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Education Podcast Netwrok [00:00:01] Hi. I'm Sam Fezzik from the Edumagic podcast,
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EdCuration intro: You're listening
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to the EdCuration Podcast. We bring you stories from educational
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leaders about the instructional movements, resources,
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tools and practices that are reshaping learning
Kristi Hemingway: [00:00:27] Hi
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everyone. This is Kristi, and our guest today is
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Dr. Lori Grace, the associate superintendent
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of school leadership at Twin Rivers Unified School District,
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in McClellan, California. Dr. Grace joined
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us in the middle of a school day during the last few weeks of
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school, and I can't imagine a busier time for an
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educator, so you know that she feels strongly about what she came to share.
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A little about Dr. Grace: she has worked at every
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grade band as well as being an intervention counselor, a
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district 504 coordinator and a high school assistant
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principal and then principal. In Sacramento
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she has served as the Executive Director of Curriculum
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and Instruction prior to her current role.
Dr. Lori Grace: [00:01:16] I
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really supervised the entire
instructional program
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from supervision of principles to
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curriculum and instruction work, English learner Services,
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everything that has to do with teaching and learning.
I
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supervise here
Kristi Hemingway: That's a lot! A
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lot of transitioning roles. In the process
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of creating, you know, these learning experiences
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and looking for the best resources. Was
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there a gap or a problem
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or something that you are seeing that caused
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you to be searching for the solution that you came to
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share with us today?
Dr. Lori Grace: Definitely, I think
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that, you know, really across the state of California, what we've seen
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is since, you know, 2015, we've seen
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an 11 to 12 percent gap, between performance in
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ELA and performance in math across
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the board for our students. And in the district we
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had really plateaued in our
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achievement in math. And what we
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found was our educators and our practitioners
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in the classroom, really felt far more
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comfortable with the content and the ELA and
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felt like during their teaching programs
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and in their careers, they had spent a lot more time and
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had a lot better grasp of the content around
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ELA and as we transitioned into Common
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Core, there was really a need for
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more professional development. More
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support around the content for math,
Kristi Hemingway: [00:02:51] Dr.
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Grace's District had adopted the Go Math curriculum,
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and the company provided an initial two days of orientation
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and training with the curriculum. But then the teachers
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were left to implement on their own and this is not unusual.
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In fact, this is the typical pattern with curriculum adoptions
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probably 98% of the time
Dr. Lori Grace: [00:03:10] Teachers are
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left to really take that pull that two
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days of standalone training forward, and use
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it in many different ways and all the different
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things that happen in their classrooms. Changing of grade
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levels year to year to try and implement
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that curriculum and really produce
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something that's a guaranteed and viable curriculum, for
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for their students.
Kristi Hemingway: [00:03:36] You know, you have
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hit on such an important issue. Our
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traditional model of professional learning has been
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the one and done workshop or the two days and done
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workshop, that we're then needing
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to actually take into our classrooms and
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have that shift our practice and what we know
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is that it is really isn't very effective: that
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we need job embedded, that we need an apprenticeship
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style, that we need in-classroom coaching style
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to really shift our practice, and this
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shouldn't be a surprise to us because that's how kids
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learn, why would it be any different for us?
Dr. Lori Grace: Absolutely.
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And I think that it becomes, you know, you
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you have a TOSA model or a Teacher On Special Assignment
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Instructional coach model that has been out there for
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quite some time and we had one at the time as
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well, but there was also a misalignment
between
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what the instructional coach was coaching the teacher
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around and then what the principal was going
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in and looking for. And sometimes those things could contradict
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one another. And so it led
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to a lack of coherence for our teachers
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and we're trying to support them through that method. And so the
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last thing you want to do is create more confusion in the classroom.
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I know we aren't alone in
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that journey across the board and
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what we found was that that model
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was not being successful in significantly
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shifting instructional practice
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in the classroom. We can walk classrooms and after
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three years, we've found very little shift
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in core instruction, and we still heard a lot of
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frustration from our practitioners on how
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they were instructing in Math and how they could see the student
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results that they, you know, really desired.
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Kristi Hemingway: And so this set you kind of on a search
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for how to better support those teachers and
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how to create more of a lasting consistent
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shift. When you embarked on that
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search, was there a lot to choose from?
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Dr. Lori Grace: [00:05:52]I believe at that time we had just done our
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Math adoption in grades
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nine through 12. We had already
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as I said, adopted Go Math in
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the earlier grades. And so we had
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reviewed lots of curriculum out there already and it
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hadn't been very long. So we knew there wasn't
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a lot out there. We had just adopted
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see CPM at the 9-12 level
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and you know, we had really
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been out there and looked at things and what we
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said was we know job-embedded coaching is the way
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to go. We just don't know how to get there,
Kristi Hemingway: [00:06:32] The
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CPM math curriculum, that Dr. Grace's District adopted
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for grades 9 through 12 is a teacher created
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Math Curriculum out of UC Davis. It's a reputable
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company based on the Discovery Model and the thing that
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appealed to Dr. Grace's teachers is that they offer
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ongoing professional development and coaching. However,
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the primary elementary and middle great teachers didn't have
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that same level of support and they were struggling to implement
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in a way that produced positive student results. And
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then the district found Swun Math. SW
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UN
Dr. Lori Grace: [00:07:06] And so we found Swun
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and Swun was first
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and foremost, a professional development company. And
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that was something that you know, and they and they
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included job-embedded coaching
with coaches
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that were highly skilled and trained. They had
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received additional pedagogical
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training, additional content training
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and really their method was once a
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month coming out, side by side with teachers
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and moving from, not just demonstration
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but they would have a debrief of that demonstration
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lessons in the classroom. They would debrief that with
teachers.
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They would go through data
chats. You know, everything
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that we talked to them about, that was a the part of job-embedded
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coaching that we knew from the research worked, was
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included in that professional development
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model. And then they had real live
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results from districts that they have been working
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with for years, for us to be able to look
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at and say, okay this really does
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from, you know, the nine thousand foot level
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that my superintendent cares about, you know, from that broad
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level, down to Into the classroom level
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which is what my school leaders and site leaders were caring
[00:08:28] about
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they we could really see the
[00:08:31] results across
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the board
Kristi Hemingway: [00:08:33] Swun Math gave Dr. Grace's
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district the option of using the Swun curriculum,
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or providing the same job embedded coaching with
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the Go Math curriculum, they were already using.
Dr. Lori Grace: [00:08:45] We
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started out saying, okay,
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we're [00:08:49] going to look at this and
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gauge it using our adopted curriculum.
And
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when we did the first two day training
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[00:08:59] immediately, I remember vividly
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,[00:09:02] walking into the summer PD
,and
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having15 of the Middle
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School teachers turn around in the training and say, "Dr.
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Grace are we going to get the student journals and the teacher
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resources as well?" They wanted to immediately shift
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over into using the curriculum.
Kristi Hemingway: [00:09:20] Give us
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a picture then of how this
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is implemented and how it differs from
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that one-and-done model. So you were in a summer training.
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So there was some kind of like workshop
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based training involved. But then where
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does it veer? And how does it become more comprehensive?
