Noren Merritt, M.S.

As a teacher, the best moments are the little moments, the "teachable" moments where you get across an idea or lesson that is less about the technical aspects and more about how to see the world. Boot camp students typically frustrate themselves with the fact that they never seem to "know enough." They have it in their heads that somehow they're going to master programming by learning every single detail, every single subject. To them, it's not okay to just muddle through something or try your best and see how it turns out. To those students, I show them my "CSS The Definitive Guide" which is a 1,090 page tome on all things CSS. That's over a thousand pages ON A SINGLE SUBJECT. It's okay to muddle through, it's okay to try something out to see if it sticks, and it's okay to Google things. It's okay.

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Teachers, are you preparing for an upcoming interview? Check out this blog post full of tips to help you increase your chances of being hired and landing your dream job!

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To accurately measure K‒12 student learning, schools need a set of quality assessment tools. Learn more about comprehensive assessment systems here.

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To truly personalize learning, K‒12 teachers need the right data and resources. Learn about how to best connect assessment data to personalized instruction here.

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Found some grants but not sure how to apply? Here's a quick guide: https://lnkd.in/gJfSTJsE 📝

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Effective instruction must be tailored to meet the instructional needs of all the students in the classroom. In the same way, professional development must also be tailored to meet the needs of individual teachers. If you need help, preparing, planning and presenting targeted professional development for your teachers, let’s talk.

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As we continue to examine how to encourage, include, and celebrate our youth, it is important to examine how to examine systems and Black males. Although this article speaks specifically about higher education, I have witnessed some similar experiences with younger males--even in the admissions process. https://lnkd.in/gRA58MAU

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The Time-Consuming Aspects of MTSS While MTSS is effective in addressing diverse student needs, certain aspects of the framework can be particularly time-consuming for teachers: 1. Data Collection and Analysis Teachers must regularly collect and analyze data to identify students' needs, monitor their progress, and adjust interventions accordingly. This involves: -Conducting frequent assessments. -Maintaining detailed records of student performance. -Analyzing data to identify trends and inform decision-making. 2. Developing and Implementing Interventions Creating and executing effective interventions tailored to individual students or small groups can be labor-intensive. This includes: -Designing intervention plans that are evidence-based and aligned with student needs. -Allocating time for small group or one-on-one instruction. Continuously modifying interventions based on ongoing assessments. 3. Collaboration and Communication Effective MTSS implementation requires collaboration among educators, specialists, and families. This entails: -Participating in regular meetings to discuss student progress and refine intervention strategies. -Communicating with parents and caregivers to keep them informed and involved in their child's progress. -Coordinating with other teachers and specialists to ensure consistency and alignment of interventions.

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As Teacher Appreciation Week approaches, let’s take a moment to celebrate the incredible dedication and passion our teachers bring to the classroom each day. Consider these memorable experiences to recognize and honor their invaluable contributions: 1. Personalized Video Messages: Organize a video compilation where students, parents, and school staff share heartfelt messages, stories, or memories about their favorite teachers. Each contributor can speak about the specific impact the teacher has had on them or offer thanks for specific qualities that make the teacher special. This can be presented as a surprise during a school assembly or shared digitally with the teachers. 2. Professional Development Grant: Create a "Thank You Fund" where teachers can apply to receive grants for professional development opportunities such as workshops, courses, or conferences that they are interested in. This not only shows appreciation but also invests in their growth and development as educators, which is beneficial to their career and student learning experiences. 3. Theme Day Celebration: Organize a special theme day in honor of teachers, like "Walk in Their Shoes" day where students and administrators perform some of the roles and duties of a teacher. This could include leading a class, preparing lesson materials, or managing classroom activities. This not only serves as a fun role reversal but also deepens appreciation for the hard work teachers do daily. Teachers, your tireless efforts do not go unnoticed, and the impact you make extends far beyond the classroom walls. Thank you for inspiring curiosity, encouraging growth, and nurturing future leaders. We recognize and appreciate all that you do! #TeacherAppreciationWeek #ThankATeacher

