It Takes a Village to Raise a Student Teacher

“It takes a village to raise a student teacher!”

That became my motto last semester, as I navigated myself through my first time as a Guide Teacher*.

I had such a phenomenal experience as an apprentice teacher (the year before student teaching) and as a student teacher, I always knew I wanted to give back and be a Guide Teacher someday. And that someday happened last August, when my principal walked into my room and asked if I’d like a student teacher.

It’s not easy to invite a stranger into your classroom, share the space, share the kids, and give them room to make mistakes. For me, it was so worth it!

Getting Mentally Prepared

I’ll admit, I was super nervous to host a student teacher. How do you even teach someone to teach?!

A Classroom of One, by Doug Robertson

Thankfully, my good friend Doug Robertson was just finishing up his latest book, A Classroom of One! (Stop what you’re doing, and go buy yourself a copy on Amazon. No matter your experience level & role in education, this book is for you! And, I promise he’s not paying me to say this.) This was a life saver, it gave me a starting place, and some tips for building this teaching partnership.

The first thing I did was go out and buy a pretty notebook for Amy. As Doug advised, I wrote her a letter to start the notebook and our journey together. Letter writing is my jam, so it felt natural. And, I have to admit, I think this really impacted Amy. She talked about the letter multiple times, and even showed it to her mom–a retired Kindergarten teacher! It also helped me welcome her into our classroom, and set the foundation for our work together.

Before the first day, I called my Guide Teacher from when I student taught. Once a mentor, always a mentor! He gave me some great advice and questions to ask Amy on her first day.

The Start of Our Journey

On our first day together, Amy observed my 1st period class and I had her take notes. I introduced Ms. Ellevold to my class and explained she would be hanging out, observing, getting to know them, and helping out–and, I made sure Amy walked around and interacted on that first day!

Amy’s first full block period!

In our first debrief, Amy asked a lot of great questions that made me reflect on my own teaching, the decisions I made, and how I view our class. In turn, I asked her questions about why she wants to be a teacher.

I found my superpower teacher senses also applied to having Amy in my “Classroom of One”. On her 2nd day in my classroom, she met her class (we’re on block schedule). I introduced her, then asked her to do the warm-up. I had given her about 5 minutes notice that she would go over the warm-up with the kids; she looked (and sounded) nervous, but I also knew the sooner she interacted with her class, the quicker the transition from me to her would happen. It was fun to get to write my observations in her notebook. As Doug suggested in Classroom of One, I created 3 columns: likes, suggestions, other.

The kids and many adults are convinced we’re sisters or twins. It took a lot of convincing to explain we didn’t know each other before August! 

We agreed that the next time she saw her class, she would do the warm-up and notes with them, then I would do the final activity. As it turned out, she was on a roll with her class, and they were loving her–so I didn’t stop her, I gave her the “keep going!” eyes, and she taught the whole block period!

She took on more and more responsibilities, including grading, attendance, and discipline. I didn’t have a set timeline for when all this would happen, but instead went by her cues for when she was ready. I also started stepping out for a couple minutes at a time, gradually increasing the time and distance away from our classroom.

As the semester went on, we got into this rhythm of one of us teaching, the other observing, and a big debrief after the lesson. Amy attended our PLC meetings, went with me for supervision, attended trainings, and asked a lot of questions!

By the end of the semester, I left her completely alone for the last 2 weeks. While this is not a requirement for her program, I saw it as her next step in growth. I can’t help myself from giving the “teacher look” to a chatty student or being available to answer a question. She needed to teach without me in the room! So, I parked myself in other classrooms or the library to work, and only popped in if I forgot something essential.

It Takes a Village

During our semester together, I encouraged Amy to observe as many teachers as she could. I made her a list, including the whole science department and multiple math, English, history, and AVID teachers.

Amy (student teacher), me (me), and Derrick (my guide teacher) at a district PD day! 

I also went to observe the other 2 student teachers from her cohort, took detailed notes, and debriefed with them after. This experience helped me realize that each of us have different strengths as a teacher, and also as a guide teacher. I was able to provide a lot of feedback on classroom management and student engagement. (Don’t worry, the other 2 Guide Teachers have excellent management too! I just seem to have a particularly good eye for it, and a knack for teaching it with student teachers. They’re both better at teaching discussion and questioning strategies.)