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Dr. Lori Grace: [00:09:40] So how it works is, you do a two-day
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initial training for [00:09:45] teachers and
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then you set up a schedule where
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once a month a Swun Coach
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meets with every single teacher on your campus
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[00:09:57] and so it's usually in groups - grade level
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groups - where they are spending,
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you know, about two hours with that group of teachers.
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So, imagine getting two and a half
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hours of really high-quality
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coaching a month from
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around the curriculum and around math, and that's
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what happens in our district. I think year
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three of implementation, before the shutdown
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happened, and we've been here for the last
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two years. [00:10:30] So yeah
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We're probably in our fifth year of implementation
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[00:10:37] for the first two years of implementation. At the same
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time, our teachers are getting monthly PD.
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[00:10:44] Our administrators are getting pulled out about
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three to four times a year. And they're also
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getting trained on the Swun lesson
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design and coaching that
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they should be seeing in their classrooms, and how
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teachers should be implementing the lesson design
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so that coherence occurs that
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we needed so desperately. So not only
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does the Swun coach come out and converse with the school
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leader and the site leader, and they talk about what they're seeing
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and how coaching should be going, but they're getting
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[00:11:21] like school leader dedicated
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training as well, so that they
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are very consistent in what they're looking
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for, and what they're giving teachers feedback, because nothing
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is more frustrating to a teacher in the classroom to be receiving
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coaching, and then have their administrator come and do a walk-through
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and give them feedback on something that's completely separate and
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outside what they
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[00:11:48] were just coached on, it's like, " Ahhh! What am I supposed
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to be doing here?" So,
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Kristi Hemingway: Yeah, that is so important.
I can speak
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from experience on this as someone who worked in professional
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development and literacy coaching. That
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we were an inquiry-based learning company and we would go in
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and work on strategies and pedagogy that
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was inquiry-based and if the administration
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wasn't involved or didn't maybe even know
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what these resources were the teachers are implementing,
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they would come in and give contradictory feedback and it was very
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frustrating for those teachers.
Dr. Lori Grace [00:12:25] Yes well,
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in the adoption of Swun, that
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third component...So I talked about the teacher
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[00:12:32] professional development, that's job embedded and
ongoing,
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the administrator professional development.
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that is creating that coherence across
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the system, and what they should be seeing.
And then
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there is a component that is a parent
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training, that also supports
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what are quick and easy ways that you can support
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your child and math. And what does
[00:12:59] that look like? Doing
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it at the kitchen table, and I was just
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blown away when I saw some of those first sessions
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with our parents and got some of the feedback with our parents
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of, you know, this is really the most impactful,
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you know, parents sessions that I have been
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too because it's, you know, Si
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Swun and Stephanie Villarreal do a tremendous
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[00:13:26] job of really speaking directly
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to parents as parents themselves, and saying
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you know, I know you can be cooking dinner and think I don't have time
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to work with my child but here's how you can do it with your child
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behind you while you're working at the stove and
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[00:13:42] our parents really grabbed onto it and adored
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those parent sessions and continue to.
Kristi Hemingway: [00:13:49] That's
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amazing. That's so, first of all, so real world.
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And second I have not encountered a
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resource anywhere, in any content
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area that provides this many tiers
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and levels of support to
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create a unified approach and philosophy
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within a community.
Dr. Lori Grace: You know. It really was
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impactful for me. I think I had finished my
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doctorate about three years prior to that
and
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had done my doctorate all around
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instructional rounds and creating coherence throughout a system.
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And so, when I saw this, I was like,
"Wow, this is,
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everything we read about coherence, is how you
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get all of the stakeholders moving in the same direction and
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with the same level of understanding or the same
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premise of understanding
Kristi Hemingway: [00:14:40] And we all want to do it.
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Like you said before, we wanted to provide this, we wanted to
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make the shift. We didn't know how. So this is a resource
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that came in and said we know how and we'll walk you through it,
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step by step, and we'll provide all of the pieces. What
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kinds of shifts have you seen first
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of all, with teachers in the classroom within instruction, and then we'll
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talk about students.
Dr. Lori Grace: [00:15:03] So
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you know, I still get chills thinking about
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that first year and it was
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literally within months.
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I could take the superintendent out and take
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board members out and board
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members could see where teachers were in the lesson
design,
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they could see them implementing the
lesson
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design in their classroom, they could
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[00:15:32] see a definite division
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between the phases of the lesson design
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and the lesson design is, you
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know, just elegantly simplistic in
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its approach and it is
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at the basis, a three-phase lesson designed
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[00:15:54] with some really amazing things mixed in. But
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you could really see our teachers feeling
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competent and confident in their
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instruction in math, in a
way that we
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hadn't seen in three years of implementation of
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Go Math, we started to see in the first six months of
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Swun implementation. It
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was just staggering. And
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then being able to see teachers come
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in in full grade levels, and watch a demonstration lesson
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and be talking about math instruction in
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a way that was vulnerable and honest. That
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was exciting to see, you know. I
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have a real feeling that when you don't provide
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our experts, in the classroom, with the tools that they
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need to feel confident and secure,
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that's where you see defensiveness in the
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profession and you see teachers begin to push back
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and become defensive which as administrators
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we often interpret as unwilling to change and
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[00:16:59] stuff. It really isn't that, it's about fear
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[00:17:02] of, I don't know how to do this and I don't have enough support
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to help me do this in a way
...and I
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feel like I'm going to pull a pin out and you're going
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to disrupt my whole classroom routine and
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I'm going to lose kind of the management of that routine.
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Kristi Hemingway: [00:17:20] Yeah, and I'm doing the best I can and if you're telling
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me not to do it this way then I'm left with nothing.
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I love what you just said so much that it made me feel just a
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little bit teary because we all want that administrator who
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just sees that we are... It's
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not that we're not willing to change. We just, if you have a better idea, then
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give me what I need to do it and implement it
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successfully. Of course we all want our kiddos to succeed.
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Of course we do. That's why we're here. So
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what has been the impact on students?
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Dr. Lori Grace : [00:17:58] Our kids have - now you're going to make me cry -
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Kristi Hemingway: Dr. Grace is about to report three distinct,
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measurable student outcomes, and I want to make sure you really
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hear and track with them. So, here's the first
Dr. Lori Grace: [00:18:09] Very,
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very quickly. What we saw was
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[00:18:13] a growth in student talk
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first and foremost. So students knowing how to
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and what their role was, and the expectation was of
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them to talk about the math in meaningful
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ways, from our newcomer English
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learners through our very articulate
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8th graders. We saw more students talking more about
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math and academic content.
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Kristi Hemingway: [00:18:40] So students at all levels talking
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and conversing about math using academic language -
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even the English learners [00:18:47] Second,
Dr Lori Grace: We
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[00:18:48] saw students really understanding
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cognitive routines. I would say that Swun Math, the lesson
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design and the coaching around it is heavy on
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cognitive routines from kinder
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[00:19:01] through eighth grade. And so, from
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grade level to grade level students know kind of some
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of the cognitive routines and when a teacher picks up a
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red pen, they know across the board what that means,
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because they've seen it from second grade through 8th grade.
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[00:19:17] And so we saw students really understanding
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what cognitive routines they needed to follow and how they needed
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to follow the math.
Kristi Hemingway: [00:19:24] Cognitive routines that
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were consistent from primary up into secondary.
