This is the latest in a series of blogs by a partnering cohort teacher.
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By Michelle Dietrich

At the beginning of the year, before we met with our students or did any logistical school planning together, our staff met at Sandscrest Retreat and Conference Center for a retreat. In its simplest form, to retreat means to draw back. As we were closing the relaxed pace of summer, we did not need to withdraw from busy-ness. However, we did need to draw back into ourselves and reconnect with who we are as educators. The time together gave us an opportunity to name and reflect upon our personal and shared values. 
These values came from an activity in which we participated at the end of the previous school year. As we sorted and grouped, our challenge was to come up with a list of 10-15 core values which we believed should be at the heart of what we do each day. Once we named our values, we created a school mission statement which would better reflect our fundamental beliefs about what we do each day. 
We left that retreat day with powerful words as our guide. How did those words come into the school as actions? How would this retreat, and what we learned about ourselves, frame our daily routines? In the book, The Triple Focus, Daniel Goleman states that by teaching children to “tune in to what matters to them most”, we are able to tap into an “inner reservoir of motivation and engagement.”  (Goleman, p. 18). I would posit that the same is true for adults. We spent our time retreating into ourselves, and we put some thought into how we would implement values-added activities that are school wide. The next day, we got back to work.
The poem at the beginning of this article was accidentally inspired by one of my colleagues. At a recent professional learning experience while discussing poetry, I mentioned that I had not yet completed this article and I should just write a poem. She encouraged that idea. The poem above summarizes a bit of the transformation from our retreat to our lived reality in a school. Just writing the words made my heart beat faster and induced feelings of anxiety. 
However, if we notice this happening, we can do something about it! Right before break, our staff engaged in an intention setting activity. We mindfully considered – who do I want to be, how should I treat others, what skills am I working on right now, and how can I serve in a way that makes me feel engaged and fulfilled? This meditation led us to choose words to put on a bracelet which we can wear to remind us of our intention for the year. Once again, we were able to draw back to ourselves to rediscover our core values as educators.

Hurry Up!
Alone, No Time
Rush, Keep Moving, Worry
Hands, Voice … Heart, Mind
Pause, Breathe, Connect
Intentional, Reflective
Retreat
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We are on a journey to educate and inspire the whole child through kindness, compassion and respect.  This journey is paved with our intentions.

This is the latest in a series of blogs by a partnering cohort teacher.
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By Stephanie McKenzie

At the beginning of this school year I decided to take a leap from my very comfortable position as a 2nd grade teacher to Special Education.  I had spent the first 5 years of my teaching career in Special Education, but regardless this was a leap that required a good deal of thought and faith.   I was nervous, anxious, and very overwhelmed at first, and believe me there are still days of these same feelings, however, most of all I was excited and ready to rise to the challenge.  I thrive on challenges and I love working with students in a small group setting, as I do in my resource classroom. It enables me to really get to know the students, to develop a great understanding of their needs and their passions, to help them develop a love for learning, and most importantly to build relationships with them so they feel they have a support system when needed.  

What I didn’t expect was the resistance that came as I began to meet my students.  Many of my students had been taught by the same resource teacher for the past several years.  The educator that was previously in this position is amazing, truly an inspiration to me and so many others.  She had formed relationships with these students that allowed them to feel comfortable even through their struggles and challenges.  At first, I couldn’t understand why I was unable to make them feel comfortable and form the relationship that is necessary to allow students to succeed.  I was striving to get to know everything I could about them, I had read all the IEPs, talked to their current and former teachers and felt like I had an overall picture of each of my students.  Creating a welcoming classroom atmosphere had never been an area of teaching that was a struggle for me. What was I doing wrong?  

