# data[].attributes.headline
Examples of growth and change in the learning environment

# data[].attributes.subject
Examples of growth and change in the learning environment

# data[].attributes.headline
Does change and/or growth look the same everywhere?

# data[].attributes.subject
Does change and/or growth look the same everywhere?

# data[].attributes.headline
How do educators seek opportunities for growth?

# data[].attributes.subject
How do educators seek opportunities for growth?

# data[].attributes.attachment_caption
The late great Jackie Robinson created influential change in the sports world.  Robinson possessed many qualities in order to stay strong behind change.

# data[].attributes.body
Jackie Robinson once said, "I'm not concerned with you liking or disliking me...All I ask is that you respect me as a human being." Many people at the time were opposed to Jackie playing in professional baseball. Though all that Jackie asked of them was to respect him. I find this to be key at the end of the day in terms of our mindset to change: as long as one upholds the wellbeing for all those involved, we should at least "respect" the idea of change that is brought forward. We don't necessarily need to like nor dislike the person behind it, but we need to respect their idea.

# data[].attributes.headline
A reaction to change is a matter of outlook and mindset

# data[].attributes.subject
A reaction to change is a matter of outlook and mindset

# data[].attributes.body
Not all change should be immediately accepted and it can be totally natural for one to be very hesitant to accept change.  Though as humans, we should at least be open to the idea of it at the end of the day.  Personally, I believe that in order to have the best outlook on change as a community, each individual should strive to have a growth mindset and a positive outlook prior to closing out the idea of change as an answer.

# data[].attributes.body
Something that I have come to find very natural is to seek growth within the classroom in having the best intentions for your students. The whole reason many educators jump into education is to help these students as individuals. As mentioned in the book and the common world, we should see teaching as a "calling" rather than a "profession." The first step educators take in order to achieve growth is to get to know both their students as individuals and their self as the educator.

# data[].attributes.attachment_caption
There are many forms of growth that can occur.  Some of these may include physical, mental, and spiritual growth.

# data[].attributes.body
First and foremost, many people don't realize how minor growth can be in order to make a significant impact. Additionally, people don't think much of growth other than just physical growth. Though there are many other ways we can grow as humans. In terms of providing depth to life, I personally believe that mental and spiritual growth are that much more important than physical growth when it comes to growing as a person.

# data[].attributes.body
Towards the end of my first semester of teaching, I noticed how my students seemed to be a little distracted and overwhelmed by all of the work there were given in projects prior to the end of the school year.  In order to give them a different classroom perspective, I asked administration if I could reserve the gym one day.  Once I got the green light for that, I invited my high school Spanish teacher who made an impact on my life to come and tell his story to my class.  I did this for two reasons.  First, I wanted my students to hear another voice other than my own.  The second reason why I brought him in was to have a one on one conversation for advice on certain things I was doing in my own classroom. Under the "how do educators seek opportunities for growth" section, I mentioned the importance of using the teachers around you to build your own skillset.   Even prior to bringing him into my classroom, I would imitate some of the mannerisms and ways from what I remembered when I had his class. I definitely found this move to feel a bit risky since it seemed a bit unusual, though at the end of the day, this experience brought so much more perspective to my kid's lives.

# data[].attributes.attachment_caption
Former British Prime Minister Winston Churchill had a great outlook on how we should look at the outcomes of change.

# data[].attributes.headline
What if there is a high chance of either failure or success 

# data[].attributes.subject
What if there is a high chance of either failure or success 

# data[].attributes.body
Winston Churchill declared, "Success is not final; failure is not fatal: it is the courage to continue that counts." Providing these words of encouragement should ultimately lead us to be more open to the potential change.

# data[].attributes.headline
What is the best resource for teachers looking to seek opportunities to grow?

# data[].attributes.subject
What is the best resource for teachers looking to seek opportunities to grow?

# data[].attributes.body
After teaching my first year and a half in the classroom, what I have come to find out is that your best resources to go to in order to grow as an educator are your coworkers in your department. Especially if you have a very willing, high-energy department that wants to go above and beyond for their students (learners); it can be very easy to find and naturally fall into the path of growing as an educator from other educators. In life, it is common for people to find others with similar interests and passions in order to build and grow on these interests and passions. This is the same thing for education: when you combine your skills, strengths, and ideas with those down a similar path; everything will naturally strengthen for both you and your peers.

# data[].attributes.attachment_link.readable_text
Teachers learn a lot from each other, so we have a few tips for collaborating more effectively.

Educators often say that education is frustratingly isolating. And if you talk with them about collaboration, you quickly learn that they know it can be a powerful tool to improve teaching and learning-and many feel a growing expectation to collaborate.

Reducing the isolation starts with the recognition that collaboration is a learned skill. Educators can begin to learn it by focusing on five key aspects.

Collaboration Requires Trust

As you think about potential collaborative partners, connect with someone committed to improving teaching and learning. Whether you're working with a longtime friend or someone new, work on building trust into the relationship. There are two steps to building trust.

