Who Am I?

I am a passionate teacher who wants to make a difference in the lives of students. One may ask, "Isn't that the job of every teacher?" Yes, it is. However, my passion steams from the life of the underdog I lived as a student.

My name is Felicia Stanescu Palmer. I am a native of Romania, where I grew up during a period in which thinking freely was forbidden  by the communist regime. As a student, I felt I did not have much chance to succeed, because I was not coming from a family of intellectual parents (my parents were factory workers, barely finished a vocational school becoming shoemakers and welder-my dad later in life). I knew, however, that I can be successful if I work hard. Also, I loved school and learning was my passion. My school teachers though did not see my potential. Au contraire, my eighth grade homeroom teacher laughed when I told her I wanted to become a teacher, and my highschool English teacher gave me the lowest "D" possible. Inspite of all these negative experiences, I kept on going, just like the little engine that could. In 1991, I passed the entrance exam for the College of Education, Department  of Psychology and Special Education. In 1995 I had the opportunity to work part time in a kindergarten with students who were hard of hearing. Two years later, a collaboration between the Romanian and Danish College of Education landed me a three months scholarship in Denmark. While there, I studied the Danish special education program, more specifically, the educational inclusion program. After obtaining the Bachelor Degree in Psychology and Special Education (1997) and Masters Degree in Inclusive Education (1998), I realized that my passion is in working with, motivating, and inspiring children who struggle academically due to either intellectual, physical, or any other kind of disability.

In 1998 I had the opportunity to work in the United States of America for two years. I enjoyed working in USA so much, that I applied for a permanent work visa, which was approved after many trials during an entire year. I continued my education and obtained both a Masters Degree in Administration and School Supervision (2007, Tennessee State University) and a Doctorate in Education (2013, Trevecca Nazarene University). 

Many people ask me, "Are you going to be a school administrator?" or, "Are you planning to teach college courses?" I would lie if I do not admit that these job opportunities, or at least the thought of them, consumed me emotionally. However, in a moment of spiritual guidance, prayer, and much consideration, one essential question clarified it all for me: "Who are you?" My answer: I am a mother of two beautiful elementary school girls, wife of a loving christian husband, and teacher of students with disabilities and others who struggle to keep up with the current academic demands. At this time, my plate is full with activities that directly impact the lives of these mentioned above.

I will leave this posting with the advice that my father gave me when I was a child: "Aim High!" And that is what I did; and this is what I tell my students for the past 15 years: "Aim high, never give up!"

(This is me in first grade.)

New Beginnings

It seems that summer break just started. The time passed quickly, and I realize I'm only one day away from the beginning of a new school year. I am looking forward to reconnect with my colleagues, build new bridges of trust, create new friendships, and reach-inspire-motivate a new group of sixth grade students.

Reflecting over the past couple of months, I can tell I was quite productive: three interviews, after which I decided that I actually love the work I do where I am currently teaching; read at least seven books; played with my daughters, and spent time with my husband. It has been a great summer, but I am ready to go back to work.

Truthfully, being a teacher is not an easy task, especially in today's educational world (standardized testing, Common Core, pressure from every direction). However, when I see how my students change for the better in the short time I get to work with them, makes it all worthy.

 I always said I wanted my daughters to have great teachers, who care more about their well being, future growth, and having positive learning experiences, than to be stressed about political demands in the classroom. If that's my expectation as a parent, I am making it my aim this year to be THAT teacher for the students who will be entrusted in my care this year.

For all of you teachers out there: have a fabulous year and remember to make a difference in a child's life. 

Making a Difference

Sometimes we think that only teachers make a difference in the school environment. Today, I was blessed to find another individual who has a deep impact on the lives of those surrounding him.

He came to us uncertain of what sixth grade expectations will be like. Will his teachers this year be able to recognize his unique talents or will they just label him as "one of these Hispanic kids"? Is that teacher, who called him a bad name in the hallway during dismissal, ever going to change his opinion?

He is the child coming to school eager to learn and quietly pleases his teachers. He laughs, asks and answers great questions; he is not afraid of getting up if he fails. He loves to read quotes in the morning to get the day off to a positive start. He is the student who wants to teach one of his teachers how to speak Spanish. He is a delight to his teachers and a great friend to his peers.