I also invited the science department, administrators, and other teacher friends to come observe Amy as frequently as possible. They would leave her written or verbal comments at the end. Not only is this healthy for her to have multiple eyes watching her teach, but also it builds comfortability with having people walk in at any point during a lesson.

I Became a Better Teacher!

One of the best part of having a student teacher is having someone constantly observing me teach. There were multiple times the lesson didn’t go as I planned, and I’d turn to Amy mid-lesson and ask for feedback. We’d come up with a plan to change the lesson on the spot or for the next class.

Having a student teacher is a significant time investment. I know some teachers take on a student teacher, then immediately leave the room to get more coffee and chat with a friend. I was constantly observing, and our post-lesson debriefs + planning were often 1-2 hours–thankfully my prep and technology resource period directly followed both the class she observed and the class she taught. Effectively, I lost my prep periods for the first few months. However, this was a time-investment well spent. As I stepped out more and more, I got the opportunity to pop into other classrooms to observe and collaborate!

Amy, me, and Heidi (another student teacher) at the staff v student soccer game

What’s Next?

I will gladly take on another student teacher in the future! Even though I didn’t get one placed with me this semester, there are 2 with other teachers, and I look forward to supporting them however I can.

I’m also planning on recording myself teach more frequently this semester. I won a fancy Swivl at ISTE 2017, which was used a ton last semester to record Amy and another student teacher. I know it takes time investment (and a lot of vulnerability!) to record and watch the video playback, but I know it’s worth it for me.

While writing this post, I can’t stop smiling! Amy, you were a pleasure and a joy to work with! Thank you for an incredible first Guide Teacher experience, and for building so many classroom memories with me. You’ve made me a stronger teacher!

*Note: I use Guide Teacher throughout this post. Some people/programs call them Master Teachers, Cooperating Teachers, etc.


#OneWord 2018 – Joy

My word for 2018 is JOY.

Overall in life, I’ve been trying to be better balanced between my personal and professional life, take more time for myself and the people I love, and be more present each day. It hasn’t been an easy journey, and it’s far from over yet.

I picked JOY as my 2018 word because it represents something I’ve found that’s missing from some parts of my day. There are tons of happy moments, smiles, and things I enjoy doing; however, I notice myself frequently just going through the motions.

Joy is an attitude, not a feeling.

I love teaching, I love my kids, I love what I get to do every day. Some days, I find myself trudging along, planning lessons and grading, and trying to get from Monday to Friday–I forget to stop for a moment and enjoy the ride.

I’ve spent the better part of the last year allowing others and situations to dictate how I feel. I get frustrated or hurt because of what people have done to me, said about me, or done around me. It’s not up to them to dictate how I feel about situations, or about myself.

I am bringing back my own joy!

One way I’m going to seek out joy each day is by keeping a gratitude journal. Each night, I’ll write down at least one good thing that happened that day in my Passion Planner monthly calendar. This will help me reflect back on all the great things happening, rather than get stuck in the teeny tiny annoyances.

Another way I’m going to bring my joy into my daily life is by making sure I am keeping my life in a better balance. This balance includes work and home, as well as my physical, mental/emotional, and social health. (Yay health triangle, for all my health teacher friends!) I’m going to be intentional about scheduling time for all of these! Part of my personal weekly reflection will look at how I have taken care of all of these areas.

I’m looking forward to whatever 2018 brings, and most of all, keeping an attitude of joy!


2017 in Review

2017 has been an okay year. Just okay. Not the 100% fearless year I was hoping for, however I had some phenomenal opportunities to learn and grow thanks to some fantastic friends. One big thing I learned is that being fearless isn’t a heroic feeling, sometimes it feels like the worst thing ever because I’m doing what’s right, not what’s easy.

Where I Was (December 2016)

  • I was getting more involved in presenting around California and the rest of the country. It is always fun to travel and meet new people!
  • I was contemplating where I want to be in 5 and 10 years. (Spoiler: I still don’t have an answer…)
  • You can read more about where I was a year ago in my 2016 in Review post.

