Author Archives: Deb Porcarelli
“Culture eats strategy for breakfast.”
I recently heard this line and it is one that may too often be true when viewing it through an educator’s lens.
I’m thinking you may have made one or more New Year’s resolutions. Have you made any that apply to your professional life? We often get bogged down and can become very pessimistic with our “glasses half empty.” I spent some time thinking about my professional focus for 2017, and I resolve to have a glass that will be “half full,” and I will not let educational culture get in the way of my strategic focus. My resolution is to work hard on one overall theme. I want to help make sure that the AIMS Center for Math and Science Education provides the best possible professional learning opportunities for educators, in order to have a positive impact on teacher effectiveness, ultimately leading to increased student achievement in classrooms.
That is no small resolution, but by sharing it here, I will be able to reflect back from time to time during 2017 to see how I/we are doing to keep the resolve going. To work on my resolution I want to help teachers keep in mind that adult learning is essential to the design of learning for children. I’ll incorporate the strategy of “teacher agency”, which is the capacity of teachers to act purposefully and constructively to direct their professional growth and contribute to the growth of their colleagues. Helping agency change in the educational workplace may require a cultural shift. Moving teachers away from having negative perceptions and frustrations about professional learning, to wanting to make an investment in their own learning, is how we can fill the educational glass.
The Professional Learning division at the AIMS Center will work to guide teachers to culturally shift. We have reports, data, and evidence to show that new strategies need to be incorporated into the design of professional learning to make a difference in teacher practice that will lead to an increase in students’ performance. No longer can we blame student performance on lack of content knowledge by educators. We must give teachers the tools needed to captain their classroom’s ship and expect them to formulate a plan to accomplish their PL visions, needs and wants. Thinking about PL from the bottom up is cultural shift #1. Facilitating guided conversations with teachers to map out their PL needs may be new territory, but making this shift to change culture will support educator learning.
We look forward to helping change the culture of professional development, radically changing it from an empty exercise where teachers attend to simply comply, are awarded credit, and thus keep current with district requirements. My resolution is big, and it’s worth it. I am determined not to eat culture for breakfast only to be blindfolded from good new strategical approaches to education. I look forward to seeing educators have agency over their professional learning opportunities. Is that happening in your school?
Teachers must spend time collaborating, sharing experiences, and reflecting about what they are learning to assure deep, rich professional growth. Those who participate in long-term professional learning projects participate in and establish ways to collaborate, share, and reflect when meeting face to face. Equally important, are effective ways to do the same when some of… Continue Reading
I am inspired to search out new ways to improve the Professional Learning Division at The AIMS Center. I continually think about teachers in North America and how dedicated, unselfish, and committed they are to the students they teach. At AIMS, we want to provide opportunities to assist classroom teachers to be their very best.… Continue Reading
We all seem to find our niche in education. We gravitate towards our passions and strengths. I am fortunate to have Debra Mueller as a colleague. She is an AIMS Facilitator who has found her niche by really knowing about the needs of, and how to help, English Language Learners (ELL) be successful in the… Continue Reading
I remember the first time I met AIMS Facilitator Sandee Vossler. It was 1995 and we were in Fresno, CA to attend Professional Learning opportunities offered at the AIMS Educational Foundation. Sandee and I immediately gravitated toward each other because we shared similar professional experiences, we both taught intermediate grades in small rural Montana schools.… Continue Reading
We are really proud of our cadre of AIMS Facilitators. An AIMS facilitator has at least 5-10 years of classroom teaching experience, a master’s degree, and many are serving as math or science curriculum specialists/coaches at their school. As I continue to highlight in these blog posts, we have AIMS facilitators throughout the United States.… Continue Reading
When I was in school, I was never asked what I knew, what I thought about, or how I processed mathematical information. I’m happy that this is different today and that valuing mathematical communication in today’s classrooms is recognized as important. Better known as mathematical discourse, whole-class discussions where students talk about mathematics can reveal… Continue Reading
I hope that you have had the chance to personally experience an AIMS professional learning opportunity. We AIMS facilitators have multiple goals as we lead workshops. We provide classroom teachers an opportunity to increase and/or strengthen their own content knowledge, explore their teaching practices, and we strive to help teachers find ways to improve their… Continue Reading
The AIMS Center for Math and Science Education is happy to be in a cooperating partnership with H.O.P.E. for K-8 Education (Hosting Ongoing Professional Experiences), an educational non-profit organization in Garden City, Michigan. H.O.P.E. for K-8 Education is also in collaboration with Schoolcraft College, a comprehensive community-based college located in Livonia, Michigan, with a satellite… Continue Reading
Learning by teaching, Edgar Dale was an American educationist who developed the Cone of Experience, which is a conical display of what brain research shows. We remember 10% of what we hear, 10-15% of what we see, 15-20% of what we both see and hear, and 20-40% of what we discuss. We remember 40-80%… Continue Reading