must master to be successful in the next course(s).
Our school is currently focusing on questioning – both by teachers and students. We are also focusing on rigorous tasks and increasing student engagement. I struggle on a daily basis as to how best engage students, how to check for common misconceptions, and how to tailor lessons for increased retention.
My long term goal is to increase student retention of high level mathematics. In order to accomplish this, I need to work in the interim to guarantee that students are mastering certain skills on a daily basis. Through changes in how I collect information, this is where technology comes in. I can use whiteboards (large – 2’ by 3’) for group presentations in class and small individual boards for quick check-ins on specific skills. I can also use on-line resources such as Kahoots or Plickers to increase the collection of data and tailoring instruction as a result. As chair, I plan on working with administration to guarantee that all in my department have access to new technology and the professional development time to become an expert in using it.
Going back to the quote from Dr. Katz, I realize that recently I have greatly benefitted by an administration that trusts me as a department chair. Although leadership at the top of CPS is disconnected from the classroom, I have an AP over the math department who was a math teacher. My principal realizes the importance of not losing touch with the classroom and so teaches a class. When funding comes through, both the principal and AP trust me enough so that I can help with technology decisions and not be left out in deciding what the newest technology should be purchased and how it must be implemented.