Where I Am (January – December 2017)

  • In January I transformed the old lab desks in my classroom into whiteboard desks. My students love using their desks to diagram science concepts and provide feedback.
  • I started Virtual Vikings, a monthly BathroomPD newsletter for my school–it has been a huge hit!
  • I got closer to fantastic individuals, Meagan Kelly and Aubrey Yeh. I can confidently say these two push me beyond where I think I can go, and are constantly sources of real and honest conversations. They’ve taught me to dig deep and address how I’m feeling, why I’m feeling that way, and take a step back before making a decision.
  • In March I was awarded CUE’s Emerging Teacher of the Year and in June I was honored with an ISTE Emerging Leader award. Both of these are humbling, especially knowing there are many other deserving individuals. I am grateful that someone took the time to nominate me.

    Receiving my 2017 CUE Emerging Teacher of the Year award
  • In July, Fueled by Coffee and Love: Real Stories by Real Teachers was published (buy yourself a copy on Amazon here!). I loved collecting stories from teachers all over the world, and sharing them with you all. (Volume 2 to be published in 2018!)
  • I keynoted my first EdTechTeam summit in November in Redding, CA. This was definitely an opportunity to be fearless. I was nervous, but also felt confident knowing I had fantastic people supporting me along the way.
  • One of my favorite classroom things in 2017 has been my weekly science lessons with our mod/severe special ed class. I adore their teacher, and I love coming in and doing science with her class. Last spring, we did a unit on plants. This fall, we did units on 5 senses, nutrition, and chemical reactions. Next year, we’re looking forward to integrating some of her class into my class for labs and activities!

    each finger has a different texture: hard, soft, squishy, rough, and smooth
    5 senses activity with my favorite mod/severe class
  • This fall, I had my very first student teacher. It was an incredible growth opportunity for both of us–I supported her as she began her teaching journey, and she forced me to be more reflective on why I make certain classroom decisions. We debriefed everything! And, it got me into more friends’ classrooms, not just to say hi, but to observe and learn.
  • Personally, I did a much better job of keeping balance this year! I created rest habits by not working on Sundays and doing less school-related work at home. Meagan, Aubrey, and I came up with our “work rules” to keep us accountable. Being less stressed is definitely a journey, and I’m actually enjoying the ride. In order to rest more, I’ve renewed my love of crocheting; my favorite part is that I can’t play on my phone or computer while crocheting! Double win!
    each fingertip on this hand cutout has a different material for hard, soft, squishy, rough, and smooth

Where I Am Going (2018 and beyond)

  • One of the biggest lessons I learned in 2017 is that I need to be intentional about surrounding myself with people who have my back, are willing to ask me tough questions, and will support me no matter what. In turn, I have had the opportunity to be that friend in return!
  • I look forward to continuing to present and share my love of edtech with all y’all.
    I’ll keep blogging. I wrote about 2x a month in 2017, and I’ll either keep that pace or increase it slightly. Speaking of blogging, I’m moving my blog over to WordPress in early January…stay tuned!
  • I’m looking forward to reading lots more books in 2018. There are a bunch of debut YA novels I already preordered for 2018! (I’m always taking recommendations for any and all books.) I finished 56 books in 2017, including 26 audiobooks and 30 books. I’d like to read at least this much in 2018.

Takeaways from my National Board Certified Teacher Journey

My National Board congratulations letter

It is such a huge accomplishment that I can now say I am a National Board Certified Teacher! This has been a challenging journey, and I put in many long hours planning, prepping, compiling, and editing. And, it was worth it!

I first heard about National Board Certification during my credential/masters program, and I liked the idea. I put that aside, started teaching, and forgot about it all. In 2015, I got an email from my district about getting into a National Board lottery to have the district pay for me to go through the program. I was selected, and attended the San Diego County Office of Education support workshop. SDCOE offered both in-person workshops and online support through the two-year process. I was excited to have this support, but was quickly disappointed that it seemed disorganized and overall ineffective.