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This is huge! When students don't have to
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relearn terms and expectations at each grade level
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and sometimes, even for each teacher, they can
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focus in on content and not only achievement
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increases but classrooms become orderly and peaceful. Next
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Dr. Lori Grace: [00:19:46] We saw them
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[00:19:49] really digging into some challenge problems
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and then over the course of, you know, the last
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three years before the shutdown,
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I think the fun stuff is really getting into the student
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presentations and being able to see
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kids work in groups, and bring up and
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explain the math in a way that
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is active, and engaging and exciting and
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not something that we had seen in
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our classes, or that our teachers probably even
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knew was possible at that point in time.
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Kristi Hemingway: Those are all my favorite indicators of success because
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I'm a teacher. I know there's a listener saying,
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[00:20:35] "What's been your quantitative data?" So can you
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talk about that for a minute?
Dr. Lori Grace: Yeah, so remember
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I said we were flat for [00:20:45] about two years
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in a row, two to three years in a row. And
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I think the year before that we might have grown a percent in math.
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So the first two years of implementation we
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[00:20:57] increased over 4% on
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the SBAC. So that was
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pretty staggering. [00:21:07] Unfortunately,
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where we thought we were going to see our biggest jump was right before
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the shutdown. So we were all. It was kind
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of a gut punch to us when we
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shut down because we we saw the indicators
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of taking really large leaps
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forward. We know that we
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now after being in year five of
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Implementation that I feel like we bounced back
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quicker than some other districts have and our benchmark
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Indicators show that we bounced back. We won't know
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and until this year is over
Kristi Hemingway: [00:21:42] But
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you mentioned that they were very supportive of you during
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distance learning and I'm guessing did, were they able to
provide,
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you know, ongoing strategies and support?
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Dr. Lori Grace: They were able to do more than that. They
395
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partnered with us as a district
396
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and said, [00:22:03] "Okay, we're in
397
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distance learning. We're trying to,
398
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you know, connect with teachers and will support
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them anytime, anywhere, not just around the math." So
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teachers had an on-call person, they could call.
401
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bBut they didn't just do that.
Krist Hemingway: [00:22:18] Dr. Grace and
402
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her leaders spoke with the Swun Math team about
403
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the zoom fatigue of teachers and students and the need
404
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for content that students could engage with prior
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to meeting. This could potentially create a more flipped
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classroom model, allowing the digital meetings to be more
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collaborative.
Dr. Lori Grace: [00:22:38] Our kids are getting real
408
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tired of just watching their teacher on the screen
409
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and being a talking face, we can use breakout
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rooms but engagement doesn't happen the same way.
[00:22:49] So
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within the space of gosh, a
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month, they took every lesson.
413
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Made it [00:22:58] into a animated content
414
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video so that they have
415
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all of their lessons on animated
416
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video lesson. This allowed them to kind of
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watch a cartoon teaching math, pause it,
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ask kids some checkin for understanding,
replay
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it and it allowed them to flip the classroom in other
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grade levels. They did all of this in lightning
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speed with fantastic content.
[00:23:28] We
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got to review several iterations
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of it. We gave them feedback. They were able to go back,
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tailor it, and then take
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it out and coach all of our teachers in how to use it
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in different ways.
Kristi Hemingway: [00:23:44] Wow.
427
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Do Lori Grace: We've those videos throughout the
pandemic. We've
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used them during distance learning, we use
429
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them during hybrid when we had different groups of kids.
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So one group would be staying home, watching the video. You could keep
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both of your groups on pace together in math. We
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have used it during this year when kids would
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go on quarantine. They were able to still get this instruction.
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And one of the most exciting ways is
435
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when we first came back this year, what I
436
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saw was our teachers continuing
437
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to utilize those videos in combo classes,
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So we would have our kids. If you've got a 5/6
439
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combo or fifth graders would be with headphones and from
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their laptops watching the lesson
441
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while the teacher was instructing live to the sixth graders and
442
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then she would pivot and do the same thing
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and so it has all these tremendous applications
444
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outside of distance learning. But what a
445
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partner! I can't I can't even imagine any
446
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[00:24:49] other company
447
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not laughing us out of the room as we suggested.
448
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Kristi Hemingway: Yeah. I mean, I'm just I'm struck by two things. First
449
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of all, honestly, we were needing some of these flexibilities
450
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solutions prior to the pandemic, but the pandemic made
451
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that need immediate. And so moving
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out of that, you know, so many districts were
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not necessarily just going to go back to100%
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in person learning. So now they've been able
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to make this pivot that makes them very nimble
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in their delivery of instruction. And then
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just the responsiveness
Dr. Lori Grace: And imagine being a parent
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because it's also accessible to parents. And you know,
459
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I know across the state we
460
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heard outcrys from parents around Common Core
math
461
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and I don't understand it and imagine being a parent
462
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and being able to watch this cartoon with
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your child when they don't understand how to do their math,
464
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homework, and pause it with them, and talk through it and learn it
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with them. It's just such a great resource.
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Kristi Hemingway: so good. I so appreciate you sharing
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this with our listeners because I've never
468
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really heard of anything like it. I have to be honest.
469
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I don't have a math background, I have an English language arts
470
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background but I've been in the world of professional development
471
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and this is amazing. It's so much more expansive than anything
472
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I've encountered. Who would you recommend this to?
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Who should reach out to Swun Math?
Dr. Lori Grace: I think it's District level
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leadership. I Think that
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site level definitely could reach out to them and talk
476
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with them, but they would eventually be going to
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their curriculum directors to reach out. So
478
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I think anyone anyone working in curriculum
479
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and instruction, math TOSAs that are out there,
480
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superintendents that are out there for sure.
[00:26:43] The
481
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last piece that I really haven't mentioned a little bit about
482
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Swun, is that after
483
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we adopted Swun, what we found was, you
484
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know, we had a real opportunity as a district to collaborate
485
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with other districts across the state who were also
486
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using Swun, to be in a network
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of districts in a professional Learning Community.
Kristi Hemingway: [00:27:05] Holy
488
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cow, that's crazy cool.
Dr. Lori Grace: So
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there's lots of different collaboratives
490
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out there of districts trying to work on the math problem,
491
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but we thought this] was a unique opportunity to address
492
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math achievement utilizing the same strategy
493
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so we're all using Swun math. We all have the
494
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[00:27:27] same strategy that we're utilizing to tackle the same
495
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problem. And so seven districts came
496
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together throughout the state of California
497
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and we represent over 170,000 students
498
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Statewide. We meet with top district
499
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leaders across the state about four times a
500
00:27:46,048 --> 00:27:49,080
year and compare data. We
501
00:27:50,028 --> 00:27:54,060
talk about change management. We talk about implementation.
502
00:27:54,088 --> 00:27:57,088
We've had this unintended consequence of the
503
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the pandemic where we were able to support
504
00:28:01,020 --> 00:28:04,028
one another and strategize throughout the pandemic.
505
00:28:04,040 --> 00:28:07,080
Many had to do with one implementation, but
506
00:28:07,080 --> 00:28:10,080
many had to do with things outside of that
507
00:28:10,080 --> 00:28:14,028
because we already had this platform and
508
00:28:14,028 --> 00:28:17,060
that network, the Strategic Math Network..