Create a safe environment: Like Becky Putzier, a librarian at the Bertchi School in Seattle, you may find it challenging just getting to the point where you can collaborate with another teacher. She recognizes that "educators are good at creating safe spaces for students to learn, but they don't always do the same for teachers." Her first step was to find out what was going on in her learning partner's life and classroom. Putzier believes that if she hadn't created this safe space, "I wouldn't have been able to talk about professional issues."

Show respect: Annie Tremonte, a coach in the Renton School District in Washington State, says that "respecting the ideas, opinions, and perspectives of your learning partner fosters a natural, productive relationship between peers." Using norms such as "presume positive intentions" can help the two of you create and maintain respect. When potential differences surface, use this norm by asking your peer to explain their thinking and how their approach reaches your shared goals. This opens the discussion instead of letting emotions shut it down.

Collaboration Should Focus on Student Learning

Whether they're co-planning a learning activity or debriefing after observing a peer, successful collaborators discuss student learning, not the teachers. Following this norm keeps the conversation safe by anchoring it on the students, and it provides an avenue to talk about changes needed to meet student needs.

Collaboration Must Be Manageable

The demands for change in schools may seem overwhelming to some educators, so avoid adding to the problem-instead work to keep change manageable. If your learning partner believes you're pushing for too much change, they may stay with current practices or end the collaboration.

Nicole Tanner, an elementary school peer coach in the Richland 2 School District in South Carolina, reminds us, "You don't have to jump the whole distance the first time." Instead, she suggests setting small, achievable, intermediate goals. Keeping it manageable meant that Tanner's learning partner "was excited about small successes and wanted to continue to collaborate. Small steps eventually build up."

Luis Melo, an elementary school teacher and peer coach in the Flagstaff Unified Schools in Arizona, keeps change manageable by "going slow to go fast." Moving slowly while reaching intermediate goals, Melo says, "gives you more security that what you are doing is working. Eventually these slower first steps mean you can move faster toward your goals."

Collaboration Should Be Supportive

Supportive collaborators understand the value of learning with and from each other. When co-planning learning activities with peers, Tyler Abernathy, a peer coach at a middle school in the Richland 2 district, says that he "listens carefully, engaging in give-and-take discussions, sharing your own ideas, getting other ideas, and building on both sets of ideas." The result of this kind of collaboration, Tanner says, "is a really nice mosaic."

You may find an answer on how to be supportive in your classroom. When a student needs assistance, do you give them the answer or help them develop the skills and strategies needed to solve their question? If you use the second approach, you have a proven strategy for supporting peers. Instead of advocating for a solution, educators successful at collaboration find that inquiry helps peers answer the issues they are facing, and develop their capacity to improve teaching and learning.

Successful use of inquiry relies on effective communication skills like listening and asking probing questions. Coaches can help you develop these skills, and you can also use resources like the Pocket Guide to Probing Questions to learn and practice them on your own.

Collaboration Should Consider Peers' Privacy

No one involved in collaboration wants to see any of their failings aired in public or to have their learning partner share something that is used in a formal teacher evaluation. But we need to challenge our ideas on privacy if we want to see collaboration influence learning across our schools.

If the results of your collaboration help students learn, work with your learning partner to define what you want to share, and with what audience. Melo says his school's Friday "Dare to Share" sessions, where teachers explain what they're doing to improve student achievement, creates a "friendly environment that encourages learning from each other."

You may want to start by sharing at a team meeting. But don't stop there. Blog about your work, participate in discussions on social media, and share at conferences. We all face the same challenges, so make your work public to help others.

# data[].attributes.attachment_link.description
Teachers learn a lot from each other, so we have a few tips for collaborating more effectively. Educators often say that education is frustratingly isolating. And if you talk with them about collaboration, you quickly learn that they know it can be a powerful tool to improve teaching and learning-and many feel a growing expectation to collaborate.

# data[].attributes.headline
"If students leave school less curious than when they have started, we have failed them."

# data[].attributes.subject
"If students leave school less curious than when they have started, we have failed them."

# data[].attributes.body
This quote from Mr. George Couros is a perfect example for us as educators to strive to help learners grow mentally and in intelligence. From this quote, we can assume that just getting students (learners) more curious about education based topics for them to dig deeper into is a way of mental growth. It most definitely may seem minor on the outside, but it is the potential start of something new and rooted for the student themself.

# data[].attributes.attachment_caption
Just like educators, students also need to see ways to grow outside of the classroom

# data[].attributes.headline
How do students seek opportunities for growth?

# data[].attributes.subject
How do students seek opportunities for growth?

# data[].attributes.body
Many times when students seem to need more help with a class, they tend to reach out to their teachers for further support. For many schools, classes and teachers offer times outside of class in order to reach a better understanding of the material. When a student attends these time offers, they both have more confidence in them self and the educators have more confidence in them as well going forward.

