Happy Thanksgiving!

Hoping for a great time ahead, when all of us will be together...

cheers to us for all the blessings!

CNN's Hero of the Year is a Filipino Teacher

I woke up very early this morning at 4am feeling so restless. I feel like I'm in a crossroad, I don't understand. I was working the whole day yesterday but my mind was somewhere else. Just a few minutes ago, my husband shared me this news: Yesterday, Efren Peñaflorida won over nine other "CNN heroes," seven of whom were American. He is a Filipino teacher.

In his acceptance speech at the Kodak Theatre in Hollywood, CNN quoted him as saying: "Serve, serve well, serve others above yourself and be happy to serve. As I always tell my co-volunteers... you are the change that you dream as I am the change that I dream and collectively we are the change that this world needs to be."



I hope to meet him one day. He is the teacher that I want to be.

Doing what it takes...

I am now a National Board Certified Teacher (NBCT class of '09), it is a dream come true. I did not become an effective teacher overnight, knowledge and implementation of the national teaching standards and best practices over time made me the educator that I am today.
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I thought my sleepless nights on the National Board was over after conquering it. But still I have been tossing and turning for the past two nights too excited to sleep recalling my challenges during my candidacy and looking forward to my next steps.
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It was a personal decision for me to do whatever it takes to succeed. It was during my darkest times after my third year as a teacher under Dr. Janey's leadership that I embarked on this journey. I knew I was doing the right things as a teacher but good enough was not the best for my students. I wanted to know the best teaching practices according to the national teaching standards.
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I did not get the support that I needed from my former principal, but the moral booster from my special education coordinator, a NWP colleague from Massachusetts, a parent, and my students are strong enough give me the push that I needed to continue amidst the adversities. My grandmother was another inspiration, she told me that "tough times never last but tough people do", and gave me the book before I left the Philippines in 2003; I read it again during my reflection. I closed my doors to my friends and have forgotten about my self, I focused on honing my skills as a teacher and helping my students maximize their potential.
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One of my colleagues from the Pinoy Teachers Network reminded me that : "Teachers who inspire realize there will always be rocks in the road ahead of us. They will be stumbling blocks or stepping stones; it all depends on how we use them." From experiences I learned to look around at what others have done and what I can do. Some of them have already met what I was going through. At work, I faced a big challenge, I decided to see it through.
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I received my NBC Blue Box three times; I missed by 20 points the first time I took it. It was understandable knowing that I was not a master teacher and I was still trying to absorb the Five Core Propositions of the National Board. I never back down once I start something, I press harder each time I try. The second round that I went through the process was more difficult because I was in a traumatic situation in my school and I was on my third trimester of my pregnancy. I submitted my second entry two weeks after giving birth, with the expectation that my score was going to drop big time!
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When I got my results last year lo and behold, I only missed by 2 points, and the feeling was worse. I was crying when my new principal came in my classroom and talked to me, she said:
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"Ms. Angala, you have gone this far on your own, just missing 2 points from the goal, without anybody there to support you. You are going to retake the national board and you are going to pass. Why? Because I am here to support you, we will go over your entry before you submit it.

You will pass because now I see a teacher who is worthy of being called a National Board Certified Teacher. I see a teacher in front of me who is working hard to be able to pull the scores of her special needs students out of below basic in the benchmark assessments. I see a teacher who is helping her colleagues create an inviting classroom environment and a better lesson plan for their students. I see a teacher who is able to pull together resources and grants, and community help for her students to achieve. I see a teacher who is open to suggestions, receptive, and is willing to learn and make things better for her students. You will retake the National Board, and I know you will pass because you are now ready."
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More than 200 hours was again spent on reflective writing and doing research on classroom management. I did not have to retake another portfolio on Enhancing Social Development, I just had to do the Assessment Center computer based test. I was so brave to retake Entry 3 when I knew that this was my weakness. I told my colleagues that I would like to get better in this area. I knew that doing a lot of reflection and researching for more effective behavior management strategies would help me become a better teacher. The percentage of losing was higher, it was more risky.
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When I received the email reminder last Wednesday that the results are coming out Friday, I was already anxious. I did not know who to tell about it, I was sick as a dog until the results came out last Friday. When I logged in my profile in the NBPTS website I had to read it more than three times and check my scores repeatedly. Yes, I nailed it the third round! This has been the most challenging but my most rewarding professional development experience as a teacher! Each round made me a better teacher that my students deserve; each year showed increase in my students' achievement as evidenced by their authentic work and not just test scores.
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To my colleagues in DC Public Schools, we need to set higher expectations and higher standards for ourselves so we can inspire our students and encourage them to do what it takes to be successful in life. We need to make a strong decision to take control of our actions and not just to sit by and let others define effective teaching for us. We are the key players in the education arena and not just mere instruments in this education reform. We need to make our voice heard and let everyone know what matters most to our students that we, classroom teachers, better understand.
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I have gotten texts, emails, Twitter messages, calls from the people who are significant to me and those who are in my professional network. My hubby's Facebook (sorry I decided not to have another addiction) was also flooded with messages from our friends and relatives. Thank you all for believing in me, you are my inspiration.
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Tough times never last but tough people do!

