Coaches' Corner Monthly

Connections Through Morning Meeting

I begin each day with a morning meeting in my class. Two of the main focuses of my meeting each day include uniting students and connecting to students. To enable my students to unite and come together as a class family we always play a quick game or activity. These are usually just simple and quick and include things like tic-tac-toe as a class, creating a group story where one student starts the story and each person adds on to it, would you rather, having a student lead the class in an exercise class, or a game of scattegories. The important thing is that all students are participating and involved together in some way. This allows students to participate in class as a team and work together in a fun and exciting way to build unity with each other. The students love the activities and look forward to it every day. Last week we did an activity called teacher hot seat and it was their favorite so far. They were able to ask me any question they wanted which they were so excited about but were also able to learn new things about me and they were making connections in a different way.

Another component of morning meeting each day is an activity to connect which can be accomplished with a partner, whole group or through a variety of whole class greetings. Many times, I just pose a question where they first share a quick response whole group and then they turn and share more details with a partner. These are just fun simple questions like what your favorite holiday is or your favorite springtime activity. They can also include deeper questions such as how can we make our class family stronger, or your friend is mean to another student at recess what do you do? These types of questions enable us to learn from each other and encourage positive solutions to different situations that they may encounter.

Another way we connect with each other is through a greeting. Many times, these are silly, and we will greet each other with t-rex arms, in a whale voice, or even in a whisper voice. One thing I always tell students is to try and greet everyone in the classroom and make sure you say their name in their greeting. I want the students to have their name heard in the classroom in a positive way and make each student feel welcomed in our classroom.

My morning meeting only takes about ten minutes out of my day each morning, but it is an effective way to promote unity and connections in my classroom between me and my students as well as helping students connect and unite with one another. It is important that students are making connections not only with me but with their peers since they will continue to progress into the following years with those peers.

By Meagan Jorgensen - Mt. Pleasant Elementary 2nd Grade Teacher

Making Thinking Visible: A Gem from the PCBL Summit

Last week, I had the chance to attend the PCBL Summit, and one of the workshops I went to helped me see a new way to expand student thinking. It was led by some fantastic Beverly Taylor Sorenson teachers who use visual arts to teach core concepts in the classroom—and it was all about Thinking Routines.

They shared an amazing website packed with thinking routines. Who doesn’t love a good resource! (I’ll put it here in case you don’t want to read the whole article to find out about it : https://pz.harvard.edu/thinking-routines

It’s called Project Zero’s Thinking Routines Toolbox, and honestly, it’s a goldmine. Here’s how the site introduces itself:

"Welcome to Project Zero’s Thinking Routines Toolbox. This toolbox highlights thinking routines developed across a number of research projects at PZ. A thinking routine is a set of questions or a brief sequence of steps used to scaffold and support student thinking. PZ researchers designed thinking routines to deepen students’ thinking and to help make that thinking 'visible.' Thinking routines help to reveal students’ thinking to the teacher and also help students themselves to notice and name particular 'thinking moves,' making those moves more available and useful to them in other contexts."

Pretty cool, right?

What really struck me was how practical and flexible these routines are. They’re not long or complicated—they're just simple steps or questions that can be woven into everyday lessons across subjects and grade levels. They help students slow down, reflect, and really engage with the content. And the best part? They give us a window into how students are thinking, not just what they know.

During the session, we practiced using six of the routines. Tired, resistant teachers (you know the kind—it had been a long day!) were suddenly leaning in, fully engaged, and eager to share their thoughts. There were high school science teachers, middle school history teachers, and elementary educators all brainstorming ways to use these routines in their classrooms.

Some of my favorites we tried were “Zoom-In,” “See-Think-Wonder,” and “Claim-Support-Question.” These tools help students build the kind of metacognitive skills we’re always trying to develop—and they work just as well in a science lab as they do in a history discussion or an ELA book talk.