Yes, this individual is a student. Sometimes, as teachers, we get so caught up into teaching to the test and pushing to meet State mandates that, unfortunately, we lose sight that we work with human beings. These students come to us and hope to be emotionally supported, intellectually challenged and not just bored to tears with numerous worksheets and irrelevant "projects" given out in class.

Today, one of my students unexpectedly announced that he is at school to turn in his books because he is moving tomorrow hundreds of miles away. All chatter in class ceased, tears started to appear in everyone's eyes, and I, the teacher, had to put on the counselor's hat. Now and then we are blessed to teach students like David. Thank you, David, for reminding me once again why I love teaching: to reach out, motivate, encourage, give hope, and to make a difference in the lives of those who are the future of this great nation.

David, you made a difference in my life as a teacher. Thank you and God bless you wherever you are.

All Things PLC

Have you ever searched for a website that will provide tools you can use right away? A great site I recently found is doing just that. It is so easy to navigate it and find the tools we need as we work together in our PLCs.

Collaboration is critical in schools today. Anything that will make teachers' jobs easier is an added bonus. I believe  in collaborating and sharing information anyway I can.  Keeping it in the spirit of collaboration please consider this question: What strategies have you used to improve the effectiveness of your PLC?

What is Coteaching?

Coteaching is a developmental process (Gately, 2001) that special and general education teachers undergo as they work together in the inclusion classroom. The key word here is "process."

Many school administrators have the expectation that the two professionals gel as soon as they are assigned to work together. They want to see them teaching and be equals in the classroom. As the intent holds true at some point, it is neither realistic nor research-based to have such expectations from beginning teams.

Gately (2001) delineated three stages in this process: beginning, compromise, and collaborative. Teachers assigned to a coteaching team (a.k.a inclusion team, collaborative team) will save time and lessen role anxiety if they understand these stages and adjust their expectations accordingly. Learning something new it is not easy and could create a certain kind of anxiety (Schein, 2002 Learning Anxiety). Gately (2001) presented eight components that look different in each stage:

1. Interpersonal communication
2. Physical arrangement
3. Familiarity with curriculum
4. Curriculum goals and modifications
5. Instructional planning
6. Instructional presentation
7. Classroom management
8. Assessment

For each one of the three stages, teachers can assume different coteaching models and effective relationships (Scruggs, Mastropieri & McDuffie, 2007; Villa, Thousand, & Nevin, 2008; Friend, 2011):
1. One teach, one assist
2. Supportive
3. Station teaching
4. Parallel teaching
5. Alternative teaching
6. Complimentary teaching
7. Team teaching

The coteaching process has its challenges and rewards. As with any process, the changes should be gradual. Only through open communication and trust building, coteachers will be able to lessen their role anxiety and reach the collaborative stage.



Bibliography:

Friend, M. (2011). Best practices in co-teaching: Practical solutions for difficult and challenging issues. Bellevue, WA: Bureau of Education & Research.

Gately, S. E., & Gately, F. J., Jr. (2001, March/April). Understanding co-teaching components. Teaching Exceptional Children, 33(4), 40-48

Gately, S. E. (2005). Two are better than one. Principal Leadership, 5(9), 36-41.

Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in Inclusive classrooms: A methasynthesis of qualitative research. Council for Exceptional Children, 73(4), 392-416.

Villa, R. A., Thousand, J. S., & Nevin, A. I. (2008). A guide to co-teaching: Practical tips for facilitating student learning. (2nd ed.). Thousand Oaks, CA: Corwin Press & Council for Exceptional Children.

Peer 2 Peer: Is Coaching the only solution?

Coaching helps educators improve by “transferring learning to classroom practice” (Bowgren & Sever, 2010, p. 65).  Directive, collaborative, and nondirective coaching are three approaches that take into consideration teachers’ needs (Bowgren & Sever, 2010).  Good coaches are change agents who identify teachers’ goals by using data, listen and ask questions, explain teaching practices, provide feedback by collaboratively discussing data gathered, and understand school improvement plans (Knight, 2011; Fullan & Knight, 2011).  A role such as this can be assumed by the school principal who “must be the epicenter of school change” (Nidus & Sadders, 2011, p.31).  One trend that changes the principal from solely the instructional leader to a coach is formative coaching.  Teachers and principals look at formative data to reflect on student work and understand their learning needs.