So, I took matters into my own hands and pushed forward. I spent a significant amount of time studying the components to figure out what they were asking, planning lessons, and completing incredibly detailed reflections.

Here are some of my takeaways from the National Board Certification process:

1. I am a good teacher, even if I second guess myself and my ideas. As I planned out my lessons and skimmed through the reflection questions, I kept doubting my lessons, not feeling like they were innovative or student-driven. On the positive side, it made me really consider and reflect on classroom practices, and push me to design better lessons for my students.

I spent many long hours planning, writing,
and revising. Thankfully Ollie kept me company!

2. The video reflection, Component 3, was one of the more challenging and rewarding sections. Recording myself teaching is something that makes me nervous, although in a productive way. When I video myself teaching, I really have to be “on” all the time, and it makes me clue in to every little thing I do and say. I am much more present and reflective when I have the Swivl set up!

3. I’m grateful I chose to do this over 2 years. It was a lot of work, and while do-able in one year, my sanity thanks me for doing it in 2 years. The first year was Components 1 and 2, and the second year was Components 3 and 4. The component were recently revised, and I was in the first certification year to complete some of the new requirements. Overall, I can say it all four components were relevant to my teaching practices.

4. I wish I had gone through this process with other people I know. It started that there were 2 other people at my school who were going through National Board, but both of them dropped out halfway through. The SDCOE support system was a nice backup; however, for me, it does not replace friends or colleagues that I can bug and bounce around ideas.

5. I’m grateful for this experience. I don’t need a fancy certification to know I am a good teacher, but it’s always rewarding to earn such recognition for the hard work I put into my teaching.

If you’re considering going through the National Board Certification process, let me know!


Work, Work, Work…What About Life?

This post is cross-posted on Mari, Meagan, & Aubrey’s blogs.

Mari is a middle school Science & AVID teacher and Blended Learning Specialist in San Diego, CA.
Meagan is a middle school Math, AVID, & Technology teacher and the Team Technology Leader in Hesperia, CA.
Aubrey has been a music teacher & Summer Learning principal, and is currently an Educational Technology Specialist in Boulder, CO.

Teach kids all day, then bring grading and lesson planning home at night. Does this sound familiar? If you asked a room full of teachers, I’m sure nearly every head would be nodding – this is the story of our lives! According to an NPR article, “Attrition is high, and enrollment in teacher preparation programs has fallen some 35 percent over the past five years — a decrease of nearly 240,000 teachers in all.” Budget cuts, paperwork, behavior challenges, and ever-increasing demands add extra stress to our already stressful jobs.

Work/life balance has always been struggle for all three of us. We have this tendency to work many hours past the required hours of our teaching days. It’s very common for us to get into work early, leave an hour after our days finish, and spend a large portion of our nights working on lesson planning, grading, blogging, or various side projects. If you’re thinking this sounds like some “Woe is me” story – it isn’t.

In the end, the underlying issue is that we love what we do. We love being teachers, working with students, developing lessons and, yes, even grading and reviewing their work. Education has never been just a “job” to us – it’s a major part of our identity. It’s our passion. And we spend a large portion of our days working on various projects because we enjoy it. However, we began to realize that it isn’t healthy for our work/life balance or the relationships with those around us to work the majority of the week.

Enter the idea of Work Rules. We each began to create boundaries for ourselves, unique to our specific situations, and write them down. We were amazed (and horrified) at how challenging it was for us to try to define some limits to our work! We also included reminders of what we could do instead of work [behavioral therapy concepts – you can’t just extinguish a behavior without developing a replacement behavior] and why we were doing this in the first place. Then we gave permission to hold each other accountable, which has been key to changing our habits.

Aubrey: I’ll be honest, there is no silver bullet to finding and maintaining balance. I still bring more work home than I would like and don’t always follow my “work rules”. That being said, I have noticed a definite difference in my mindset as we’ve gone through this journey. A night without work is becoming something to be celebrated, rather than a reason to feel guilty. I find myself asking, “Does this really need to be done at home, or could it wait until tomorrow?” more often. And I am slowly getting better at setting limits for myself, such as only bringing one project home (instead of everything that needs to be done) or setting a timer for how long I work (once it goes off, no more work for me)! The accountability and camaraderie has been huge – for picking me up when I am struggling, for spurring me on to do better, and sometimes just to have a place to share how hard this is! In this ongoing journey of living LIFE to the fullest, I am grateful for friends who are not afraid to ask the tough questions and provide gentle reminders when needed. It’s not always easy…but it is worth it!