What I didn’t realize is that my students were about to teach me just how important it was to let students know they are valued members of the learning community.  During several lessons students would ask to play games they had used in the past. I would often answer, by saying we would do that another day so that we could continue with the activity I had planned. However, I never returned to their request.  I did not ignore their thoughts on purpose, I was learning, I was trying to figure out what worked best for my new groups of students. Then one day as I sat trying to plan a new lesson, I started reflecting on what I had done and decided to try one of the students’ ideas.  The next week, I did just that. Their excitement when we played a game they had suggested was a surprise to me. In the same week, this group of students began to share things about their family and friends. They began to talk to me about what they thought was easy and what was challenging.  They were finally opening up to me. What had changed? I had showed them that they can trust me. I showed them that when they talked, I was listening attentively and considering their ideas. I showed them that I trust them as learners who have an understanding of their own needs.  

Teaching includes so many components. Constantly we are planning lessons, make decisions, managing behavior, grading, etc, however, what my students taught me is above all that we need to be listeners and we need to gain their trust so that we can work as a team.  I also knew relationships were important, but this year has been an eye opening experience to their true value.    


Stephanie McKenzie graduated from Wheeling Jesuit University in 2007 with a bachelors degree in Elementary Education with a specialization in Multi-Categorical Special Education and a minor in psychology.  During her senior year she was awarded Student Teacher of the Year. She then began her teaching career as a Special Education teacher in Hampshire County, WV, where she taught for 4 years. Here she was awarded Teacher of the Year for Augusta Elementary School.   She then returned to her hometown of Wheeling, West Virginia and has been teaching at Woodsdale Elementary for the past 8 years. During this time, she has been involved in many leadership opportunities, including Trainers of Trainers, Local School Improvement Council, and Diversity Team.  Stephanie is a member of Cohort 3 of the Data and Technology Fluency Project. Her special interests including crafting, teaching dance, and spending time with husband and twins.  

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This is the latest in a series of blogs by a partnering cohort teacher.
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By Megan DeGrava

The Fluency Project (not a project) has opened my eyes to what teaching needs to be. When I began with Cohort 3 I had no idea what I was getting myself into but I am so glad I jumped in. I am currently in my tenth year of teaching and I learn something new every day, whether it’s an app, a tool, or something about a student. Since joining the Fluency project I have had the opportunity to work with colleagues in new ways using technology that was unfamiliar to me. I have had the opportunity to encourage my students to take charge of their own learning and to share what is important to them. I have spent the first half of the school year learning about the students, getting to know them, and helping them get to know themselves. We have created a classroom culture that is safe and cooperative. Don’t worry… the classroom can be filled with noise and chaos as the students are creating, experimenting, learning, and growing but I wouldn’t have it any other way. 

Over the last year and a half I have taken more chances in the classroom and allowed for the students to jump in with me. We have successes together and we have had failures together. The most important thing to remember is to take the chance and jump in to trying something new. You will never know if it would have been a good learning experience unless you try. I have spoken to colleagues and the struggle is real to jump in… so much pressure, but if you jump in - you will find a new and rejuvenated love of teaching and learning together with your students. 

Megan DaGrava teaches second grade at Madison Elementary School on Wheeling Island in West Virginia. As a lead member of the Data and Technology Fluency Project Cohort 3, she and her students are currently collaborating as they digitally record distinct elements of their home and school environments, neighborhood mapping, and report on historically important events and places both near and far. Megan also coordinates student learning to build relationships across school locations to form second grade student partnerships with Woodsdale Elementary School in Ohio County Schools.

This is the latest in a series of blogs by a partnering cohort teacher.
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By MaryLu Hutchins

When approaching a text, one may adopt a closed lens by an expectation of affirming one’s prior world view, a mixed lens which is similar to the ‘condensed version’ in that it doesn’t always actually inspire deep thought, or develop an open lens which is often scary and challenging. Having recently received the attached eight lens format (thanks to Crystal of Central High School, Louisville, KY), I wanted to analyze aloud how this tool can help me grow.  


I am currently on my fourth read of Miles Morales: Spider-Man and Reimagining the Canon for Racial Justice, a scholarly article by Mario Worlds and Henry “Cody” Miller, published in NCTE Journal 108.4 (2019) pp. 43-50, situated in the University of Florida. The book, Miles Morales: Spider-Man, authored by Jason Reynolds was published in 2017. Miles Morales is Spider-Man, he also happens to be of mixed race, Black and Latinx. While he fights on the streets to save his fellow humans, he also fights for justice inside the four supposedly safe structures of educational institutions.