If you’re looking for a way to bring more meaningful student thinking into your classroom—or just want a fresh strategy to try next week—I highly recommend checking it out. You can explore the full Thinking Routines Toolbox here: https://pz.harvard.edu/thinking-routines

By Sarah Mitchell

Classroom Discussions

Hey everyone! Have I got a deal for you?! Our evidence-based practice of the month is Classroom Discussions, and if you act now, you not only get one year of learning, but two exciting years’ worth of learning for one years’ worth of instruction! It’s CRAZY!!

Sales pitch aside, strategically using classroom discussions is one of the most effective things we can do to help our students engage with content and each other in ways that they will hold on to. I know that so many of you already use classroom discussion strategies to get your students thinking and interacting with each other, but did you know that your efforts can actually lead to some of the most meaningful learning experiences of your students’ lives? When students have the opportunities to express what they are thinking and reinforce their ideas with why they understand the way they do, everyone benefits. You get instant feedback on how the student is organizing learning experiences in their head, other students gain new insights and perspectives, and the student sharing may find that they are not alone in their view. I have seen this kind of magic happen in many classrooms, but for it to work effectively, here are some of the top tips:

• Be intentional. Prepare.
• Teach clear objectives for the discussion along with proper procedures.
• You should use some sort of systematic approach, whether it be a hand signal, a talking stick or ball, timers, or sentence stems that students use to structure their thoughts.
• Teach students how to respond respectfully to others even if they do not agree, or help students take different views from their own and learn to defend them.
• During implementation, keep students on track by corralling in comments that may lead too far away from the established objectives.
• Help students recognize how ideas are similar or different.

Classroom discussions can be enjoyable for everyone. One of the best parts about classroom discussions is that the more students practice and participate in it, the more comfortable and confident they will become in sharing their ideas in this type of format.

For more ideas and research that supports this strategy, check out the following articles:

Kentucky Department of Education - Discussion | Evidence-Based Instructional Practices #4

Yale University - Effective Class Discussions | Poorvu Center for Teaching and Learning

Indiana University Bloomington - Discussions: Teaching Strategies

Harvard’s Project Zero Thinking Routine Toolbox

By Dax Higgins

Staff E-mail Address Changes

In our ongoing efforts to protect personal information and reduce the sharing of excess PII, we are making a change to staff email addresses. Starting [insert date], all staff emails will transition from the current format of first.last@nsanpete.org to a more privacy-conscious format of firstinitiallastname@nsanpete.org (e.g., jsmith@nsanpete.org).

Rest assured, the old email addresses will remain active as aliases, so you’ll still receive emails from colleagues, clients, and others who may have your previous contact information. This change will not disrupt communication, as the alias ensures you’ll continue to receive all messages sent to your old address.

We appreciate your understanding and cooperation as we take this step to enhance security and privacy for everyone.

Google’s Change to Additional Google Services

We would like to inform you of an upcoming change from Google that may affect student access to some of their additional services. Starting in March, Google will be implementing changes that limit access to services such as YouTube, Google Earth, and Google Translate for students.

Please note, this is a change being made by Google, not a change in district policy. These services will no longer be available to students in their current form, meaning students may no longer be able to directly access them through their Google accounts.

However, YouTube videos that are embedded in platforms like Canvas or Google Classroom, and are approved for use on our domain, will remain accessible to students. This means that any educational content, videos, or resources integrated into these platforms will continue to be available as usual.

We understand this may raise questions, and we are working to make sure you have the tools you need in your classroom. If you have any concerns or need clarification, please don’t hesitate to reach out to the IT department. Thank you for your understanding as we adapt to this change from Google.

By Enoch Brown

Welcome back teachers and staff!

As we continue through this school year, I want to take a moment to recognize the incredible work you do every day. Your dedication to our students and their success is nothing short of inspiring.

Education is not just about imparting knowledge; it’s about fostering growth—both in our students and within ourselves. As the world evolves, so do the needs of our learners. Let’s embrace this journey of learning together, modeling resilience, curiosity, and a passion for discovery.

Each day presents a new opportunity to make a difference in the lives of our students. Remember that the seeds of inspiration you plant today may blossom into something extraordinary tomorrow. Let’s continue to support each other, share ideas, and strive for excellence as a community committed to growth.

