These are some great insights.  I like the way he explains things in this short video.

I think, none of the above.  Oh, sure, there could be a limited benefit to each of those options, but my inclination would be to do something different.  I wrote a little about the #ObserveMe movement in my book, There's No Busyness Like School Busyness, and I think I could use some of that idea to develop a program for teachers in the district.

I would make teachers feel comfortable with vulnerability.  I would observe each teacher to help her find her strengths.  When something about her teaching could be tweaked, I would connect her with a master teacher in the needed area.  I'm confident that in my 30 years in the profession that I can help teachers develop their professional habits.  I believe I could alleviate their anxieties and stresses.  If the district's idea is to instill a collaborative aspect into our way of doing things, my vision for professional development could be a springboard to achieving that kind of a culture.

This wouldn't be a "one-and-done" professional development plan, and people would not just attend a session and then forget what was presented.  I picture professional development personalized for each teacher's classroom - in each teacher's classroom.

For years, I thought it would be interesting to initiate a teaching theater where a real teacher would teach a real class of real students, while other teachers or potential teachers watched from a gallery above.  The master teacher would conduct class below, while also pointing out certain aspects of the lesson to the teachers above, and asking questions along the way.  While this may be a crazy idea, I believe teachers can learn by watching their peers.  In my vision, I could help teachers find the right peers to observe.

At least it would be an effort to take the training on location.  I believe it would be effective and lasting.

It has been a while since our field trip to the Crystal Bridges Museum of American Art in Bentonville, Arkansas, along with the artist-in-residence - Will Knaur - who later came to our fourth grade classes for lessons.  As a part of the final project, Mr. Knaur recorded some of our students' interpretations of selected art pieces, and soon these will accompany the artwork in the form of QR codes so guests may listen to student voices.  Below is the brochure to guide guests to the locations of the nine QR codes located throughout the museum.  Even the photo on the brochure is from our visit last fall.  I am anxious to experience this in person on my next visit.

Whoops!  Just when you thought you had seen all of the pictures, I just found these additional shots of some students who got to dress up for the part of 18th century citizen or soldier.  We're thankful to the American Revolution Institute of the Society of the Cincinnati in Washington, DC, for the loan of these costume pieces.  The kids really enjoyed getting to try them on.

There are several versions of this book with a variety of covers and bindings.  I chose this one because it contains a photographic copy or the original text, complete with Jefferson's handwritten labels.  I can turn to any page and find his knife cuts.  I became interested in this volume when I discovered the National Museum of American History link to the story of the "Jefferson Bible".  The site contains information about the meticulous restoration of the book, complete with ink-study, binding, and more.  As a part-time preacher, history buff, and teacher of American history, the book interests me in all three.  It is a beautiful and compelling peek into the mind of a national genius.

I may not share Jefferson's opinion of miracles, angels, and resurrection, but I must appreciate the lengths to which this man went to study the words.  Few people I know have spent the hours Jefferson did in discerning the Life and Morals of Jesus of Nazareth...

Now, I am left to wonder at his opinions of the rest of the New Testament (and the Old Testament for that matter).  ​

The premiere episode of Washington's Armor will be broadcast on Presidents Day, at 7pm, Monday, February 21. I have been following the making of this movie series for some time now, excited to see a movie finally depicting the French and Indian War era with a young George Washington as the central character.  It is such a terrific story, with the main character undergoing a fantastic transformation as a human being.  This is where George becomes Washington!

I have a quick disclaimer though:  I have not seen this production and cannot yet endorse it.  The focus may be different than expected.  I am reasonably hopeful that the story will be told with historical accuracy and in a tasteful manner.  From the interviews and behind-the-scenes videos I've seen, I am confident that the language will be appropriate, and there shouldn't be any sexual content to worry about.

I've had to download the app on my digital television service, but the NTD network may also be available on our local digital channels.  What better way to spend the day before Washington's Birthday!