National Board Certified at last!

Dreams do come true. I am now a National Board Certified Teacher! I got the result from the NBPTS website just 30 minutes ago. My NBPTS profile webpage says:

Dear MARIA LOURDES CRIBE ANGALA:

Congratulations! You are a National Board Certified Teacher®!

I am pleased to inform you that your performance met the standard for National Board Certification® set by the board of directors of the National Board for Professional Teaching Standards® (NBPTS®). Please accept my personal congratulations on your achievement. The certificate, a symbol of your accomplishment and the status you have achieved, should reach you sometime after February. We hope you will display it with pride.

To achieve National Board Certification, a candidate must earn a total weighted scaled score that equals or exceeds 275. Your total weighted scaled score, exercise scores and weighted exercise scores are shown on your score profile. Information that describes the criteria used to score candidate responses can be found in the Scoring Guide located on the NBPTS Web site.

The American Council on Education (ACE) now recognizes the National Board Certification process as comparable to graduate level coursework. As a National Board Certified Teacher (NBCT), you are now eligible to request a transcript from ACE that recommends you receive up to nine semester hours of graduate credit in education. You can find more information about requesting a transcript for graduate credit on the NBPTS Web site.

I am confident that this achievement marks the beginning of a long and productive relationship between you and NBPTS. In virtually every case, achieving National Board Certification signals the start of a new, exciting phase in an educator's professional life. As a National Board Certified Teacher, you have the opportunity to play an active role in charting the future of American education.

You can expect to be sought out by candidates, administrators, media, education organizations and professional associations for your insights on the certification process and other education issues. NBPTS is prepared to help you share information about National Board Certification with your colleagues. Your name will be included among the list of National Board Certified Teachers that is posted on the NBPTS Web site, so please keep your information current in our records. We look forward to your active involvement in the years to come as our work to integrate National Board Certification in American education continues.

On behalf of the NBPTS Board of Directors and staff, I extend our best wishes for your continued success.

With warm regards,

Joseph A. Aguerrebere, Ed. D.
President & CEO

Comments on my class blog

Been busy lately with so much stuff that I seldom check and update my class blog. I was surprised to get a stream of comments lately acknowledging the resources that I have on the blog for the students and parents. Read on...

- Hello Ms. Angala, After viewing the blog you have created I am really impressed. Everything that you have set up for not only your students but their parents is truly amazing. I think this is a great way for communication, and I love that the parents can just look on here to see what is going on. I can tell that you really care about your students, and I can tell that the students seem to enjoy how you teach them. Those math raps were very creative and fun. Good luck wtih the rest of your teaching and keep up the good work with this blog. -Becky C.

- Wow, I am so impressed not only by all the work I am sure went into this on your part but also the students hardwork and dedication. The blog is incredibly organized and it shares the students perspective of learning. I just wanna say thank you for putting out this blog and keep up the great work! It is great to see a teacher who is so dedicated and students who are excited about learning. I am sure also that this makes learning fun for the students as well. Have a great rest of the year! -Sarah L.

- Hello---I love the idea of having lesson plans, students activities, etc on a blog for all to see. I have to say this is really impressive. It is nice to see a teacher who cares about her students and really shows it by writing in your blog. I do not know if the school you work at requires all teachers to have blogs, but if you are required, that is great because it seems like a great idea! I love the creativity of your students with the math raps and also how motivated they are to do well. Keep up the good work and good luck to your students on whatever test is coming up!~Erika H.

-- Hello Ms. Angala, I am a student of Professor Post and Trinity Christian College. Just from browsing through your site I really love what you have created! You really have gone above and beyond your call of duty! You seem to be VERY dedicated to your students and that is amazing! If I could encourage your students just by saying, take advantage of all that Ms. Angala is providing for you! You wont always have a teacher who cares so much about the success of the students! She isn't trying to just give you more homework, but what she is having you do will really benefit you in the future! You seem to have been really blessed with an amazing teacher! Good luck on the tests in the spring! - Becky N.

Thanks to those who left these messages. I try to do whatever it takes for my students to learn the learning standards that they need for the next level. These resources that I have in our class blog will help them review lessons and do homework and be ready for our class everyday. I appreciate all the kind words and I am sure my students will be thrilled to hear your messages. Please keep in touch and all the best!

