A Week in the Life

School started Monday.

For the first time in nigh a decade, I didn’t welcome students into Mr. Vaudrey’s class with a handshake and a smile.
I didn’t take roll and ask each student how to pronounce their name and “Do you prefer Bernardino or Bernie?”.
I didn’t prep a beginning-of-the-year icebreaker activity.
I didn’t even hang up colorful examples of student work or revise a syllabus.

Because for this first time in eight years, I’m not starting the year in the classroom.

In May, I accepted a job as Teacher Coach of Instructional Technology for Bonita Unified.
bonita USD logo
“But Matt, didn’t you just take a new job in March?”

Yep.

And I learned a lot while I was there, but it wasn’t for me. In this position, I’m in the classroom every day, I’m helping teachers with a variety of needs, and I retain the title “Teacher”, which is important to me.

triumphant-facial-expression-2_medium

Here’s what I did in my first week as EdTech Coach:

  • Trained about 100 teachers on Music Cues in the classroom, which was well-received by many elementary teachers (a target market, in which I have very little experience and could use some credibility).
  • Visited all but one of our district’s schools and met principals and teachers, nearly all of whom had no idea that I was even hired, but were thrilled to hear it.
We have an EdTech Coach?!

We have an EdTech Coach?!

  • Performed bread-and-butter tasks with my new department (e.g. tag the Chromebook carts with District ID, follow up on tech needs from New Teacher Orientation, deliver keyboards) and actually enjoyed it. As 33% of my department, we’ll likely get to know each other pretty well, and Kris and Cheryl are both a hoot.
Hoot.

Hoot.

  • Visited 15 (wow… that’s a lot) classrooms to help teachers with various tech needs. Most of them Elementary, most of them for Music Cues, all of them delightful and eager to learn.

Here’s the cool part: I log each visit here and get the results in a spreadsheet (below), so I can quantify just how helpful I am in a given week. My new boss liked this form so much, she had me make her one, which she then showed to her boss, who wants one, too.

Walkthrough Responses

Click to enlarge

And I can color-code the “Future Needs” column based on who I want to invite to a future training. For an upcoming Music Cues follow-up, all the teachers I visited who expressed interest are in green cells.

Next workshop is probably Google Classroom, so I’ll change the formatting to show me those cells and invite those teachers.

Oh! And I can use formulas to separate out the email of those teachers using the first and last name, concatenated with the district email!

(Inhaler)

(Inhaler)

Seriously, if you haven’t used Concatenate yet in a spreadsheet, you are missing out.

It’s more fun than Revenge of the Sith.

"You were the chosen one!" "=concatenate(left(A2,1),B2,"@bonita.k12.ca.us")!

“You were the chosen one!”
“I hate you!”
“=concatenate(left(D2,1),C2,”@bonita.k12.ca.us”)!”

Anyway, the new job is great and I’m thrilled to have it.

Next post:

What’s in my purse as I visit classes?

or

Matt Carries a Purse His Wife Tried to Donate to GoodWill

 

Stay tuned.

 

~Matt “Speadsheet and Star Wars Joke…this site is now complete.” Vaudrey

Why I Let Students Use Calculators All The Time

“Sure! I’d  love to have you demo a lesson!” Ms. B’s eyes widened as a smile grew on her face. I was surprised and thankful that she was so open to the idea.

“Great!” I replied. “What unit are you doing right now?”

“Well, we just finished Quadratics and we’re about to start Volume and Surface Area.” Ms. B replied, pointing to the standards list on her wall.

“Okay, so how about I introduce Circumference and Area of circles?”

“That’s fine. What do you need for that?” Ms. B asked, ever eager to help.

“Do you have graph paper, calculators, rulers, that sort of thing?” I asked.

“Calculators? You let your students use calculators?” Ms. B countered, incredulous.

"You what?"

“You what?”

Yes.
Yes, I do let my students use calculators.

Here’s why:

Lifelong Need

My wife doesn’t know her times tables. She’s a university professor and will regularly grade freshman Theology papers sitting on the couch. She’ll call out while I’m cooking or playing with the baby.