Thank you for your unwavering commitment and for being the heart of our schools. Together, we can make this year truly remarkable.

by Rena Orton

How Can I Motivate My Students?

I have been asked many times this year, “How do I motivate students to work?” This is a tough question without a simple answer. So, when the opportunity arose to attend a conference titled Motivating and Inspiring Students, I was eager to attend and find an answer to this challenging question-even if it meant giving up part of my Christmas break.

I discovered that motivating and inspiring students is more than just teaching curriculum. Teachers need to be aware of students’ physiological needs, safety, belonging, esteem within a community, self-actualization, and the importance of helping them create a connection to something greater than themselves. The presenter explained each of these concepts in more detail, including what they mean and how to address these needs in the classroom.

1. Physiological Needs: Students can only focus on learning when their basic physical needs are met. Schools should ensure access to healthy meals and clean drinking water. Teachers can encourage students to get sufficient rest (good luck with that one!). Teachers can incorporate physical activity, breaks, and mindfulness practices into the school day to promote healthy habits. For example, short brain breaks or stretching exercises during lessons can rejuvenate students' focus and energy. This is especially helpful for students who haven’t had enough sleep or are becoming drowsy in class.
2. Safety: A safe environment is foundational to effective learning. This includes not only physical safety—such as closed campuses and locked classrooms—but also emotional and psychological security. Establishing clear rules, fostering mutual respect, and addressing bullying or conflict are essential for creating a sense of safety. Teachers can create "safe spaces" in their classrooms where students feel free to learn and express themselves. Effective classroom management, paired with small gestures like a welcoming smile or listening with empathy, can significantly help students feel secure.
3. Belonging: We all want to feel like we belong, and students are no different. Building a sense of community in the classroom helps them feel connected and supported. Teachers can foster this sense of connection by promoting teamwork, encouraging collaboration, and celebrating students’ strengths. Activities such as group projects, peer mentoring, and class traditions help students feel valued and included. Creating a classroom culture that respects and honors every student’s unique background strengthens this sense of belonging. When students see that they matter to their peers and teachers, they’ll feel more motivated and confident. (I will include a checklist of ways teachers can help students feel like they belong at the end of the article.)
4. Esteem Within the Community: When students’ contributions are recognized and appreciated, they develop confidence and motivation. A genuine "great job" or "I’m proud of how hard you worked" can go a long way. Praise should be specific and authentic, acknowledging effort can be just as important as recognizing success. Teachers can also encourage peer recognition, where students highlight each other’s strengths. Providing opportunities for leadership roles or showcasing individual talents fosters a positive self-image and reinforces their value within the classroom community.
5. Self-Actualization: One of the best parts of teaching is helping students figure out what gets them excited. It’s so rewarding to see their faces light up when they dive into a topic they’re curious about or tackle a problem that matters to them. Giving kids chances to be creative, work on real-world problems, or explore their interests can really help them realize what they’re capable of. Hands-on projects or activities where they can see how their learning connects to the real world are awesome ways to show them their ideas and skills have value.
6. Connecting to Something Greater Than Themselves: Students often find deeper motivation when they see their actions as part of a larger purpose and realize that they can make a difference. Encouraging participation in community service through environmental or social projects can help them develop empathy and a sense of responsibility. Showing students how they fit into the bigger picture can inspire them to dream bigger and aim higher. “Connecting classroom lessons to global challenges and inspiring stories fosters a mindset of purpose and interconnectedness.” (This is often the reason teachers chose to go into education—to be a part of something bigger than themselves.) When we connect to something greater than ourselves, it brings joy, satisfaction, and motivation to keep moving forward.

So, how can teachers connect more with their students and help them find a sense of belonging? Here were some suggestions provided by the presenter:

• Acknowledge students when encountering them outside of school
• Congratulate or thank students after they turn in an assessment
• Give students full attention when they are speaking
• Greet students as they enter the classroom
• Inquire how students are doing or how their weekends were
• Make eye contact with students when speaking with them
• Make positive comments or give compliments to students when appropriate
• Remark on changes to students’ appearance or behavior when appropriate
• Say goodbye to students as they leave class
• Smile at students
• Stand close to students (maintaining appropriate proximity)
• Thank students for their help (such as holding the door or passing out papers)
• Use students’ names when calling on them

By Sarah Mitchell

How Are You Doing?