509
00:28:17,080 --> 00:28:21,040
Anyone who actually is utilizing
510
00:28:21,040 --> 00:28:24,048
Swun - that's open to them and available to them if they
511
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want to make the commitment to be a part of that strategic
512
00:28:27,068 --> 00:28:31,000
collaborative as well. And it's supported by Michael
513
00:28:31,000 --> 00:28:34,000
Fullen who, I'm sure many of your listeners
514
00:28:34,000 --> 00:28:37,000
who are in education, I don't have to explain who he is,
515
00:28:37,000 --> 00:28:40,020
but he is one of the foremost researchers
516
00:28:40,020 --> 00:28:43,068
in education and and Michael Fullen participates
517
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in the network throughout the year and is studying the
518
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network and its effects as well.
Kristi Hemingway: So amazing.
519
00:28:50,020 --> 00:28:53,020
They facilitated this whole community of practice which is what
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00:28:53,020 --> 00:28:56,048
we all long for. Like, how are other teachers
521
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encountering this problem? How are they dealing with it? I mean we just
522
00:28:59,088 --> 00:29:03,040
have all needed that and often times
523
00:29:03,048 --> 00:29:06,048
even with great resources, it's still left to the school or
524
00:29:06,048 --> 00:29:10,068
District to create that themselves
525
00:29:10,080 --> 00:29:14,000
and usually, it's just among their own community. So the fact that you're able
526
00:29:14,000 --> 00:29:17,068
to have that far-reaching Community, I'm sure has been a
game-changer.
527
00:29:18,048 --> 00:29:22,008
Is there anything else you would like our listeners to know?
528
00:29:22,008 --> 00:29:25,008
Dr. Lori Grace: Just a plug for the coaches themselves.
529
00:29:25,008 --> 00:29:28,068
You know, something that we've long said, and,
530
00:29:28,080 --> 00:29:32,008
you know, within our district is, it's always, it's people
531
00:29:32,008 --> 00:29:35,020
not programs and Swun Math
532
00:29:35,020 --> 00:29:38,020
is probably the best that I have
533
00:29:38,020 --> 00:29:42,040
seen about hiring and training amazing
534
00:29:42,040 --> 00:29:45,088
educators, who are dedicated
535
00:29:46,000 --> 00:29:49,000
to their work and dedicated to the
536
00:29:49,000 --> 00:29:52,008
districts that they serve. I've never ever felt
537
00:29:52,008 --> 00:29:55,020
like they are a curriculum or
538
00:29:55,020 --> 00:29:58,040
PD contractor in any way. I have always
539
00:29:58,040 --> 00:30:02,000
felt like they're a part of our Twin Rivers family. And
540
00:30:02,000 --> 00:30:05,008
[00:30:03] I know many many of
541
00:30:05,008 --> 00:30:08,040
our teachers feel the same way about the coaches that they work with.
542
00:30:08,040 --> 00:30:11,060
I know they care about how our students
543
00:30:11,060 --> 00:30:15,000
perform every bit as much as we care
544
00:30:15,040 --> 00:30:18,080
and you just don't find that with any other outside
545
00:30:19,000 --> 00:30:22,048
vendor that I have ever worked with to the degree
546
00:30:22,048 --> 00:30:25,048
that they mean it and are willing to put the time and effort and
547
00:30:25,048 --> 00:30:30,008
energy behind it.
Kristi Hemingway: [00:30:26] You
548
00:30:30,008 --> 00:30:33,020
can connect with Swun Math curriculum and professional
549
00:30:33,020 --> 00:30:36,048
learning for math through the link in the episode notes.
550
00:30:36,088 --> 00:30:40,000
Swun provides intensive job-embedded
551
00:30:40,000 --> 00:30:43,028
professional learning and coaching for math from primary
552
00:30:43,028 --> 00:30:46,048
grades through Middle School, along with a comprehensive
553
00:30:46,048 --> 00:30:49,048
math curriculum. You can inquire about a free
554
00:30:49,048 --> 00:30:52,048
pilot of either or both by visiting
555
00:30:52,048 --> 00:30:56,000
EdCuration.com and searching Swun Math.
556
00:30:56,008 --> 00:30:59,040
That's S W U N -- and
557
00:30:59,040 --> 00:31:02,068
while you're at EdCuration, check out our free one-hour
558
00:31:02,068 --> 00:31:05,088
micro professional learning Explorations addressing
559
00:31:05,088 --> 00:31:10,008
a wide variety of topics and content areas. Explorations
560
00:31:10,008 --> 00:31:13,008
include downloadable resources, lessons
561
00:31:13,008 --> 00:31:16,060
to use immediately with your students, and a continuing
562
00:31:16,060 --> 00:31:19,068
education certificates for license renewal hours.
563
00:31:20,028 --> 00:31:23,048
Lots to choose from for summer learning and to get you inspired
564
00:31:23,048 --> 00:31:26,060
for the coming school year. Thank you for joining
565
00:31:26,060 --> 00:31:30,000
us today. If you found this episode helpful, please
566
00:31:30,000 --> 00:31:33,000
take a minute and rate and review us on Apple podcasts or
567
00:31:33,000 --> 00:31:36,020
Spotify. Subscribe. Share and join
568
00:31:36,020 --> 00:31:39,020
us again next week to reshape learning with the
569
00:31:39,020 --> 00:31:40,080
EdCuration podcast.
00:00:01,008 --> 00:00:04,008
Education Podcast Netwrok [00:00:01] Hi. I'm Sam Fezzik from the Edumagic podcast,
2
00:00:04,008 --> 00:00:07,008
a part of the education podcast Network, just like the
3
00:00:07,008 --> 00:00:10,040
show you're listening to now. Shows on the network are individually,
4
00:00:10,040 --> 00:00:13,040
owned and opinions, expressed may not reflect others. Find
5
00:00:13,040 --> 00:00:16,040
other interesting education podcasts at edu
6
00:00:16,048 --> 00:00:19,048
podcast network.com.
EdCuration intro: You're listening
7
00:00:19,048 --> 00:00:22,088
to the EdCuration Podcast. We bring you stories from educational
8
00:00:22,088 --> 00:00:26,000
leaders about the instructional movements, resources,
9
00:00:26,000 --> 00:00:30,068
tools and practices that are reshaping learning
Kristi Hemingway: [00:00:27] Hi
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everyone. This is Kristi, and our guest today is
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Dr. Lori Grace, the associate superintendent
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of school leadership at Twin Rivers Unified School District,
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in McClellan, California. Dr. Grace joined
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us in the middle of a school day during the last few weeks of
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school, and I can't imagine a busier time for an
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educator, so you know that she feels strongly about what she came to share.
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A little about Dr. Grace: she has worked at every
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grade band as well as being an intervention counselor, a
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district 504 coordinator and a high school assistant
20
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principal and then principal. In Sacramento
21
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she has served as the Executive Director of Curriculum
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and Instruction prior to her current role.
Dr. Lori Grace: [00:01:16] I
23
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really supervised the entire
instructional program
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from supervision of principles to
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curriculum and instruction work, English learner Services,
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everything that has to do with teaching and learning.
I
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supervise here
Kristi Hemingway: That's a lot! A
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lot of transitioning roles. In the process
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of creating, you know, these learning experiences
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and looking for the best resources. Was
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there a gap or a problem
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or something that you are seeing that caused
33
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you to be searching for the solution that you came to
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share with us today?