# data[].attributes.body
Moving forward, in order to give something to take away from this section, we should each be open to the idea and continue to respect the potential change brought forward as long as the conditions are met in terms of how the change is supporting the wellbeing and intentions of everyone involved. This article does a really good job in explaining how opening our minds can really open our approach to change in the long-run.

# data[].attributes.attachment_link.readable_text
Embrace Your Inner Beginner

We've all heard the saying "open-mindedness is key." But what does that mean, exactly? And why is it so important? In this article, we will discuss the importance of being open-minded and embracing new ideas. We will also talk about how to become more open-minded, and some of the benefits of doing so.

# data[].attributes.attachment_link.title
Being Open-Minded: The Importance of Embracing New Ideas

# data[].attributes.attachment_link.description
Embrace Your Inner Beginner We've all heard the saying "open-mindedness is key." But what does that mean, exactly? And why is it so important? In this article, we will discuss the importance of being open-minded and embracing new ideas. We will also talk about how to become more open-minded, and some of the benefits of doing so.

# data[].attributes.body
Another teacher at my school, Dr. Deb Ruscillo, is the moderator of the club HOSA for students possibly interested in working in the medical field one day. HOSA is very big on hands-on activities and examples to get students off of their feet and gain something close to real life experience.

# data[].attributes.attachment_link.description
This past January, the brand new Center for the Sciences opened at St. Dominic. This change in our community has brought many opportunities for our scientific crusaders. The new addition to St. Dominic has brought new possibilities to students and faculty alike. These possibilities have given Crusa…

# data[].attributes.attachment_caption
Some educators really stand by the words of Mr. Yeats; though when students stand by it, it is that much more meaningful.

# data[].attributes.body
After reading the first few chapters of George Couros' The Innovation Mindset, this quote truly stood out. It is easy to see this from the perspective of an educator, though when a student lives this out, it is that much more meaningful. Some ways students may "light the fire" is by asking the questions that may be above and beyond what the curriculum calls for. A teacher can lead a student to the opportunity for curiosity, but a student has to walk through that door opened for them. A learner who takes advantage of this truly lives out this quote to the fullest. This student doesn't live how society or the curriculum tells them, but for what their curiosity says.

# data[].attributes.attachment_caption
The 5 linemen standing pose the importance of protecting their quarterback who is in front

# data[].attributes.headline
We see change and growth in extra curriculars too!

# data[].attributes.subject
We see change and growth in extra curriculars too!

# data[].attributes.body
Schools offer a lot of other activities that take place outside of the classroom in order to teach our young learners about growth in numerous aspects.  For example, in the game of football as pictured above, young men have the chance to learn important values that can translate in many different places.  I personally believe the most important values would be family and teamwork.  Coaches push their players to be better family-men and people by self-sacrificing for others. Even though this is on the field and not in the classroom, a player may be able to take the skills learned on the field when it comes to responsibility and helping classmates around them with material in the classroom as well.

# data[].attributes.attachment_caption
Nat Adderley was a famous 20th century trumpet player and composer known for composing swing music.

# data[].attributes.headline
Learn from history and the world around you!

# data[].attributes.subject
Learn from history and the world around you!

# data[].attributes.body
When I was a senior in college, I decided to join the school jazz band in my last semester.  The last time I was a part of a jazz band was my senior year of high school, so it took some time to learn how to regain the skills I practiced daily while playing in high school.  About a month in, I was asked to perform a solo in a swing-jazz song on the trombone. I started by winging it in practice which sounded okay, but it still needed some direction. So one night, while I was completing homework for another class, I decided to put on some swing music in the background while I worked. That is when I heard the song, "Work Song," by Nat Adderley. I loved the melody and feel of the song so much, I transposed the key in order to make it fit the song I soloed in. Providing this little lick gave my solo a lot more direction and received a lot more attention from my director. So what we can we take away from this? We can always look to history and the world for answers. Sometimes they speak louder than we notice.

# data[].attributes.body
In order to conclude this segment of the Padlet.  I wanted to bring attention to the overall theme of this section: does change and growth look the same everywhere? The answer to this is no. As aforementioned, we have our various types of growth. Some of these modes are not visible to the eye, but rather to the person who possesses the interior growth. Sometimes internal growth that may not be as noticeable can really empower people more than what physical growth can. This goes the same for change. When someone tries to change something interiorly, this interior change may empower them while no one else may take immediate notice.

# data[].attributes.body
I found this article similar to Chapter 4 of our book, "Innovation Mindset." In this school, they practice a form of mastery-based learning, which in the end results in something outside of the standard A-F grading scale. Obviously, this is criticized by a number of people. Though at the end of the day, the results are noticed as positive change. As Jackie Robinson said, this school doesn't care if one given person likes this change or not. They just want them to respect it.

# data[].attributes.attachment_link.title
A New Kind of Classroom: No Grades, No Failing, No Hurry (Published 2017)

# data[].attributes.attachment_link.description
Mastery-based learning allows students to learn at their own pace.