As I think about the ability to find value at the end of the day as an educator, one question I ask myself is: Was I productive today? There are always a few questions that I ask myself when trying to hold myself accountable. #1 Did I engage the students today in a productive and educational manner? #2 Did I challenge the students today or was I challenged as an educator? It is interesting to me that if I find myself blaming the students for lack of engagement, I rarely feel like I did my job as an educator. And being honest I fall into the trap of using excuses or reasons why it was their fault or how I did my job as a teacher, the kids were just not good today. It is a known fact that in any organization, 20 to 25 percent of the people do most of the work, while the other 80 or so percent support the cause and fill in a lot of necessary pieces. Looking at that from a student-teacher perspective, we as teachers are probably THAT 20 to 25 percent, while the students provide us with the opportunity to create a learning environment. An honest question to ask yourself would be: What side of that percentile do you fall into as a teacher?

As a department we have talked a lot about finding ways to turn everything into a positive this year. No matter what the ask is, can you find the positive in it? Societal norms tend to influence the negative side of things, which leads us to always point out what is wrong with something or why something won’t work. It was also easy to spend most of our meeting time talking about the negative side of things. We’ve found in practicing a lot of the PCBL ideas, when we focus on how we can turn them into positives, we tend to notice the negatives less and we definitely have found the right energy in approaching the students with this idea of change. Traditionally there are certain things that will always work or have worked, we would say continue to use those, while finding ways to implement direct instruction and interaction with students and you might be surprised with the outcome. Don’t walk into something trying to prove it wrong. Jump in and allow it to work, with the best of intentions and then take time to notice the positives.

For me, recognizing it is part of my responsibility to foster change, create environments that are conducive and safe for learning, to find opportunities that are engaging and challenging daily, while implementing and using the tools that come with each new school year (PCBL), has created a positive environment in my classrooms and for the most part we have enjoyed learning together AND failing together at times, all with the idea of improvement and accountability. And probably most importantly, have FUN with it, if you do, the students will as well.

By Bill Pollock

Surviving the Holiday Season: Classroom Management Tips for Smooth Transitions

Congratulations! You’ve made it through Halloween! Now, the marathon of holiday season teaching begins with Thanksgiving and Christmas just around the corner. Let the games begin! As we dive into the most festive (and sometimes chaotic) time of year, now is a great moment to check in on your classroom management. Whether you’re a new teacher or have years of experience, reviewing classroom rules and procedures with your students can be a helpful reset. Key times to revisit these routines are right after long breaks, at the start of new quarters or trimesters, near holidays, and whenever you’re feeling the stress of teaching.

One area where effective classroom management can make a big difference is in your transitions. Transitions can be challenging, but with a few intentional strategies, you can transform these moments into smoother, more efficient parts of your day. Here are some practical tips to help you out.

First, set clear expectations. Students should know exactly what they need to do during transitions, whether they’re moving to another part of the room, lining up, or getting materials ready. Visuals or written cues are excellent reminders, and a simple “transition checklist” displayed in your classroom can help reinforce consistency.

Incorporate timers or music. Visual timers or short, familiar songs work well as signals for students to prepare for the next task. These cues build structure and predictability, helping students gauge how much time they have left in a transition and encouraging them to move more efficiently. Consider adding a few transition phrases like, “Pencils down, eyes on me,” or “When the bell rings, we line up.” With consistent practice, these verbal cues can quickly get students’ attention and focus.

Don’t underestimate the power of incentives. Sometimes, a bit of extra motivation can help smooth transitions! Positive reinforcement, like praise or small rewards, can encourage students to take transitions seriously. Whether you recognize individual students or groups, incentives can help create a classroom culture where smooth transitions are the norm. Try a “transition challenge” where the class earns points towards a reward for quick, quiet transitions.