“What’s eight times six?”
“What’s 27 plus 18?”
“What’s 85 divided by 15?”

I'm a walking, smiling, calculator in the Vaudrey household.

Husband: a walking, smiling, calculator

When I’m not home, she has a calculator in her pocket all the time. Even if her phone is in the other room, she can Google it.

My wife doesn’t need computational skills.

Reasoning

…but she needs the reasoning.

She needs to know what the average means, when to find the sum of a row and give the total student points, and how to explain to her college freshmen what it means to have 6 quizzes, each worth 10% of their grade.

"But what if I miss one? Can I still get a C?"

“But what if I miss one? Can I still get a C?”

The students in Ms. B’s classroom also have calculators in their pockets. I want them to know how to use it effectively, which is a much better use of their time than memorizing their 12s tables.

Diane Kinch, former president of CMC and board member of TODOS, gave this truth bomb at a recent workshop:

Students have had 15 years to learn their times tables and they still don’t know them. At a certain point, I have to stop boring them, give them a calculator, and say “Let’s do some math”.

In my own classroom, we use TI-83+ calculators nearly every day, which I like for a few reasons:

  • TI-83s keep a record of the last 8 or 10 calculations, so if students clear accidentally, they can recall it.
  • There are tons of other buttons that do weird math stuff that we won’t use this year. This (f0r some) serves to build creativity about what’s coming next. About 2/3 of the students found the Stats Generator application and did coin-flipping trials four months before our unit on probability.
  • They could easily show their neighbor the order of steps and describe the reasoning that led them there.

Let’s work backwards

moonwalk

Students who focus on reasoning instead of computation are better prepared for college and career in the US.

(It’s notable that most of the grunt work for my CPA buddy’s tax clients comes from the western coast of peninsular India. Computation is a high value there.)

That’s why I use calculators in the classroom all the time; because I think that reasoning is more important than computation.

~Matt “Which one is the minus sign?” Vaudrey

Summer Update

I had a new baby.

IMG_4892 IMG_4902 IMG_4965

 

And still have this baby.

IMG_4906

…so summer’s been pretty busy. I do have two things (in addition to that) to note.

1.) What a tragedy that Fawn Nguyen nearly lost hundreds of posts. If her content were lost, I imagine a herd of furious math teachers would’ve stormed the headquarters of GoDaddy.com and burned it to the ground. I’d hold a torch for that venture, too.

2.) My grandparents (who are 70+) live in Seattle and wanted to meet baby Clay. I walked Grammy through the installation of the Google Hangouts plugin and boom!

Screen Shot 2014-06-30 at 5.11.37 PM

Cross-country goo-goos and ga-gas.

My grandparents (who still use disposable cameras and balance checkbooks by hand) are open to new technology, and I hope that teachers in the coming year will be as receptive as they are.

~Matt “Close the window… it’s the red X” Vaudrey

P.S. If you want to follow the morning adventures of Pickle and Daddy (as Mommy and the new baby sleep in), you can follow me on Instagram.

Open Letter to Tom Torlakson, California Superintendent

Mr. Torlakson,

Good morning, you’ve no doubt heard that the existing tenure situation was ruled unconstitutional yesterday.

I myself was tearing up as I read the brief. For my entire career, I’ve felt what the court realized yesterday, and my relief and joy nearly made me weep during my meeting.

Mr. Torlakson, you’re currently “farther up” in the education chain of command than I–a lowly teacher–so it’s been a while since you’ve sat in a staff meeting or observed stinky teaching by a tenured “permanent” teacher.

It’s probably been even longer since you watched a stinky teacher make more money than you. For me, that memory is fresh.

Anyway, let’s talk about education.

In the court briefing:

“… teachers themselves do not want grossly ineffective colleagues in the classroom.” (page 13, line 1)

If I were in your position, posed for reelection, I would be tempted to please the California Teacher’s Association (one of my biggest supporters) in order to secure my seat in November.

I’m asking that you focus on the students instead. Our students deserve great teachers, and as State Superintendent, you’ll have the proper pull to drive the design of a system where great teaching is rewarded. This would help flush out the dummies and keep the hard-working professionals.