Dr. Lori Grace: Definitely, I think
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that, you know, really across the state of California, what we've seen
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is since, you know, 2015, we've seen
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an 11 to 12 percent gap, between performance in
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ELA and performance in math across
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the board for our students. And in the district we
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had really plateaued in our
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achievement in math. And what we
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found was our educators and our practitioners
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in the classroom, really felt far more
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comfortable with the content and the ELA and
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felt like during their teaching programs
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and in their careers, they had spent a lot more time and
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had a lot better grasp of the content around
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ELA and as we transitioned into Common
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Core, there was really a need for
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more professional development. More
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support around the content for math,
Kristi Hemingway: [00:02:51] Dr.
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Grace's District had adopted the Go Math curriculum,
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and the company provided an initial two days of orientation
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and training with the curriculum. But then the teachers
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were left to implement on their own and this is not unusual.
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In fact, this is the typical pattern with curriculum adoptions
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probably 98% of the time
Dr. Lori Grace: [00:03:10] Teachers are
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left to really take that pull that two
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days of standalone training forward, and use
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it in many different ways and all the different
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things that happen in their classrooms. Changing of grade
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levels year to year to try and implement
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that curriculum and really produce
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something that's a guaranteed and viable curriculum, for
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for their students.
Kristi Hemingway: [00:03:36] You know, you have
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hit on such an important issue. Our
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traditional model of professional learning has been
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the one and done workshop or the two days and done
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workshop, that we're then needing
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to actually take into our classrooms and
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have that shift our practice and what we know
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is that it is really isn't very effective: that
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we need job embedded, that we need an apprenticeship
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style, that we need in-classroom coaching style
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to really shift our practice, and this
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shouldn't be a surprise to us because that's how kids
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learn, why would it be any different for us?
Dr. Lori Grace: Absolutely.
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And I think that it becomes, you know, you
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you have a TOSA model or a Teacher On Special Assignment
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Instructional coach model that has been out there for
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quite some time and we had one at the time as
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well, but there was also a misalignment
between
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what the instructional coach was coaching the teacher
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around and then what the principal was going
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in and looking for. And sometimes those things could contradict
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one another. And so it led
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to a lack of coherence for our teachers
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and we're trying to support them through that method. And so the
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last thing you want to do is create more confusion in the classroom.
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I know we aren't alone in
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that journey across the board and
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what we found was that that model
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was not being successful in significantly
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shifting instructional practice
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in the classroom. We can walk classrooms and after
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three years, we've found very little shift
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in core instruction, and we still heard a lot of
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frustration from our practitioners on how
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they were instructing in Math and how they could see the student
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results that they, you know, really desired.
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Kristi Hemingway: And so this set you kind of on a search
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for how to better support those teachers and
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how to create more of a lasting consistent
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shift. When you embarked on that
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search, was there a lot to choose from?
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Dr. Lori Grace: [00:05:52]I believe at that time we had just done our
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Math adoption in grades
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nine through 12. We had already
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as I said, adopted Go Math in
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the earlier grades. And so we had
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reviewed lots of curriculum out there already and it
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hadn't been very long. So we knew there wasn't
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a lot out there. We had just adopted
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see CPM at the 9-12 level
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and you know, we had really
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been out there and looked at things and what we
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said was we know job-embedded coaching is the way
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to go. We just don't know how to get there,
Kristi Hemingway: [00:06:32] The
119
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CPM math curriculum, that Dr. Grace's District adopted
120
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for grades 9 through 12 is a teacher created
121
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Math Curriculum out of UC Davis. It's a reputable
122
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company based on the Discovery Model and the thing that
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appealed to Dr. Grace's teachers is that they offer
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ongoing professional development and coaching. However,
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the primary elementary and middle great teachers didn't have
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that same level of support and they were struggling to implement
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in a way that produced positive student results. And
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then the district found Swun Math. SW
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UN
Dr. Lori Grace: [00:07:06] And so we found Swun
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and Swun was first
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and foremost, a professional development company. And
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that was something that you know, and they and they
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included job-embedded coaching
with coaches
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that were highly skilled and trained. They had
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received additional pedagogical
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training, additional content training
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and really their method was once a
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month coming out, side by side with teachers
139
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and moving from, not just demonstration
140
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but they would have a debrief of that demonstration
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lessons in the classroom. They would debrief that with
teachers.
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They would go through data
chats. You know, everything
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that we talked to them about, that was a the part of job-embedded
144
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coaching that we knew from the research worked, was
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included in that professional development
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model. And then they had real live
147
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results from districts that they have been working
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with for years, for us to be able to look
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at and say, okay this really does
150
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from, you know, the nine thousand foot level
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that my superintendent cares about, you know, from that broad
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level, down to Into the classroom level
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which is what my school leaders and site leaders were caring
[00:08:28] about
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they we could really see the
[00:08:31] results across
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the board
Kristi Hemingway: [00:08:33] Swun Math gave Dr. Grace's
156
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district the option of using the Swun curriculum,
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or providing the same job embedded coaching with
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the Go Math curriculum, they were already using.
Dr. Lori Grace: [00:08:45] We
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started out saying, okay,
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we're [00:08:49] going to look at this and
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gauge it using our adopted curriculum.
And
162
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when we did the first two day training
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[00:08:59] immediately, I remember vividly
164
00:09:02,020 --> 00:09:05,020
,[00:09:02] walking into the summer PD
,and
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having15 of the Middle
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School teachers turn around in the training and say, "Dr.
167
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Grace are we going to get the student journals and the teacher
168
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resources as well?" They wanted to immediately shift
169
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over into using the curriculum.
Kristi Hemingway: [00:09:20] Give us
170
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a picture then of how this
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is implemented and how it differs from
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that one-and-done model. So you were in a summer training.
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So there was some kind of like workshop
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based training involved. But then where
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does it veer? And how does it become more comprehensive?
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Dr. Lori Grace: [00:09:40] So how it works is, you do a two-day
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initial training for [00:09:45] teachers and
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then you set up a schedule where
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once a month a Swun Coach
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meets with every single teacher on your campus
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[00:09:57] and so it's usually in groups - grade level
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groups - where they are spending,
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you know, about two hours with that group of teachers.
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So, imagine getting two and a half
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hours of really high-quality
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coaching a month from
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around the curriculum and around math, and that's
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what happens in our district. I think year
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three of implementation, before the shutdown
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happened, and we've been here for the last
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two years. [00:10:30] So yeah
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We're probably in our fifth year of implementation
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[00:10:37] for the first two years of implementation. At the same
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time, our teachers are getting monthly PD.
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[00:10:44] Our administrators are getting pulled out about
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three to four times a year. And they're also
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getting trained on the Swun lesson
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design and coaching that
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they should be seeing in their classrooms, and how
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teachers should be implementing the lesson design
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so that coherence occurs that
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we needed so desperately. So not only
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does the Swun coach come out and converse with the school
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leader and the site leader, and they talk about what they're seeing
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and how coaching should be going, but they're getting
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[00:11:21] like school leader dedicated
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training as well, so that they
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are very consistent in what they're looking
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for, and what they're giving teachers feedback, because nothing
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is more frustrating to a teacher in the classroom to be receiving
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coaching, and then have their administrator come and do a walk-through
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and give them feedback on something that's completely separate and
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outside what they
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[00:11:48] were just coached on, it's like, " Ahhh! What am I supposed
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to be doing here?" So,
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Kristi Hemingway: Yeah, that is so important.