The Colonial Williamsburg asks for any other information that I think would pertain to my consideration for a scholarship to the teacher institute this summer.  I didn't have to revise very much from the last time I was accepted to the institute, but I did need to include some additional information at the end.

One of the most famous (and most popular) of Missourians is Walt Disney.  Marceline, Missouri is considered to be Disney's hometown, and his iconic Mickey Mouse was created in Kansas City.  While Walt Disney was born in Chicago, we Missourians don't hold that against him.

I have been to a couple of Disney movies in my lifetime, and I have visited five of the theme parks that bear his name.  Undoubtedly, most of us have heard that Disney parks are "the happiest place on earth", but I suppose that's subjective phrase.

Clearly, Disney and his "imagineers" had a magical vision.  He found ways to make his vision real - even developing "unusable" swamp land in Florida into an unequaled economic empire based on fictional characters, places, and experiences.

In a recent blog post, Hillsboro, Missouri, teacher Krissy Venosdale wrote, "It is clear that when Walt Disney said 'Our greatest natural resource is the minds of our children,' he meant it.  He understood kids.  He ‘got’ what engages people. He created an experience that develops wonder, inspires imagination, and instills dreams."

The focus in education has moved dramatically in the last 15 years.  While being a teacher has required a Bachelor of Science degree for several decades now, it has always been recognized that teaching is a balance of Science and Art.  Put in a different way, no one would patronize Disney movies if they were all about cause and effect, character descriptions, set dimensions, or cost analyses and financial projections.  No, we patronize those movies because of the magic - the storylines, the deep character development, and the emotion.  In short, what makes a good Disney movie is the wonder, exploration, and discovery!

In her blog, Mrs. Venosdale, who also created the images that accompany this writing, wrote:

We’ve spent so much time focusing on tests and collecting worksheets in our schools. I get that. Those are the things we’ve come to associate with learning along the way.  Misguided traditions.  But, it’s time we associate what learning is really about.  More time focusing curiosity, imagination, and dreams.  Teaching kids that ‘impossible’ is fun. Pouring wonder into our schools like it’s oxygen.  Because inside every kid is a vision, just like the one Walt Disney had.  A vision that we’ll never see if we don’t take the time to develop it, listen to it, and embrace it.  A vision bigger than scores, worksheets, and points.  A vision that will add something special to the world.  We’ve just gotta remember where to focus, or we’ll miss it.

We were talking about reputations, last week - discussing whether or not a person should care​ about what other people think of him/her.  In the middle of that conversation, I recalled my first teaching assignment at the Page-Woodsen Fifth Grade Center in Oklahoma City.  The school has a rich history, including being the venue for a number of historic guest speakers and performers.

I have introduced the school in previous writings - read about my first teaching assignment, this update, and another update - but I continue to learn about its history.  The good people at Abandoned Oklahoma took interest in the school several years ago, and they have put together a terrific video to describe the history, wax to wane.

I had not understood some of the nuances of the school - that it was originally built as a white school.  Once racial lines moved in the city, the building was reassigned to the black community.  African-American students would not have been accustomed to such amenities, especially in that era.  To hear that the first principal escaped slavery in his earlier years is astounding.

More to the point, the community was devastated to see the building abandoned and in danger of razing.  There was too much history in its walls and the people who understood that yearned for restoration.  It was never going to be brought back as a school, but other purposes, and a sizable investment, were in store.

After learning about the first submersible vehicle used in combat (believe it or not, in the Revolutionary War, 1776), we had the chance to make our own, with a science connection.  Students experimented with a single variable - the amount of water inside their cartesian divers, developed by René de Cartes.  Nicknamed a squidy by the science company that sells them, ours mimicked the movements of the Turtle designed and built by David Bushnell.

Here are some shots from the Valentines party.  Everyone decorated a bag, exchanged the traditional valentines (and treats), ate lunch, and sang along to some love songs.