Be intentional in planning transitions. Avoid scheduling too many back-to-back activities without giving students time to reset. Small breaks for stretching or reflection can help students shift gears more smoothly. Incorporating brief, thoughtful pauses in your schedule can lead to a better flow throughout your day.

Remember, effective transitions are about more than logistics—they’re about maintaining the learning momentum in your classroom. When transitions run smoothly, you create a calm, focused environment where students are ready to engage. I hope these strategies are helpful as you work to improve transitions and keep your classroom running efficiently this holiday season. If you’d like support implementing any of these ideas, please reach out to a coach—we’re here to help. Let’s survive the holidays together!

By Sarah Mitchell

Dyslexia

Recently, Chalyece, Sarah, and I attended a reading conference that was specifically aimed towards discussions about dyslexia. It was very interesting and insightful. Dyslexia is one of those terms that people aren’t sure how and when to use. There are so many definitions and beliefs about what dyslexia is. You’ve probably heard many of them. A lot of people think it is only if readers reverse letters or if readers see letters that “jump off the page.” While these symptoms can be a part of dyslexia, the true definition is so much more.

The State Board of Education has put out a handbook that helps to have a common definition of what dyslexia is. Here is a link to the handbook if you would like to read more about it. https://www.schools.utah.gov/specialeducation/_specialeducation/_instructioninclusion/_resources/_handbook/EffectiveDyslexiaHandbook.pdf

We still have a long way to go to learn about dyslexia, but we know that the earlier we can intervene, the better. I was grateful to be able to go to this conference and learn more. We all have had, or currently do have, students who might be struggling with dyslexia. I came across this quote that we can apply as we teach all students, not just those we suspect have dyslexia:

Recognize the role of joy and engagement. “Although some teachers may feel they are not equipped to teach reading and writing to students with dyslexia, they are probably very capable of providing intellectual engagement and joy in learning, which are equally important.”

I’m excited to learn more about how to help our students that we might suspect are dyslexic and then share some of those strategies with other teachers.

By Rachel Farnsworth

A Teacher’s Rollercoaster Ride with PCBL (Personalized Competency Based Learning)

So, I've been slowly dipping my toes into the wild waters of PCBL over the last 3-4 years. And let me tell you, it's been quite the ride. There are some principles I’m on board with, and then there are outcomes that make me want to curl up under my desk with a cookie. Let’s talk about the good, the bad, and the “I-didn't-sign-up-for-this” of it all.

PCBL’s Golden Rules I Can Actually Stand Behind:

1. “A student’s grade should represent what they know about your subject.” Duh, right? Except, spoiler alert: it's harder than it sounds.
2. "A student shouldn’t be punished at the end of the quarter for not knowing something at the beginning.” So, if they figure it out eventually, we celebrate! Preferably with confetti.

Now, let’s see how I’ve tried to make these principles work without, you know, completely losing my sanity.

Your Grade = What You Know (Crazy, Right?)

Once upon a time, daily assignments and participation were like 50% of a student’s grade in my class. Yes, half. Basically, if they could breathe and hand in a worksheet, they were halfway to an A. But then I realized, “Wait, they’re not actually learning anything!” It was more like, “Hey, thanks for showing up and pretending to listen!”

So, I flipped the script. Now, 90% of the grade is based on what they actually *know* (assessments), and just 10% is daily work. And I no longer take off points for late work anymore because that doesn’t show what they know. Instead, I wield the mighty power of “citizenship grades”.

At the middle school, we have these fun quarterly celebrations where kids with good grades and good citizenship get to do something fun. Citizenship grades are ranked like this: “Honorable”, “Satisfactory”, “Needs Improvement”, and “Unsatisfactory”. After discussion with students, we determined that we thought a student could still be “Honorable” even if they had 2 missing assignments, but if they had 3 that was only “Satisfactory”. A student “Needs Improvement” if they have 4 or 5 missing assignments and it is “Unsatisfactory” for a student to have 6 or more missing assignments. I also decided that 3 late assignments counted as 1 missing assignment.

Reassessing: Because Who Doesn’t Love Retakes?