I can speak
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from experience on this as someone who worked in professional
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development and literacy coaching. That
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we were an inquiry-based learning company and we would go in
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and work on strategies and pedagogy that
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was inquiry-based and if the administration
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wasn't involved or didn't maybe even know
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what these resources were the teachers are implementing,
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they would come in and give contradictory feedback and it was very
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frustrating for those teachers.
Dr. Lori Grace [00:12:25] Yes well,
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in the adoption of Swun, that
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third component...So I talked about the teacher
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[00:12:32] professional development, that's job embedded and
ongoing,
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the administrator professional development.
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that is creating that coherence across
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the system, and what they should be seeing.
And then
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there is a component that is a parent
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training, that also supports
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what are quick and easy ways that you can support
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your child and math. And what does
[00:12:59] that look like? Doing
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it at the kitchen table, and I was just
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blown away when I saw some of those first sessions
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with our parents and got some of the feedback with our parents
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of, you know, this is really the most impactful,
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you know, parents sessions that I have been
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too because it's, you know, Si
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Swun and Stephanie Villarreal do a tremendous
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[00:13:26] job of really speaking directly
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to parents as parents themselves, and saying
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you know, I know you can be cooking dinner and think I don't have time
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to work with my child but here's how you can do it with your child
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behind you while you're working at the stove and
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[00:13:42] our parents really grabbed onto it and adored
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those parent sessions and continue to.
Kristi Hemingway: [00:13:49] That's
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amazing. That's so, first of all, so real world.
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And second I have not encountered a
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resource anywhere, in any content
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area that provides this many tiers
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and levels of support to
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create a unified approach and philosophy
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within a community.
Dr. Lori Grace: You know. It really was
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impactful for me. I think I had finished my
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doctorate about three years prior to that
and
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had done my doctorate all around
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instructional rounds and creating coherence throughout a system.
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And so, when I saw this, I was like,
"Wow, this is,
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everything we read about coherence, is how you
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get all of the stakeholders moving in the same direction and
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with the same level of understanding or the same
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premise of understanding
Kristi Hemingway: [00:14:40] And we all want to do it.
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Like you said before, we wanted to provide this, we wanted to
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make the shift. We didn't know how. So this is a resource
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that came in and said we know how and we'll walk you through it,
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step by step, and we'll provide all of the pieces. What
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kinds of shifts have you seen first
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of all, with teachers in the classroom within instruction, and then we'll
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talk about students.
Dr. Lori Grace: [00:15:03] So
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you know, I still get chills thinking about
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that first year and it was
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literally within months.
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I could take the superintendent out and take
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board members out and board
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members could see where teachers were in the lesson
design,
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they could see them implementing the
lesson
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design in their classroom, they could
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[00:15:32] see a definite division
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between the phases of the lesson design
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and the lesson design is, you
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know, just elegantly simplistic in
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its approach and it is
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at the basis, a three-phase lesson designed
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[00:15:54] with some really amazing things mixed in. But
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you could really see our teachers feeling
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competent and confident in their
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instruction in math, in a
way that we
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hadn't seen in three years of implementation of
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Go Math, we started to see in the first six months of
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Swun implementation. It
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was just staggering. And
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then being able to see teachers come
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in in full grade levels, and watch a demonstration lesson
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and be talking about math instruction in
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a way that was vulnerable and honest. That
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was exciting to see, you know. I
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have a real feeling that when you don't provide
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our experts, in the classroom, with the tools that they
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need to feel confident and secure,
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that's where you see defensiveness in the
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profession and you see teachers begin to push back
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and become defensive which as administrators
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we often interpret as unwilling to change and
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[00:16:59] stuff. It really isn't that, it's about fear
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[00:17:02] of, I don't know how to do this and I don't have enough support
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to help me do this in a way
...and I
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feel like I'm going to pull a pin out and you're going
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to disrupt my whole classroom routine and
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I'm going to lose kind of the management of that routine.
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Kristi Hemingway: [00:17:20] Yeah, and I'm doing the best I can and if you're telling
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me not to do it this way then I'm left with nothing.
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I love what you just said so much that it made me feel just a
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little bit teary because we all want that administrator who
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just sees that we are... It's
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not that we're not willing to change. We just, if you have a better idea, then
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give me what I need to do it and implement it
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successfully. Of course we all want our kiddos to succeed.
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Of course we do. That's why we're here. So
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what has been the impact on students?
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Dr. Lori Grace : [00:17:58] Our kids have - now you're going to make me cry -
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Kristi Hemingway: Dr. Grace is about to report three distinct,
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measurable student outcomes, and I want to make sure you really
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hear and track with them. So, here's the first
Dr. Lori Grace: [00:18:09] Very,
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very quickly. What we saw was
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[00:18:13] a growth in student talk
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first and foremost. So students knowing how to
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and what their role was, and the expectation was of
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them to talk about the math in meaningful
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ways, from our newcomer English
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learners through our very articulate
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8th graders. We saw more students talking more about
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math and academic content.
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Kristi Hemingway: [00:18:40] So students at all levels talking
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and conversing about math using academic language -
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even the English learners [00:18:47] Second,
Dr Lori Grace: We
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[00:18:48] saw students really understanding
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cognitive routines. I would say that Swun Math, the lesson
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design and the coaching around it is heavy on
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cognitive routines from kinder
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[00:19:01] through eighth grade. And so, from
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grade level to grade level students know kind of some
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of the cognitive routines and when a teacher picks up a
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red pen, they know across the board what that means,
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because they've seen it from second grade through 8th grade.
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[00:19:17] And so we saw students really understanding
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what cognitive routines they needed to follow and how they needed
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to follow the math.
Kristi Hemingway: [00:19:24] Cognitive routines that
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were consistent from primary up into secondary.
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This is huge! When students don't have to
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relearn terms and expectations at each grade level
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and sometimes, even for each teacher, they can
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focus in on content and not only achievement
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increases but classrooms become orderly and peaceful. Next
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Dr. Lori Grace: [00:19:46] We saw them
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[00:19:49] really digging into some challenge problems
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and then over the course of, you know, the last
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three years before the shutdown,
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I think the fun stuff is really getting into the student
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presentations and being able to see
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kids work in groups, and bring up and
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explain the math in a way that
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is active, and engaging and exciting and
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not something that we had seen in
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our classes, or that our teachers probably even
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knew was possible at that point in time.
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Kristi Hemingway: Those are all my favorite indicators of success because
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I'm a teacher. I know there's a listener saying,
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[00:20:35] "What's been your quantitative data?" So can you
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talk about that for a minute?
Dr. Lori Grace: Yeah, so remember
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I said we were flat for [00:20:45] about two years
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in a row, two to three years in a row. And
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I think the year before that we might have grown a percent in math.
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So the first two years of implementation we
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[00:20:57] increased over 4% on
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the SBAC. So that was
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pretty staggering. [00:21:07] Unfortunately,
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where we thought we were going to see our biggest jump was right before
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the shutdown. So we were all. It was kind
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of a gut punch to us when we
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shut down because we we saw the indicators
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of taking really large leaps
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forward. We know that we
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now after being in year five of
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Implementation that I feel like we bounced back
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quicker than some other districts have and our benchmark
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Indicators show that we bounced back. We won't know
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and until this year is over
Kristi Hemingway: [00:21:42] But
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you mentioned that they were very supportive of you during
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distance learning and I'm guessing did, were they able to
provide,
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you know, ongoing strategies and support?