Meagan: A couple of months ago, I really began to reflect on my work/life balance.  Around this time, Aubrey and Mari shared their idea for “work rules” and…it was amazing!  I quickly began to develop my own set of rules in hopes of developing some balance in my life.  As Aubrey mentions above, I still struggle with maintaining balance and following these rules but I can tell that there has been a definite shift in my mindset.  Although I have always been a good time manager, I’ve started to balance when I will do “work-work” (site/district) and when I will do my “side work” (blogging, presenting, etc).  I’ve been able to use much of my time at school to finish my lesson planning, grading, and projects which has opened opportunities to work on my “side work” projects at home.  Before, I was doing both and it was clear that this would not last forever.  I have also tried to set aside one day of the week where I do not do any “work-work” and at least one night where I do not do any work related to education.  I’ve definitely broken these rules several times but it has been helpful to have friends who check-in and encourage me to keep with these goals.  I still have a long ways to go on truly creating a work/life balance but…you have to start somewhere, right?
Mari: It’s been a constant battle for me to find the right work/life balance because teaching is both my passion and my job. However, I began realizing that in order to be the best teacher for my students, I also need to take care of myself. Prior to creating the Work Rules with Aubrey and Meagan, I felt guilty if I didn’t work all weekend and most weeknights. That pace was neither sustainable nor healthy for me. Now, I give myself all of Sunday off from anything education-related, and use this time to recharge, relax, and pursue fun things (like napping!). As both Aubrey and Meagan said, there are times the rules have been bent or broken; while I’m routinely committed to my Sundays off, I haven’t always given myself a few work-free weeknights due to school commitments or interruptions/distractions during my prep period. I’m so grateful for our group. Not only do they keep me accountable to my work/life balance commitments, but also they encourage and push me to be a better person!

We are on a journey together – far from perfect, yet always growing. Frequently just before or after work, we check in with each other to see what the day looks like and what our work/no-work plans are for the day. This keeps us centered throughout the day and into the evening.


What steps are you taking to balance work and life?

Navigating the Sea of Shoulds

Welcome to our adventure. Please keep your hands, feet, and shoulds inside the bus at all times.
Should is a word that has been on my mind quite a bit lately. Every time I hear, think, or say this word, I cringe. I’m trying to change my mindset, by first changing my vocabulary.
I don’t run a makerspace. I don’t fully integrate robotics and coding into my science curriculum. I haven’t tried flexible seating in my classroom. I don’t have Flipgrid Fever. I’m not certified in every app, tool, and program out there.
Some of y’all are thinking, “oh my gosh Mari, you really should try __________.”
Should. Should. Should.
I know I am a great teacher. I build great relationships with my students, I design engaging lessons, I empower my students to be curious learners, and we have lots of fun in our class. I try new things and take risks, and I am transparent with my students on my successes and shortcomings. I want to be the best version of me.
One of my favorite authors and experts on the topic of shame and vulnerability is Brené Brown. She has published some phenomenal books (Daring Greatly, Rising Strong, I thought it was just me (but it isn’t), and more), as well as done some incredible TED Talks. I highly recommend them, especially Listening to shame (TED Talk).
My favorite takeaway from Brené Brown is when she differentiates between shame and guilt, “Shame is, ‘I am bad.’ Guilt is, ‘I did something bad.’” I feel guilty when I forget to submit my attendance. I feel shame when I’m not doing all the things in my classroom and with my students. After reading her books and watching her TED talks, it’s comforting to know I’m not the only one struggling with attaching self-worth to what we do and don’t do.
When I get excited about a new tech tool or idea, I immediately sail out onto the Sea of Shoulds with the Shame Sharks ominously circling my boat. I’m 100% sure I’ve sent subliminal shame messages to friends and colleagues as I’m trying to get them to use this “Awesome New Tool” that they just can’t live without. When I say, “You should try this!” it becomes less about the tool, and more about their shortcomings as a teacher.
When I start attaching “shoulds” to my suggestions, I am also unintentionally adding shame to the conversation. Me telling you, “you should try this!” inherently attaches shame–the hidden message here is “You’re not doing enough. When you try _____, you’ll have more value in this edu-world.” I apologize, and hope you’ll give me another opportunity to share…in a different way.
I am working hard to reshape my language and approach. Rather than telling people what they should do, I am taking time to hear their needs and ask how I can support their needs. When I am beyond excited for the “Super Awesome Thing,” I’m shifting my language to “I just learned about the Super Awesome Thing, I’d love to share with you how it’s impacting students in my classroom.”
Thank you all for being on this journey with me!

