"Teaching is from the heart!"

After seeing the title of this post, I would be curious of your immediate reaction....  You probably went one of two ways....  "That's right!" or "That's absurd!"

(I hope you make it to the end of this post.)
I heard this statement recently at a conference.  Not only was this statement one of the central tenants, and the implied driving force behind a person wanting to be a teacher and their ability to be effective, but also something I read recently that went to a great number of people, "Teaching is a work of heart."  Two times in one week I've been told that (to be a great teacher, reach children, change the world, etc.) you have to teach from the heart, have a heart of compassion, want to love the children, love them into learning.  Heart is the driving force, the ultimate determining factor of your reason to be in the profession, the guide for your qualifications.  (I would posit that is actually why I became a teacher.)

I would agree with a colleague that has stated, "You teach children, not a curriculum."  I would agree that your motivations for being a teacher might determine your effectiveness in helping your students learn the subject matter.  "If you don't love your subject matter, you're not going to make it as a teacher."  If you loved your curriculum but didn't like children, you're going to have a problem "teaching" because teaching involves a teacher and a student, not a teacher and a curriculum.  This could go on and on, but you get the idea.

What does this have to do with TKES (and the teaching Profession)?  To me, everything.  As you review the TKES evaluation process, the Evaluator's observations, your lesson plans, the 10 TAPS standards, the 72 TAPS elements--for some reason or another, the Government/Legislators did not include anything about our heart, our feelings, our motivations, our caring.  Nothing.  Never have, never will.  Teaching from the heart will not make you an effective teacher, and you could get obliterated by TKES.

It is irresponsible for conference speakers, leaders, and anyone who has a microphone in front of educators to have a throw back to the early 20th century and pull on the "heart strings" of the audience to imply that is what they need, and that is what will make them successful in teaching: just "care" enough.  Tell that to a first year teacher (I have been a mentor for years) and you will see them at the end of each day leaving the school in tears.  (Another reason 50% leave in <5 years.)  Heart has (almost) nothing to do with it!  You have to be prepared, equipped for all aspects of the classroom.

I have previously summed up what I have seen in teacher education over time (40 years) from ever changing Government expectations from highly motivated to highly certified to highly qualified to highly effective.  "Which do you want to be?"  I posed to my audience.

Don't get me wrong.  I believe you must love your subject matter to be an effective teacher.  I believe you must love working with students to guide them to greater learning.  I believe you must love this profession to stay in it, irrespective of the huge imperfections and shifting legislative landscape.  I believe you must have great empathy and concern for each child to reach them where they are so that you can help them meet their needs.  But, I also believe that you must have real tools at your disposal to use, frequently, to be flexible and facilitate the learning process so that your students can learn as much as they can, as quickly as they can, as permanently as they can.  I want my students to be propelled into the future.

Yes, have a huge heart; pray for discernment each day; teach from the innermost of your being with all of the energy and excitement you can muster; walk in to your classroom each day with enormous compassion; "reach for the stars," "dream big dreams."  But also search for and acquire as many of the time-tested, research-based tools that you can possibly get to help your students learn as much as they possibly can, as quickly as they can--you owe them that.  During research on my doctoral study, I was astonished (shocked, alarmed) to find there were so many research-based, effective teaching techniques that have been discovered--that I had not known about.  Why hadn't I been exposed to them?  We were still working (only) out of the "teach from the heart" mentality; TKES is not going to allow that.  To the goal of disseminating quality teaching ideas, I continue to post pamphlets, handbooks, and resources to help you out.  Review and use "75 Instructional Strategies" or "Learning is a process, not an event" or "The Perfect Lesson Plan" or "How to pass all 10 TAPS Standards in one lesson" or "Some ideas for new teachers" or "Instructional Strategies That Work" under "Handbooks and Other Resources" posted at the top of this blog.  Need more?  Review "Links for Teachers."

Respectfully,
Glenn

Ideas for Documenting TKES Standard 3: Instructional Strategies

Instructional Strategies: The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills.