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Dr. Lori Grace: They were able to do more than that. They
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partnered with us as a district
396
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and said, [00:22:03] "Okay, we're in
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distance learning. We're trying to,
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you know, connect with teachers and will support
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them anytime, anywhere, not just around the math." So
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teachers had an on-call person, they could call.
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bBut they didn't just do that.
Krist Hemingway: [00:22:18] Dr. Grace and
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her leaders spoke with the Swun Math team about
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the zoom fatigue of teachers and students and the need
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for content that students could engage with prior
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to meeting. This could potentially create a more flipped
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classroom model, allowing the digital meetings to be more
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collaborative.
Dr. Lori Grace: [00:22:38] Our kids are getting real
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tired of just watching their teacher on the screen
409
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and being a talking face, we can use breakout
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rooms but engagement doesn't happen the same way.
[00:22:49] So
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within the space of gosh, a
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month, they took every lesson.
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Made it [00:22:58] into a animated content
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video so that they have
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all of their lessons on animated
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00:23:08,028 --> 00:23:11,040
video lesson. This allowed them to kind of
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watch a cartoon teaching math, pause it,
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ask kids some checkin for understanding,
replay
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it and it allowed them to flip the classroom in other
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grade levels. They did all of this in lightning
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speed with fantastic content.
[00:23:28] We
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got to review several iterations
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of it. We gave them feedback. They were able to go back,
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tailor it, and then take
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it out and coach all of our teachers in how to use it
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in different ways.
Kristi Hemingway: [00:23:44] Wow.
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Do Lori Grace: We've those videos throughout the
pandemic. We've
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used them during distance learning, we use
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them during hybrid when we had different groups of kids.
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00:23:55,020 --> 00:23:58,028
So one group would be staying home, watching the video. You could keep
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both of your groups on pace together in math. We
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00:24:02,048 --> 00:24:05,048
have used it during this year when kids would
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00:24:05,048 --> 00:24:09,020
go on quarantine. They were able to still get this instruction.
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00:24:09,068 --> 00:24:12,088
And one of the most exciting ways is
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00:24:13,008 --> 00:24:16,008
when we first came back this year, what I
436
00:24:16,008 --> 00:24:19,040
saw was our teachers continuing
437
00:24:19,040 --> 00:24:23,000
to utilize those videos in combo classes,
438
00:24:23,040 --> 00:24:26,060
So we would have our kids. If you've got a 5/6
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00:24:26,060 --> 00:24:29,068
combo or fifth graders would be with headphones and from
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00:24:29,068 --> 00:24:32,068
their laptops watching the lesson
441
00:24:32,088 --> 00:24:35,088
while the teacher was instructing live to the sixth graders and
442
00:24:35,088 --> 00:24:39,008
then she would pivot and do the same thing
443
00:24:39,068 --> 00:24:42,088
and so it has all these tremendous applications
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00:24:42,088 --> 00:24:45,088
outside of distance learning. But what a
445
00:24:45,088 --> 00:24:49,000
partner! I can't I can't even imagine any
446
00:24:49,020 --> 00:24:53,040
[00:24:49] other company
447
00:24:53,080 --> 00:24:57,068
not laughing us out of the room as we suggested.
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00:24:57,068 --> 00:25:00,080
Kristi Hemingway: Yeah. I mean, I'm just I'm struck by two things. First
449
00:25:00,080 --> 00:25:04,060
of all, honestly, we were needing some of these flexibilities
450
00:25:04,060 --> 00:25:07,060
solutions prior to the pandemic, but the pandemic made
451
00:25:07,060 --> 00:25:10,068
that need immediate. And so moving
452
00:25:10,068 --> 00:25:14,000
out of that, you know, so many districts were
453
00:25:14,000 --> 00:25:17,008
not necessarily just going to go back to100%
454
00:25:17,008 --> 00:25:20,008
in person learning. So now they've been able
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00:25:20,008 --> 00:25:23,040
to make this pivot that makes them very nimble
456
00:25:23,040 --> 00:25:26,088
in their delivery of instruction. And then
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00:25:26,088 --> 00:25:30,028
just the responsiveness
Dr. Lori Grace: And imagine being a parent
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00:25:30,028 --> 00:25:33,048
because it's also accessible to parents. And you know,
459
00:25:33,048 --> 00:25:36,060
I know across the state we
460
00:25:36,060 --> 00:25:39,060
heard outcrys from parents around Common Core
math
461
00:25:39,060 --> 00:25:42,080
and I don't understand it and imagine being a parent
462
00:25:42,080 --> 00:25:45,080
and being able to watch this cartoon with
463
00:25:45,080 --> 00:25:48,080
your child when they don't understand how to do their math,
464
00:25:48,080 --> 00:25:51,088
homework, and pause it with them, and talk through it and learn it
465
00:25:51,088 --> 00:25:54,088
with them. It's just such a great resource.
466
00:25:55,020 --> 00:25:58,020
Kristi Hemingway: so good. I so appreciate you sharing
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00:25:58,020 --> 00:26:01,020
this with our listeners because I've never
468
00:26:01,048 --> 00:26:04,060
really heard of anything like it. I have to be honest.
469
00:26:04,060 --> 00:26:07,068
I don't have a math background, I have an English language arts
470
00:26:07,068 --> 00:26:10,068
background but I've been in the world of professional development
471
00:26:10,068 --> 00:26:14,000
and this is amazing. It's so much more expansive than anything
472
00:26:14,000 --> 00:26:17,000
I've encountered. Who would you recommend this to?
473
00:26:17,000 --> 00:26:20,028
Who should reach out to Swun Math?
Dr. Lori Grace: I think it's District level
474
00:26:20,028 --> 00:26:23,068
leadership. I Think that
475
00:26:24,000 --> 00:26:27,008
site level definitely could reach out to them and talk
476
00:26:27,008 --> 00:26:30,008
with them, but they would eventually be going to
477
00:26:30,008 --> 00:26:33,048
their curriculum directors to reach out. So
478
00:26:33,068 --> 00:26:37,020
I think anyone anyone working in curriculum
479
00:26:37,020 --> 00:26:40,020
and instruction, math TOSAs that are out there,
480
00:26:40,040 --> 00:26:43,048
superintendents that are out there for sure.
[00:26:43] The
481
00:26:43,048 --> 00:26:46,060
last piece that I really haven't mentioned a little bit about
482
00:26:46,060 --> 00:26:50,000
Swun, is that after
483
00:26:50,000 --> 00:26:53,008
we adopted Swun, what we found was, you
484
00:26:53,008 --> 00:26:56,040
know, we had a real opportunity as a district to collaborate
485
00:26:56,040 --> 00:26:59,048
with other districts across the state who were also
486
00:26:59,048 --> 00:27:02,088
using Swun, to be in a network
487
00:27:02,088 --> 00:27:06,000
of districts in a professional Learning Community.
Kristi Hemingway: [00:27:05] Holy
488
00:27:06,000 --> 00:27:09,048
cow, that's crazy cool.