Although it increases teachers’ efficacy and classroom practice, coaching does not necessarily promote collaboration between content area teachers.  City (2011) looked at improving collective teaching practices by using a model based on medical rounds.  Instructional rounds are about a group of teachers who observe each other to understand the interaction between the teacher, students, and content in the classroom.  These rounds focus on the instructional core and are descriptive and analytic, rather than evaluative like coaching.  According to City (2011), when teachers are involved in instructional rounds, there is a “shift of attention from the teacher to the students and the tasks they’re engaged in” (p.38).

Another peer-to-peer approach is the lesson study.  This approach involves a team of teachers who study the curriculum and plan a lesson together.  While one person teaches the lesson, the others observe and collect data related to students and their responses to the lesson.  Data collected direct teachers’ conversation toward improving the lesson and developing questions for the next cycle of planning and observation.  In contrast to instructional rounds, lesson study “can expand and extend the effect of coaching” (Lewis et al., 2011, p. 65).  The coach and group of teachers study the problem together and design the lesson based on student data collected during observations.  Lesson study helps group members (teachers and coaches) improve their knowledge in a natural context.  It challenges teachers to grow as learners, and “build[s] a network of collegial relationships” regardless of level of expertise (Lewis et al., 2011).

In conclusion, through coaching teachers develop a relationship with one coach.  Instructional rounds stimulate conversations and peers hold one another accountable; they coach each other.  Lastly, lesson study is a cross between the first two, in that coaches are part of the small team of teachers and together join in designing the lesson, collection, and data analysis to improve student achievement. 

Annotated Bibliography

Bowgren, L., & Sever, K. (2010).  Differentiated professional development in a Learning Community. Bloomington, IN: Solution Tree Press.

City, E. A. (2011, October).  Learning from instructional rounds.  Educational Leadership, 69(2), 36-41.

Fullan, M., & Knight, J. (2011, October).  Coaches as system leaders.  Educational Leadership, 69(2), 50-53

Knight, J. (2011, October).  What good coaches do.  Educational Leadership, 69(2), 18-22

Lewis, C., Perry, R., Foster, D., Hurd, J., & Fisher, L. (2011, October).  Lesson study: beyond coaching.  Educational Leadership, 69(2), 64-68.

Nidus, G., & Sadder, M. (2011, October).  The principal as formative coach.  Educational Leadership, 69(2), 30-35.

7 Principles for Coaches

Good coaches are change agents who enroll teachers, identify teachers’ goals by using data, listen to teachers, ask questions, explain teaching practices, provide feedback by collaboratively discussing data gathered, and understand school improvement plans (Knight, 2011; Fullan & Knight, 2011). Knight (2011) proposed seven principles that should guide coaches in their interactions with the collaborating teachers:

1. Equality: coaches and teachers are equals. The coach should show respect and listen attentively to the teachers with whom they collaborate.

2. Choice: since most people want to have a say in what they do, coaches must allow teachers to make the final decision in choosing the coaching goal, practices, and methods of interpreting data.

3. Voice: conversations with a coach “should be open and candid” as teachers “express their enthusiasms and concerns” related to classroom instruction.

4. Reflection: the coach should be a “thinking partner for teachers”. When teachers reflect on what they learn, they internalize and own the information.

5. Dialogue: the goal is that through fierce conversations between coach and teacher the best idea wins. Scott (2004) said, “When you think of a fierce conversation, think passion, integrity, authenticity, collaboration. Think cultural transformation. Think of leadership” (p.xvii). Dialogue takes place when coaches and teachers value each other’s ideas, honesty is present, and personal opinions are shared after hearing out the speaker.

6. Praxis “describes the act of applying new knowledge and skills." When teachers learn about new instructional practices they desire to use in the classroom they are involved in praxis (e.g., thinking about using cooperative learning or asking effective questions during instruction).

7. Reciprocity “is the belief that each learning interaction is an opportunity for everyone to learn." True partnership means that the teacher and coach value, respect, and encourage each other. They are equals who share learning and power in the partnership approach to collaboration.

What kind of coach are you? Which of the seven principles are your strengths and which ones would you like to improve?

Bibliography:

Fullan, M., & Knight, J. (2011, October). Coaches as system leaders. Educational Leadership, 69(2), 50-53

Knight, J. (2011, October). What good coaches do. Educational Leadership, 69(2), 18-22

Scott, S. (2004). Preface. In Fierce conversations: Achieving success at work and in life, one conversation at a time (p. xxvii). New York: Berkley Books. (Original work published 2002)