Tag Archives: NewTeachers

Emily Meadows

Your Brain on a New Job

2 Comments

www.emilymeadows.org

@msmeadowstweets

This post is for those starting a first international school gig, or those in a new position/country who could use a reminder about beginning again. Share this with your colleagues who may fall into those categories.

Arrival: Your brain as a large sieve

Arrival brain

You are holding onto only the basics, and letting the rest filter out, like through the holes of a (very) large sieve. You might be astonished at what you are unable to retain. At this arrival stage, you are discarding all but the most essential information so as not to clutter your mind. When a well-intentioned colleague offers tips on a restaurant they went to in a cool part of the city, your eyes glaze over; you have no idea where that is and can’t pronounce the name of the restaurant; you’ll never remember it. When a teammate mentions a unit coming up in January, you wonder if you will still be around then. An incredible amount of input is firing at you. You feel overwhelmed, like you are not keeping up. Doesn’t help that you probably are still living out of a suitcase to some extent. It’s not your fault, it’s totally normal, and it will get better!  

Settling In: Your brain as a medium sieve

Settling in brain

A couple of months in, you begin to recognize yourself again somewhat, though you are probably less organized than usual, and are still having to apologize for dropping the ball in situations when you normally wouldn’t. Your new living space is functional, if not yet beautiful. You’ve learned how to independently meet basic needs in your new location, such as getting groceries, submitting supplies requests, and saying hello/good-bye in the local language. You’ve got a number of new friends and colleagues whose company and support you are grateful for. You realize with relief that you are retaining more details – those metaphoric holes in your brain are narrowing. Your capacities are beginning to return from the chaos of the arrival, but your stamina may also be waning.

Second Semester: Your brain as a fine sieve

Second semester brain 

The background noise of life in your new place has quieted, and you are starting to shine at work. Your students’ faces, and even those of their parents, have become familiar. You know what makes your students tick, and can personalize your lessons to suit. You have established favourite spots in town to get a coffee, go for a run, get your hair cut. You’re already thinking ahead to what local souvenirs and gifts you want to bring back for friends and family this summer. You may even be inquiring about taking on additional roles at work for next year. When you get new information now, you are able to categorize and retain it appropriately.

By this time next year: A full sieve set

Next year’s brain

You’ll have an established set of sieves and will be able to determine and customize which to use in any given situation, expertly juggling between them and even anticipating in advance which to have ready. Hang in there – the adventure of a first year may feel overwhelming at times, but it will be over before you know it.

What are your tips to make it through the first year?

Tony DePrato

Software in a Suitcase vs The Learner Profile

Leave a comment

bag

By Tony DePrato | Follow me on Twitter @tdeprato

The Problem

Curriculum in a Suitcase, this is a common term and point of discussion in international schools. For anyone not familiar with the reference, it addresses the common practice of teachers arriving at a new school and bringing with them a curriculum they are comfortable delivering.

The current practice around curriculum planning and mapping is to avoid this practice. A school should have a curriculum that students and families can depend on, regardless of the staffing.

In Educational Technology there is similar practice known as Software in a Suitcase. Using the word software is being simplistic. Software, subscriptions, services, and even computer brands and operating systems are included.When teachers move from one school to another, they often try to avoid the new school’s technology plan, and attempt to implement an ad-hoc technology plan they are familiar with.

Technology plans can be flexible, but if a school is a Windows 10 Tablet school, or if they are using PowerSchool, those core structural pieces are not flexible. In fact, they are required from the first day. Usage is not negotiable.

Unfortunately, publishing a list of resources before new teachers arrive is not very helpful. They are counting on a miracle, because the motivating force is being comfortable and confident in what they are using. I cannot fault anyone for wanting to use tools that work or tools they have mastered. Nor can I blame a teacher for making a persuasive argument for trying to acquire a resource that has proven track record improving learning for their students.

The fact remains, limitations are limitations. Long term multi-year technology plans create a structure, but they also form boundaries and budgets. Creating niche technology projects around a large campus, without a planned budget, is impossible to support and sustain.

The Solution

The IB Learner Profile and ISTE Teacher Standards hold the solution to the problem of software in a suitcase. If schools want students to embody the ideals of the IB Learner Profile, then teachers and administrators need to model those ideals. Technology is the perfect medium to demonstrate communication, risk-taking, inquiry, and subject knowledge.

Being dependent on a set method and set of resources does not achieve the outcomes expected of IB students, nor does it meet the ISTE criteria for teachers to Model digital age work and learning and Engage in professional growth and leadership. 

Every year when new teachers are completing orientation, these core concepts should be part of every discussion around curriculum, assessment, and technology. Pushing people to see themselves in the light of the IB and/or the ITSE standards actually creates the middle ground needed to move beyond the problem. The challenge to be an adaptable problem solver, as a model to students, is one every teacher should accept. Adapting to a new technology structure should be seamlessly integrated into adapting to a new curriculum structure.

The trap with technology is discussing brands. People will often say, “I need XYZ software.” Replying, “Well we have WTY software.”, is not going to resolve the situation. This dialogue only creates a partisan debate.

The best way to approach issues related to technology is simply to ask, “What are you trying to accomplish?” The focus should always be on the why first, or the outcome. From there, people can brainstorm the how.  Sometimes, the why is not even inline or aligned to the curriculum. Reiterating the technology plan is also not very useful. The core problem stems from an emotional reaction to change not a misunderstanding of a written plan.

Here is a common dialogue I have with new teachers coming to China:
Teacher: I just came from a Google School, and I need to use Google Drive even though I know it is not accessible in China.
Me: Ok. What do you use it for? (Avoiding the name immediately)
Teacher: I use it to store files and share files with students.
Me: Ok. So you need to have a solution to store files and collaborate with students.
Teacher: Yes.
Me: We have that. Can I show you? I can even help you move your resources quickly.

In most cases, there is a solution. Often, the solution is just time. Time to adjust. Time to privately realise the influence a brand is having on decisions. Time to see other options.
Support cannot be forced. People have to be ready to change. Creating the middle ground and bringing a person back to the core ideals they are working towards with students is definitely the best path to positive outcomes. In an IB school, that is The Learner Profile. The ISTE Standards, those are just for an extra shot of professionalism.