Dr. Lori Grace: So
489
00:27:09,048 --> 00:27:13,020
there's lots of different collaboratives
490
00:27:13,020 --> 00:27:17,000
out there of districts trying to work on the math problem,
491
00:27:17,008 --> 00:27:20,048
but we thought this] was a unique opportunity to address
492
00:27:21,000 --> 00:27:24,008
math achievement utilizing the same strategy
493
00:27:24,008 --> 00:27:27,008
so we're all using Swun math. We all have the
494
00:27:27,008 --> 00:27:30,020
[00:27:27] same strategy that we're utilizing to tackle the same
495
00:27:30,020 --> 00:27:33,028
problem. And so seven districts came
496
00:27:33,028 --> 00:27:36,060
together throughout the state of California
497
00:27:36,060 --> 00:27:40,008
and we represent over 170,000 students
498
00:27:40,028 --> 00:27:43,048
Statewide. We meet with top district
499
00:27:43,048 --> 00:27:46,048
leaders across the state about four times a
500
00:27:46,048 --> 00:27:49,080
year and compare data. We
501
00:27:50,028 --> 00:27:54,060
talk about change management. We talk about implementation.
502
00:27:54,088 --> 00:27:57,088
We've had this unintended consequence of the
503
00:27:57,088 --> 00:28:01,020
the pandemic where we were able to support
504
00:28:01,020 --> 00:28:04,028
one another and strategize throughout the pandemic.
505
00:28:04,040 --> 00:28:07,080
Many had to do with one implementation, but
506
00:28:07,080 --> 00:28:10,080
many had to do with things outside of that
507
00:28:10,080 --> 00:28:14,028
because we already had this platform and
508
00:28:14,028 --> 00:28:17,060
that network, the Strategic Math Network..
509
00:28:17,080 --> 00:28:21,040
Anyone who actually is utilizing
510
00:28:21,040 --> 00:28:24,048
Swun - that's open to them and available to them if they
511
00:28:24,048 --> 00:28:27,068
want to make the commitment to be a part of that strategic
512
00:28:27,068 --> 00:28:31,000
collaborative as well. And it's supported by Michael
513
00:28:31,000 --> 00:28:34,000
Fullen who, I'm sure many of your listeners
514
00:28:34,000 --> 00:28:37,000
who are in education, I don't have to explain who he is,
515
00:28:37,000 --> 00:28:40,020
but he is one of the foremost researchers
516
00:28:40,020 --> 00:28:43,068
in education and and Michael Fullen participates
517
00:28:43,068 --> 00:28:46,080
in the network throughout the year and is studying the
518
00:28:46,080 --> 00:28:50,020
network and its effects as well.
Kristi Hemingway: So amazing.
519
00:28:50,020 --> 00:28:53,020
They facilitated this whole community of practice which is what
520
00:28:53,020 --> 00:28:56,048
we all long for. Like, how are other teachers
521
00:28:56,068 --> 00:28:59,088
encountering this problem? How are they dealing with it? I mean we just
522
00:28:59,088 --> 00:29:03,040
have all needed that and often times
523
00:29:03,048 --> 00:29:06,048
even with great resources, it's still left to the school or
524
00:29:06,048 --> 00:29:10,068
District to create that themselves
525
00:29:10,080 --> 00:29:14,000
and usually, it's just among their own community. So the fact that you're able
526
00:29:14,000 --> 00:29:17,068
to have that far-reaching Community, I'm sure has been a
game-changer.
527
00:29:18,048 --> 00:29:22,008
Is there anything else you would like our listeners to know?
528
00:29:22,008 --> 00:29:25,008
Dr. Lori Grace: Just a plug for the coaches themselves.
529
00:29:25,008 --> 00:29:28,068
You know, something that we've long said, and,
530
00:29:28,080 --> 00:29:32,008
you know, within our district is, it's always, it's people
531
00:29:32,008 --> 00:29:35,020
not programs and Swun Math
532
00:29:35,020 --> 00:29:38,020
is probably the best that I have
533
00:29:38,020 --> 00:29:42,040
seen about hiring and training amazing
534
00:29:42,040 --> 00:29:45,088
educators, who are dedicated
535
00:29:46,000 --> 00:29:49,000
to their work and dedicated to the
536
00:29:49,000 --> 00:29:52,008
districts that they serve. I've never ever felt
537
00:29:52,008 --> 00:29:55,020
like they are a curriculum or
538
00:29:55,020 --> 00:29:58,040
PD contractor in any way. I have always
539
00:29:58,040 --> 00:30:02,000
felt like they're a part of our Twin Rivers family. And
540
00:30:02,000 --> 00:30:05,008
[00:30:03] I know many many of
541
00:30:05,008 --> 00:30:08,040
our teachers feel the same way about the coaches that they work with.
542
00:30:08,040 --> 00:30:11,060
I know they care about how our students
543
00:30:11,060 --> 00:30:15,000
perform every bit as much as we care
544
00:30:15,040 --> 00:30:18,080
and you just don't find that with any other outside
545
00:30:19,000 --> 00:30:22,048
vendor that I have ever worked with to the degree
546
00:30:22,048 --> 00:30:25,048
that they mean it and are willing to put the time and effort and
547
00:30:25,048 --> 00:30:30,008
energy behind it.
Kristi Hemingway: [00:30:26] You
548
00:30:30,008 --> 00:30:33,020
can connect with Swun Math curriculum and professional
549
00:30:33,020 --> 00:30:36,048
learning for math through the link in the episode notes.
550
00:30:36,088 --> 00:30:40,000
Swun provides intensive job-embedded
551
00:30:40,000 --> 00:30:43,028
professional learning and coaching for math from primary
552
00:30:43,028 --> 00:30:46,048
grades through Middle School, along with a comprehensive
553
00:30:46,048 --> 00:30:49,048
math curriculum. You can inquire about a free
554
00:30:49,048 --> 00:30:52,048
pilot of either or both by visiting
555
00:30:52,048 --> 00:30:56,000
EdCuration.com and searching Swun Math.
556
00:30:56,008 --> 00:30:59,040
That's S W U N -- and
557
00:30:59,040 --> 00:31:02,068
while you're at EdCuration, check out our free one-hour
558
00:31:02,068 --> 00:31:05,088
micro professional learning Explorations addressing
559
00:31:05,088 --> 00:31:10,008
a wide variety of topics and content areas. Explorations
560
00:31:10,008 --> 00:31:13,008
include downloadable resources, lessons
561
00:31:13,008 --> 00:31:16,060
to use immediately with your students, and a continuing
562
00:31:16,060 --> 00:31:19,068
education certificates for license renewal hours.
563
00:31:20,028 --> 00:31:23,048
Lots to choose from for summer learning and to get you inspired
564
00:31:23,048 --> 00:31:26,060
for the coming school year. Thank you for joining
565
00:31:26,060 --> 00:31:30,000
us today. If you found this episode helpful, please
566
00:31:30,000 --> 00:31:33,000
take a minute and rate and review us on Apple podcasts or
567
00:31:33,000 --> 00:31:36,020
Spotify. Subscribe. Share and join
568
00:31:36,020 --> 00:31:39,020
us again next week to reshape learning with the
569
00:31:39,020 --> 00:31:40,080
EdCuration podcast.