The Reader Response lens has historically been my often-chosen tool. Building an alternative view in which the anti-hero is portrayed by the teacher definitely challenges all of my history. I have pushed myself to be a true listener to the writing of Jason Reynolds rather that starting to refute the interpretation as a potential dishonor to my/our profession. 

Looking through a Socio-Economic lens, I am piecing together perspectives of thought leaders on social and economic justice such as, but not limited to, H. Richard Milner, Zaretta Hammond, Mica Pollock, Jacqueline Woodson, Ta-Nehsi Coates, Ijeoma Olou, Robin DiAngelo, and Colson Whitehead. These authors, among many other learned scholars, write works that affirm humanity while simultaneously challenging ideologies submerged in historically accepted dialogues that do not. Worlds and Cody make these distinctions explicit.

The Historical lens is deeply connected to the Socio-Economic lens in this article as Worlds and Cody address the historical context of racism in wider society that are manifested in educational policy and practices. For me, I am wondering how I can participate in re-imaging the literary canon to address the misconceptions about the human experience. If we deem important literary works as an integral portion of the PK-16 plus educational experience, how do we represent the truth rather than the narrowed perspectives of those who were historically privileged to be the ‘storytellers?’ 

In considering the Gender lens, I am departing from the views of Worlds and Cody to press on the Marvel dynasty and Reynolds conceptions. I consider all females to be super-heroes, strong, and mighty. So as educators, are we willing to examine how the system of schooling de-humanizes ourselves as learners and how in turn, this impacts our teaching practices?

In the interests of continuing the conversation, I’ll continue to work my way through the four remaining perspectives of Spiritual, New Criticism, Psychological, and Race, as I continue reading and pushing myself to consider situating myself in this conversation about (as Michelle King potentially defines as) a kinder, gentler world.

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Excerpts from Eight Critical Lenses through Which Readers Can View Texts
Consider shifting your perspective or viewpoint. What lenses might offer you more insight into the text?

Reader Response Lens
Definition:  Reading a text for personal meaning
In what ways is the text different than your life? How has the text changed your worldview?

Socio-Economic Lens
Definition:  Reading a text for its socio-economic issues
What world view does the text represent?

Historical Lens
Definition:  Reading a text for its contextual significance.  This would include information about the author, his or her historical moment, or the systems of meaning available at the time of writing.
Upon reading the text, how has your view on the given historical event changed?

Gender Lens
Definition:  Reading a text for its gender related issues or attitudes towards gender.  The assumption here is that men and women are different: they write differently, read differently, and write about their reading differently.  These differences should be valued.
Observe how gender stereotypes might be reinforced or undermined.  Try to see how the text reflects or distorts the place men or women have in society.

Race Lens
Definition:  Reading a text for it issues of race, heritage, and ethnicity.
Analyze the text for how it deals with cultural conflicts, particularly between majority and minority groups.

Psychological Lens
Definition:  Reading a text for patterns in human behavior.  While everyone’s formative history is different in particulars, there are basic recurrent patterns of development for most people.
Think about the broader social issues the text attempts to address.

New Criticism Lens
Definition:  Reading a text for the unity and complexity of its form.  The focus should be on the text itself.
What is the great strength -- or most noticeable weakness – of the text?

Spiritual Lens
Definition:  Reading a text for its spiritual issues
What does the text say about Grace?  Love? Forgiveness? Hope?


MaryLu Hutchins, Ed. D., NBCT, served most of her career as a public school teacher and is a graduate of West Liberty University and West Virginia University. She served as WV Teacher of the Year, was honored by the Presidential Award for Mathematics and Science, was a member of the WV Jobs Cabinet, and served on the WV Ethics Commission. Hutchins is lead member of the Data and Technology Project (not a project) Team and collaborates with Cohorts 1, 2, 3, and 4. She is a WV Education Alliance Board Member. Most importantly, Hutchins teams with the WVDE and outstanding educators in facilitating the professional learning of classroom educators seeking National Board for Professional Teaching Standards certification. 

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