I hope you see that, by encouraging teachers to be our best, we place the students first.

In short, I’m a teacher, and my right to a job matters less than my students’ right to a quality education.

Mr. Torlakson, please support this court ruling in the next few months and continue to reform teacher tenure after your (probable) reelection in November.

~Matt Vaudrey

UPDATE June 25, 2014:

P.S. No doubt that by now, you’ve read the highly polarized brief from the CTA website, you’ve heard complaints that the “1-3% of teachers are grossly ineffective” statistic is unfounded on any data or studies, and you’ve seen that Students First is hailing the decision as an important step, with many more to address going forward.

Two things:

  1. As a classroom teacher, the “guesstimate” of 1-3% of all teachers are grossly ineffective is not only statistically likely, but it sounds pretty generous based on my anecdotal experience.
  2. The CTA press releases are full of negative language and the Students First releases are full of optimism and urgency. Why do you think that is?

Common Corgi: Mascot of Common Core

Marcia and I were discussing the need for a Common Core mascot this morning. She’s a dog person, so we came up with…

The Common Corgi.

Common Corgi - speak

Common Corgi - word problems

Common Corgi - cite

Common Corgi - effective tools

Common Corgi - independence

Common Corgi - investigate

Common Corgi - literacy

Submitted by Matt Enlow:

Common Corgi - staircase

Got an idea? Tell me about it:

 

~Matt “My Corgi Is Not Common” Vaudrey

Common Core Will Not Eat Your Babies

Let me tell you a story.

I’ve taught next door, across the building, and across campus from some really bad teachers.

unhelpful teacher

I have sat in staff meeting at the same table as teachers who give printed notes to students to copy down into their notebook, and that is their sole class activity for the year.

As a teacher, my profession is cheapened if bad teachers aren’t held accountable. That’s why we have standards; so that there is a minimum expectation to guide teachers and students.

I have a daughter (and a son on the way). In a few years when I send her to school, I expect the school to do a good job training her in skills she’ll need to be successful. Some things will come easily to her, some will be more difficult, and some will sit in darkness until a special teacher shines a light on them.

When I send my child to school, I’m giving my acceptance that school will do a good job. If I don’t like it, I can pull her out and home-school or private-school her.

my-child-is-not-common-ap

Of course, your child isn’t common. No child is.

Schools do the best that we can with the diverse, unique students that are sent through our doors every day.

Therein lies my problem with the advocates against the Common Core;

If you don’t like it, you can leave.

Otherwise, you’re just the kid who goes to a birthday party and complains about the flavor of cake.

(Parents Against Chocolate Fudge)

(Concerned Parents Against Chocolate Fudge)

~Matt “Not afraid of Common Core, but a little afraid of the trolls this post will attract” Vaudrey

Chalk Art for Math Daddies

My daughter has water-soluble sidewalk chalk and free reign of the backyard.

Here’s the thing though: As adults, we rarely have to go outside our comfort zone. I don’t draw much. Most of my adult life, the drawings I’ve done are geometric figures.

So I’ve been mixing things Pickle wants me to draw with the things I can draw well. She asks for something, and I add to it.

A dinosaur chasing a square root function.

A dinosaur chasing a square root function.

A black sheep standing on convex polygons.

A black sheep standing on convex polygons.

Snakes on a plane. Get it?

Snakes on a plane. Get it?

An owl and a banana circumscribed by an isosceles triangle.

An owl and a banana enclosed in an isosceles triangle.

A robot with a RAY gun. See it? RAY?

A robot with a striped face and a RAY gun. See it? RAY?

A blue sheep walking on a rhombus.

A blue sheep walking on a rhombus.

The locus of points equidistant from a baby.

The locus of points equidistant from a baby.

...and tangent to a green bee.

…and tangent to a turquoise bee.

A linear function tangent to two sheep and a cat bounded by a negative parabola.

A linear function tangent to two sheep and a blue stick-cat bounded by a negative parabola.

My kid is gonna blow the socks off her math teacher.

~Matt “Daddy coloh lello seep?” Vaudrey