2017-2018 School Year Goals

It’s fun to reflect back on where I was a year ago, and the goals I set for my classroom (read more here). I was ready to hit the ground running with Restorative Practices in my classroom, including using circles regularly. And, I generally did an okay job using circles and restorative conversations. Toward the end of the year, circles became fewer and fewer, so this year a big focus is sustaining Restorative Practices. On the bright side, using restorative conversations with individual or small groups of students was incredible helpful (blog post coming soon).
As I look to this school year, I’m excited to focus on a few new things with my students and refine my practice on last year’s topics.
Right now, I’m temporarily winning the battle against the Shoulds. There’s an overwhelming pressure to do all the things, and be a pro at all apps, tools, and teaching practices. And, I don’t have the time or energy to jump on board with every single one. I can’t be the only one that feels this way, right?
So, I’m really going to focus on building relationships with my kids first, and everything will come second.
7th grade science
My big goals for 7th grade science are to use social media better to connect with my kids and have them connect with experts, and to guide my students to be more self-directed and in charge of their own learning.
With social media, we have classroom Twitter, Instagram, and Snapchat accounts. Last year, I had students dictate some tweets as we were asking questions to local meteorologists. This year, I’d love to turn my iPad over to students (with supervision) to post to classroom social media accounts. If anyone has a way to introduce this to kids, (target length: 45 minutes), let me know. I’m planning to accomplish this with a Common Sense Media digital citizenship lesson and social media certification.
I think using more purposeful social media will also lead to the second science goal of building more self-directed learners. My goal is to empower students to take charge of their learning, ask more in-depth questions, and work more independently within groups. One step I’ve taken toward this goal is to create group work roles; I’ve tried this in the past, but haven’t been consistent.
8th grade AVID
Last year in AVID 8, I had my kids start blogging. While it fizzled out a little bit during second semester, it was a lot of fun. I want to build this back up this year, and connect with at least one classroom. Last year, we did some commenting between my class and Aubrey Yeh’s class, which the kids especially enjoyed.
As with social media in 7th grade science, I hope this gives students a platform to express their ideas and thoughts.
Blended Learning Specialist
Within my technology role, I’m trying to maximize my time again this year–I only have a 2. (one class period) dedicated to technology. I’ll continue to run monthly Parent Tech Breakfasts, and post monthly Virtual Vikings newsletters in the staff bathrooms. Additionally, we’re continuing with Viking Tech Crew, our student tech club.
One of my big goals for my BLS position is to be in classrooms more and work one-on-one with teachers in a coaching context. It seems that a lot of teachers don’t know what I do in my role, and do not know I’m available to work with them. For now, I’m going through coaching frameworks to find one that feels comfortable to me, then approaching teachers who I think would be willing and interested to start this coaching journey with me.
Additionally, our goal is to become a Common Sense Media Certified School and help other schools in our district become certified as well. I’m working on adapting the Common Sense Media lessons to fit within core content, which will help with school-wide buy-in. Our amazing AVID department will help me push out content to the content areas (we have AVID teachers in all 4 core departments!), and will also each become CSM Certified Educators.
This is going to be a great school year! Kids came back on Thursday, July 20th, and I can already tell I have a wonderful and hard-working bunch. They are goofy, and also know when it’s time to be serious.
If you do any of these things, or have insight, I’d love to hear it! Comment below, or email me at