Here’s another fun principle: Students shouldn’t be punished for not knowing something at the start of a quarter if they can show they know it by the end. Sounds great, right? Except that means I let kids reassess as many times as they want. Imagine the joy on their faces when they realize they can take the test 17 times until they get the grade they want. Imagine my face realizing this means 17 grading sessions for me.

Before I will let a student retake an assessment they first need to have all of the assignments that are a part of that standard turned in. Then they need to sit down with me one-on-one and discuss their last attempt at the assessment. I will then ask them questions about the things that they missed. Based on the conversation I may or may not allow students to retake the assessment. Depending on the type of assessment the conversation with me may be all they need to show proficiency.

The Not-So-Fun Part of PCBL

1. More Work = More Caffeine. PCBL grading is like being a hamster on a wheel, except the wheel is on fire and there’s no way off. With over 100 students, sitting down with each one is *exhausting*. And since I still need to teach everyone else, I’ve had to become a master of after-school sessions. Twice a week, the students who care enough (or whose parents made them) stay after for one-on-one sessions. Yay for priorities!
2. Worse Grades (Wait, What?) You’d think kids being able to reassess endlessly would mean fewer F’s and more A’s, right? Oh no. Instead, my class has turned into a weird game of “How low can we go?” Students are like, “Meh, I’ll take the test without studying. If I fail, I’ll just do it again. No biggie.” And surprise surprise, they lower their standards. Why study for a B when C’s get degrees?

Meanwhile, my state test scores are going down like a bad stock. Apparently, my students are mastering the art of retakes but forgetting how to take a test without a safety net. I had a student who earned A’s every quarter by grinding through reassessments, only to crash and burn with a score of 1 on the standardized test. So much for pressure building diamonds.

So, What Now?

This year I’m putting a bigger emphasis on preparation for assessments to try and combat this problem. However that, once again, puts more work and pressure on me to try and motivate students to prepare and care about their grades the first time they attempt an assessment

Final Thoughts (Because This Needs to End Somewhere)

What do I think about PCBL? Those two principles I mentioned earlier are solid, and I can’t see myself returning to what I used to do. But, focusing on them has also led to some… let’s call them *unforeseen consequences*. Contrary to popular belief (or “the experts”), it’s possible my students actually know less now than when my class had higher stakes. But hey, at least they’re less stressed, right?

By Tyrel Hanson (NSMS Science Teacher)

Person-Centered Learning

One of my assigned students came in for a visit. I told him that I was writing an article about what makes learning happen in a classroom, or put another way, enjoyable. I asked if he had any insights he could share, since I had rewritten the first paragraph four times already. Luckily, he did have some insights and was kind enough to share those.

The first idea that he shared might best be described as “person centered” or driven by the learner. You might even call it personalized. To quote the student, “everyone is heard…everyone is listened to.” He talked about some specific teachers who will remain nameless who routinely have classroom discussions where opinions are shared and valued. The student was probably unaware that the teacher was actually doing a formative assessment, not because they had to but because that’s what everyone needed and wanted, not necessarily in that order. Personalized learning sounds like a three dollar word that is part of a top down initiative, usually referred to as an acronym. Our ancestors might have called it their apprenticeship program where they learned how to make a living from someone who already knew how.

The next idea shared by the student focused on structure. There were metaphorical goal posts at the end of the field, and even hashmarks on the field to gauge progress. Call them skills and knowledge, standards, or competencies. His point could be summarized by the word relevance. In his words, “meaningless assignments that get you nowhere” were a giant buzzkill. Whether or not an assignment or learning activity is “pointless” could be nothing more than a communication problem. The student elaborated on meaningful learning when he said “It needs to be relevant to today so I can remember it tomorrow. This is gonna help me now.” Teaching incarcerated adults for a few years forced me to “pull the curtain back” on each activity each day. Giving them the WHY both early and often led to respect and “street cred,” which are decent things to have in a prison. Especially if you’re not allowed to carry pepper spray.

How we connect the material to the learner might have something to do with how we connect with them personally. I think of famous military leaders whose soldiers would have followed them anywhere because of the relationship that had been forged over time. Showing enthusiasm in class raises some eyebrows, but always begs questions of curiosity. When we share our own stories we become approachable. When that happens they start to see us as learners, right there with them, and because we meet them halfway, we notice they take a few steps forward.