"Glee" producers criticized for not casting actor with disabilities

This photo taken Nov. 5, 2009 shows Janis Hirsch, second from left, a... ((AP Photo/Reed Saxon)

Producers of the Fox program "Glee," which portrays a high-school student who uses a wheelchair, are under fire for not casting an actor who is disabled to play the role of the student on the show. While advocacy groups have criticized the entertainment industry for its hiring practices, the show's executive producer said he sought the best talent for the show. An episode of "Glee" in which students use wheelchairs in solidarity with the character who has disabilities is scheduled to air tonight. San Jose Mercury News (Calif.)/The Associated Press

Teachers can see "kid's-eye-view" in "Where the Wild Things Are"

Every teacher should see the movie "Where the Wild Things Are" because it will help educators understand how children view the world, writes high-school English teacher Dan Brown in this blog post. In the movie, a teacher tells 9-year-old Max that the sun will die. This news has a tremendous effect on Max and demonstrates the need for emotional support in schools and from teachers, not just methodical instruction, Brown writes. Teacher Leaders Network/Get In the Fracas blog

Billiards team helps improve student grades

A Texas educator helped launch a billiards program at her high school -- an initiative that has encouraged many students to improve their studies so they can play pool before and after school. Nicole Redmond helped the school secure a pool table, which was placed in the school library, and the program is part of the Texas BETTER High School league -- Billiards Excellence Through Training Education and Recreation. The Dallas Morning News

Teachers learn to cope with stress through intensive program

A teacher-training program called Cultivating Awareness and Resilience in Education helps teachers cope with stress. Teachers who participate in the workshop learn to recognize when they are becoming stressed and deal with it through meditation and other means. "I've learned to take a step back, calm myself down, and then respond to students with more empathy," one teacher said. "I can resolve issues more quickly, and my students show genuine concern for each other, because I am giving them that space." Edutopia magazine

Software provides digital, Braille books to students with disabilities

A new computer program is helping provide quicker access to digital and Braille textbooks for university students with disabilities. The Alternative Media Access Center provides the adapted textbooks to colleges in Georgia and hopes to provide the service to half of U.S. colleges by next year. "If I didn't have this service, I can tell you with 100 percent certainty that I would have failed my classes this semester," one student said. WCTV-TV (Tallahassee, Fla.)

Teachers see possibilities in classroom technology

At conference: Clay Middle School teacher Liana Giles writes on a whiteboard -- an interactive electronic display that combines functions of a blackboard, computer and overhead projector, allowing computer monitor displays to be viewed and worked on in class. - Matt Detrich / The Star

Educators and students caught a glimpse of the classroom of the future at a conference in Indiana. Teachers said tools such as interactive whiteboards, laptop computers and the Internet will help improve achievement by providing a wider variety of teaching tools that will allow them to find a way to meet the individual needs of all students. "I would use something different every day," one teacher said of having the latest technology in the classroom. "Every kid would be interested in something." The Indianapolis Star (11/6)

Report: Interactive whiteboards improve student learning: A report released at the recent State Education Technology Directors Association Education Forum showed that the use of interactive whiteboards does have a positive effect on learning, if done correctly. "The teachers [who] didn't see improvement with [whiteboards] were usually those who didn't make sure the content, and not the add-ons, came first. Content, and knowing what you're trying to teach, is key," said Robert Marzano, CEO of Marzano Research Laboratory, which conducted the research. eSchool News (11/4)

Staff volunteers at cash-strapped center for people who cannot hear

Mario Huerta, who teaches English at the Center for Communicative Development in Koreatown, has been working for half pay. He's feeling the financial strain, he said, but "I'm willing to give up a check to keep this school open." (Mark Boster / Los Angeles Times / November 3, 2009)

A Los Angeles school that teaches American Sign Language and English-literacy skills to people who cannot hear is relying on members of its staff to volunteer to keep instruction going as state funding has been delayed and private donations have fallen victim to the economic recession. "I'm willing to give up a check to keep this school open," said one of the school's English instructors. The center, which receives state funding for about half its $550,000 budget, says its financial troubles should ease as soon as the state resumes payments to disability service providers. Los Angeles Times

Play showcases story of raising child with autism

"Autistic License" by Stacey Dinner-Levin will be the season opener for Harbor Light Stage's 2009-10 Bold Face Play Readings series.

A docudrama about raising a child who has autism is set to take the stage at a New Hampshire theater this weekend. "Autistic License," was written by Minnesota playwright Stacey Dinner-Levin who has a child with autism. "Theater humanizes issues. It puts a beating heart inside of facts," said the theater's creative director. The closing performance Sunday will be followed by a symposium that will include special educators. Foster's Daily Democrat (Dover, N.H.)