1. Engages students in active learning and maintains interest
1. An essay that encompasses your overall emphasis in student engagement and mastery of standards.
2. Lesson plans that show standard, concept, practice, and application of new ideas.
3. Examples and lesson plans of how the lesson builds on students' prior knowledge.
4. Pictures or copies of handouts of how you maintained students' interest
2. Builds upon students’ existing knowledge and skills
1. Lesson plans that consistently show activating students' prior knowledge
2. An essay that would detail how you regularly build on your students' pre-existing knowledge and skills.
3. Examples of handouts/worksheets that show scaffolding of knowledge
4. A list of the different ways you activate students' prior knowledge
3. Reinforces learning goals consistently throughout the lesson
1. Lesson plans that detail how the learning goal is reinforced throughout the lesson
2. Examples of depth of knowledge questions used during a lesson.
3. Words, sequencing, or structure that shows your regular reinforcing of the lesson.
4. Uses a variety of research-based instructional strategies and resources
1. Lesson plans that show differentiation of content, process, and/or product (differentiation can be one, two, or all three of those; additionally, it can be differentiated groups, locations, environment, etc.)
2. Provide pictures of differentiated classroom.
3. Lesson plans that detail acceleration and remediation
4. Lesson plans that show pacing, transitions, and expectations.
5. List of instructional strategies used for that learning goal (use the "75 Instructional Strategies" or the "Nine Most Effective Instructional Strategies" links for ideas)
5. Effectively uses appropriate instructional technology to enhance student learning
1. Examples (list) of technology used in learning goals and how they were used.
2. Lesson plans listing technology used for that lesson.
3. Examples of SmartBoard pages used for lesson
4. Examples of handouts, visuals, non-linguistic representations which help supplement learning
6. Communicates and presents material clearly, and checks for understanding
1. Examples of handouts, visuals, pictures, links that have been used to supplement students' learning.
2. Examples of the aural, visual, and kinesthetic means used to supplement students' learning.
3. Essay: 3.6; Checks for Understanding
4. Lesson plans showing depth of knowledge questions and sequencing of lesson
7. Develops higher-order thinking through questioning and problem-solving activities
1. Lesson plans detailing the sequencing of material for a learning goal; list higher order thinking questions, problem solving activities, and grouping activities; be sure to state how and why the students are grouped in the way they are.
2. Provide pictures with explanation of problem solving activities
8. Engages students in authentic learning by providing real-life examples and interdisciplinary connections
1. If you link your subject to real life examples or other subjects, this should be easy. Provide a copy of the program, the study guide, the other subject's connection to yours, etc.
2. Provide lesson plans of the integration of the interdisciplinary connections
3. Provide pictures of the out-of-classroom (real life) connectedness.

Ideas for Documenting TKES Standard 2: Instructional Planning

Instructional Planning: The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.

As a reminder, it is my understanding that most Evaluators use the evidence and documentation provided to confirm what they see in the classroom observations. So, if you had hundreds of samples, but they never saw how you used it or applied it, you evidence would have little weight. I had approximately 150 pieces of evidence to support Instructional Planning.

1. Analyzes and uses student learning data to inform planning.
1. Individual student metacognitive tracking results
2. Summative assessments
3. Section summative assessment reports linking the assessment with future planning and lesson plans.
4. Assessment reports that detail how grouping was determined.
5. Progress report data.
2. Develops plans that are clear, logical, sequential, and integrated across the curriculum (e.g., long-term goals, lesson plans, and syllabi).
1. Series of lesson plans that detail: routines, rituals, classroom expectations, high expectations, plans and means for differentiating instruction, long-term goals, connection of individual learning elements to state standards, and results/reports showing mastery of elements with standards.
3. Plans instruction effectively for content mastery, pacing, and transitions.
1. Series of lesson plans that detail: integrated curriculum to long-term goals, examples of Essential Question for the day, transition strategies
2. Pacing guides, curriculum maps
3. Examples of multi-modal presentations to aid in student learning, extending and accelerating activities, graphic representations to aid learning, and application of new concepts.
4. Plans for instruction to meet the needs of all students.
1. Show examples of differentiated products for summative assessments.
2. Show examples of lessons, plans, assessments, and follow up assessments showing planning and assessment tracking of student progress.
3. Lesson plans detailing multiple means of presenting material allowing for students' different prior knowledge, ability level, and learning modalities.
5. Aligns and connects lesson objectives to state and local school district curricula and standards, and student learning needs.
1. Lesson plans that show exact connection between lesson goals, state standards, and how the curriculum will help the students.
2. Copies of samples of how visuals are used to help explain material.
3. Samples of how instruction goes from general to specific or how the different developmental needs of the students are being met.
6. Develops appropriate course, unit, and daily plans, and is able to adapt plans when needed
1. List of priorities and details of how lessons meet standards and student learning needs.
2. Summary assessment reports.
3. Correlation of lesson plans, state standards, and/or national standards.