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Congratulations Sharif El-Mekki and the team Center for Black Educator Development! The Anti-racists Guide to Teacher Retention is such a valuable tool to understand how schools systems must change in order to attract and retain Black teachers and teachers of color. In the education sector, especially when discussing retention, "support" is a commonly used term; one that's not well-defined. I appreciate that the guide provides critical questions advisory teams should consider to reflect on the "support" given to Black teachers (page 22): ❓How do you (or how will you) ensure educators of color will succeed at your school? ❓How are educators of color supported to become educator-activists? ❓How are they welcomed and onboarded? ❓How are they respected and cared for? ❓How do you value the expertise of educators of color? How do you demonstrate this? ❓How and when do you check in with educators of color to learn their views on school climate and conditions, and their plans for the next school year? ❓How are they provided with high-quality and meaningful coaching or mentoring support, as well as professional development and fellowship opportunities? I, humbly, add a few additional thoughts for consideration: ❓How is professional learning, including coaching, personalized for educators? ❓How are educators empowered with voice, choice and agency to guide their own professional learning? ❓How diverse are your coaches or mentors? Can educators work with a coach or mentor that has shared, lived-experiences? I strongly believe that until school systems center professional learning on the professional, we'll continue to get it wrong, especially for Black educators. It's why I started Ribbit Learning Company because educators deserve to be treated like professional and empowered to engage in support that feels like support, from another educator they choose. I encourage my colleagues to utilize these excellent tools to start their own journey to implementing anti-racists teacher retention strategies: https://lnkd.in/gSxZwahd

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“Given that [Black] educators have a great deal of hope, how do we create more of them, and how do we create conditions in their schools to make them want to stay?” Powerful article!

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👉🏻 Download your copy here: https://lnkd.in/euQe5kwD Unlock the secrets to a successful start in school leadership with the Ultimate Onboarding Playbook! Perfect for new and aspiring principals, this guide provides a proven six-step approach to conquer your first 90 days. Ready to transform your leadership journey? Download your playbook now!

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Just call me Annabel!!! I like my name so why can’t students call me by my first name? Yes, I acknowledge there are traditions and practices that enforce teachers and adults be called by their last names as a sign of respect. I also value individual preferences and allowing choice. Since graduating teaching in 2013, I was a drama teacher and then a teacher in early learning centers (daycare) for 7 years. During that time, I was always referred to as Annabel, by the children, staff and families. Sometimes when there was a student who was called Annabel too, then I was referred to as Teacher Annabel. I like being called Annabel, it didn’t feel disrespectful or rude to me. I understand that my last name is a bit tricky to pronounce and this makes it a bit more difficult to remember. I feel quite frustrated having to repeat what my last name is and how to pronounce so many times. It feels uncomfortable and not natural hearing others, especially students calling me by my last name. I even noticed when some students were trying to call me and using my last name, I didn’t respond because I’m not used to being referred to by that name. The only times I get referred to as Miss Tannenbaum, might be at a doctor’s appointment. So it’s not a nice reminder when I hear it as it takes me back to a medical environment (which are usually anxiety provoking and unpleasant experiences.) I guess I haven’t had many recent experiences that have been good when being called by my last name and perhaps that also plays a part. I’ve been reading more about different teaching and education practices around the world. There are many countries, including Australia where teachers are all called by their first names. - It fosters the feeling of being partners in learning - Students are less afraid of making mistakes or advocate for themselves - Helps instill a sense of mutual respect - A title does not earn respect - ‘Respect isn’t one way; respect is earned, not assumed, in all walks of life.’ - Sue Charleston, head of primary school Woodville Gardens Do you think we should stick with tradition or allow choice with addressing teachers? #Teaching #Neurodiversity

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Learning about Social Justice, Technology, and Education are important because it helps educators create standards and a framework of how to integrate technology into the classroom efficiently, usefully, and responsibly. #EDLT3110_SP24_M71_R7

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