By Andy Peterson

Things to Be Missed and Appreciated

I will not be a regular contributor to the ‘Coaches Corner’ moving forward. As Matt continues to train me to be next year’s Assistant Principal, I’ve asked if I’ll have time to write articles for this award eligible publication. His response is alarming:

“Time! You won’t have time for anything!” then he laughs and chortles and points at me and then he gets all serious in an alarming change of emotion and blasts-off to the next disaster. I feel like there is something about the job he is not telling me. Alas, nothing to worry about, probably.

Anyways, fun fact for you, according to the U.S. Bureau of Labor Statistics the average person holds 12.4 jobs between the ages of 18 and 54. I am well below average, because I’ve mostly just worked for North Sanpete. I was an elementary teacher, and even though it was the most taxing and difficult job I have ever had, I look back on that section of my career with pride. It’s always bothered me that the most difficult class I taught, was my last one. They scored poorly and behaved badly. I worked the hardest during that school year to get the worst results. I am a better teacher, now, after stepping away long enough to see my weaknesses. I’ll likely never get the chance to find out if that’s true. The ironies of life are tangible.

The middle part of my career was spent coaching instruction.

Now, I get to try administration. I’m scared to death. I don’t know if I can do what it takes, or be what it takes, to find success…but…I’m willing to try.

Of all the things to worry about, the one thing that I’m looking forward to is belonging to one school. As an Instructional Coach, assigned to multiple schools, I’m a stranger wherever I go, a guest in offices, classrooms, and faculty spaces. I’m not sure where I belong. I do know that I don’t belong to the school the same way the teachers do. The last day of school is especially weird. Teachers get to celebrate the work they’ve done over 180 days. There is something primal about standing up for the fortress, teachers do this for their schools.

This is what I’m most looking forward to: working in our school as opposed to helping people in their school. That distinction is naïve and unimportant, but connection to a place is real. It’s all about rootedness. Place contextualizes people and allows dynamic, social interactions to be possible. My context will be a single school. Having one school be my place requires mutually dependent relationships. For the school to be successful, we need each other. Understanding what it means to be human is understanding our common place. Being purposeful about investing and caring for place becomes an aspect of investing and caring for students and teachers. The high school will be that place for me.

How does any of this help you?

Whelp, it probably doesn’t. Enjoy your place, accomplishments, and attachments as this year ends. It’s all more important than you might think. There will be a time that you miss it, and you will want it back.

By Ryan Syme

Technology Professional Development Opportunities

It's not every day that we can offer you a chance to become certified through ISTE (the International Society for Technology in Education) and get other valuable technology-related professional development while getting a stipend, but here's a chance that has just been brought to our attention. These classes are offered at no cost to teachers and would benefit anyone that seeks to use technology to enhance their practice. This includes computer lab specialists, librarians, or any teacher, not just STEM and CTE teachers.

ISTE Certification is an internationally recognized credential for educators who have demonstrated mastery of the ISTE Educator Standards and implemented innovative uses of technology to transform learning. Complete 40 hours in instructor-led professional learning over 10 weeks, and then will curate your portfolio that includes artifacts and reflections aligned to the ISTE Educator Standards over six months. UT educators will receive a $1,000 stipend for successful completion

ISTE Artificial Intelligence Course is a self-paced, instructor-led online course introducing educators to AI for learning and its application in the classroom (15 hour course). UT educators will receive a $65 stipend for course completion. Course Dates: 10/07/24 - 12/09/24 or 02/10/25 - 04/06/25

ISTE Computational Thinking Course is a self-paced, instructor-led online course designed to deepen your understanding of Computational Thinking and develop strategies for integrating Computational Thinking across subject areas and grade levels (15 hour course). UT educators will receive a $65 stipend for course completion. Course Dates: 9/26/24 - 11/16/24 or 01/13/25 - 03/13/25

ISTE Computational Thinking Pathway is open to educators who have completed the ISTE Computational Thinking Course. Earn up to three Computational Thinking microcredentials. UT educators will receive up to $225 in stipends for completing the CT pathway. Pathway Dates: 11/23/24 - 04/06/25 or 03/22/25 - 09/30/25

Take the first step on your professional learning journey today by completing this short application form by April 26, 2024! Please note that completing this form does not guarantee admission. Only a limited number of scholarships and stipends are available. Directors will be making selections and inviting applicants to register for program(s) on or before May 10, 2024.

**To assist you on the application, you will be asked how you heard about this offer. Use the response that indicates "UVU Outreach". Also, North Sanpete School District elementary schools receive Title I funding, but not secondary schools.

Reach out to me if you have questions.

By Dax Higgins

Kami Software Free Evaluation Trial

Some of you may remember a little thing that happened back in 2020 called the COVID Global Pandemic. During that time, as teachers did the best they could to help students continue learning at home, some teachers had a chance to utilize a software product called Kami. Well, we have a chance to try Kami software again through the end of the school year in the absence of survival mode strategies (hopefully) to see if it's something we would like to integrate into some of our standard practices.

Kami can seem like a direct replacement for worksheets, but it can become much more when implemented intentionally for instruction and feedback purposes. At it's core, Kami is an annotation tool, but goes beyond simple links and images by providing options to add audio and video recordings or add drawings/annotations on top of existing content. It offers teacher/student chat interactions for better clarification and feedback and interactive quiz options in real-time. Check out the following video for a quick introduction.

To get you started, log into kami.app and sign in using your school Google account. Here are some other videos to help you get going:

• Getting Started with Kami video series
• Kami for your class video series

They are also offering the free webinar "I Didn't Know Kami Could Do That!" on Tuesday, April 23rd at 3:30 MT. Here's the link to register for anyone who wants to learn more about what Kami can do.

By Dax Higgins

K-6 Teachers

It's that time of year again! Teachers are gearing up for end-of-year testing and are assessing their students' readiness for end-of-year tests. Recently, i-Ready conducted a study revealing a significant correlation between diagnostic test scores and RISE benchmark scores. These diagnostic scores could offer valuable insights into students' potential performance on the RISE test. Administering end-of-year diagnostic tests could provide predictive student data and assist teachers in pinpointing areas for review with their students.

By Sarah Mitchell

Artificial Intelligence in Education

Visiting classrooms across our district is one of the perks of coaching. I get to see great teachers in action. Teachers are definitely the greatest asset in the classroom. Some teachers are afraid of being replaced by AI, but what if AI could be used to make teaching easier? Let me share three sites that can support educators in enhancing learning experiences.

ChatGPT is probably the most familiar to teachers, usually because students use it to write their papers! Did you know you can use it to your advantage? Teachers struggling to find texts for their classrooms that match their content or their students' reading levels can simply input the text, and ChatGPT can generate new text based on specific keywords. Moreover, it can adapt the text to match the desired reading level or format, whether you need content-specific, informational, or narrative text. This feature is invaluable for creating customized reading materials. Always review the AI-generated content before sharing it with students. It also works great for polishing letters being sent to parents.

A middle school teacher introduced me to diffit.me, a tool for tailoring instructional materials and assessments. By inputting content from any source, teachers can craft lessons, reading group activities, and more. It can change the reading level of text while keeping the content intact, giving all students an access point for content material. I've found it useful for creating science lessons and enhancing reading group discussions. One PLC group used the science textbooks on the USBE website to generate vocabulary exercises, assessments, and Q&A sheets, transforming a standard text into interactive learning activities.

If you want to make your life easier, try out magicschool.ai -- it's better than Pinterest or Teachers Pay Teachers! “Magic Tools” include a lesson plan generator, academic content generator, assignment scaffolder, behavior intervention suggestion generator, and the list goes on. Although there is a subscription fee, a free trial is available for teachers to explore its benefits and decide if it's a worthwhile investment for their classroom.

And last but not least, if you have to write an article for the Coaches Corner, you can type the ideas you want to share and then have ChatGPT clean it up so it is presentable!

By Sarah Mitchell