Studies to look at video games that could help people with disabilities

The Robert Wood Johnson Foundation announced $1.85 million in funding for nine research projects involving the design of video-game technology to help people change behavior, manage chronic illness and improve communication. Among the projects that won funding: A study that will look at the effect of facial-perception video games on brain activity and facial-perception skills in children who have autism; and research that will examine if video-game use decreases the chances of people with Parkinson's disease suffering falls. Computerworld

AMBASSADOR—Zak Kukoff, a freshman at Westlake High School, developed a program that educates non-autistic children about the special challenges of the disorder and encourages them to integrate with their autistic peers. Autism Speaks, a national organization, has adopted Kukoff’s ambassador program. IRIS SMOOT/Acorn Newspapers

A California high-school freshman has created a program that offers guidelines to help students mentor and better understand their peers who have autism. Zak Kukoff says Autism Ambassadors uses role-playing exercises to teach skills to students with autism that they can use in everyday school situations, and it teaches students without autism what living with the disorder is like. The program is "easily adaptable to any grade" and has been implemented at 12 schools, Kukoff said. Autism Speaks, the nation's largest autism advocacy group, has named the program its national peer-leadership initiative. The Acorn (Agoura Hills, Calif.)

Union questions need for bilingual certification for teachers

Teachers in a California district are being encouraged to earn a bilingual certification to avoid being laid off. The credential -- a state requirement -- would certify they are able to teach students whose first language is not English. However, union officials say that Glendale teachers are already considered highly qualified under No Child Left Behind without the bilingual certification. Glendale News-Press (Calif.)

Paralympic sprinter Oscar Pistorius, who wears carbon-fibre blades, lost his bid to compete against able-bodied athletes at the Beijing Olympics. Photograph: Andreas Solaro/AFP/Getty Images

Researchers at the Massachusetts Institute of Technology have found that prosthetics worn by sprinters who have disabilities do not give the athletes an unfair advantage over runners without them, as had been claimed by authorities before the most recent Olympics. Last year, South African Paralympic runner Oscar Pistorius had been unsuccessful in convincing Olympic officials to let him compete using carbon-fiber prosthetic blades. The Guardian (London)

DCPS Teaching and Learning Framework

Here's the DCPS Teaching and Learning Framework, which supports the IMPACT which is the new system for assessing the performance of DCPS teachers and other school-based staff. I finished the first evaluation cycle with impressive ratings. Thanks to the National Board process. It made me reflect on, rethink, retool and redo my instructional practices. It made me innovative, creative, and try new things for my diverse students to learn the standards. It made me focus on data gathering and analysis, connecting and having good relationships with my students, colleagues, parents, and the community so we can all work towards a common goal --- maximizing my students' potential and increasing student achievement. Nope, I'm not yet National Board certified and I'm still working on it, but the process made me a teacher leader, a teacher collaborator, and a teacher learner...it made me a 21st Century educator! Even if I don't get National Board certified, I'm still glad I went through the process. It made me become a better teacher that my students deserve, and the intrinsic reward which made me grow professionally is worth all the sleepless nights, sacrifice and effort.

What do I think about the IMPACT? Yes, it is far better than our PPEP (old teacher evaluation system) but, for me, not the best one. I understand that this is still a work in progress. I have shared my concerns during WTU-DCPS Focus Group Discussions on this issue as a special education teacher. Studies have shown that students in co-teaching classrooms are better achievers than their peers. Also, the IDEA 2004 mandates inclusive education for our diverse learners. The new DCPS teacher evaluation tool does not support co-teaching nor the inclusion model. I hope that DCPS will come up with a rubric on team teaching model. I also want to know how they expect us to co-plan, co-teach, and co-grade with the regular education teachers, we just need some guidance on that.

Here's the pdf copy of the manual that was given during the training: IMPACT Guidebooks. And here's about our Master Educators. Tell me what you think: solangala@yahoo.com.

Teachers using 8-step process to boost student scores

Some Virginia educators are finding success by constantly assessing students' understanding as part of an eight-step process designed to improve student achievement. The "8-Step Instructional Cycle" -- developed by two authors who have written about closing the achievement gap -- instructs teachers to teach a lesson, then assess students for understanding. If 80% of students pass the quiz, teachers move on to another lesson, but if most fail, the lesson is retaught. The Roanoke Times (Va.)

Educators developing strategies for teaching students with autism

Some educators who are faced with increasing numbers of students with autism in special-education and general-education classrooms say using assistive technology that reinforces visual -- rather than verbal -- skills and ties visual cues to the written word may be helpful. Other strategies districts should consider include better training for non-special-education teachers, access to evidence-based resources, support teams and partnerships between schools and parents. eSchool News

Special-needs students in Nashville, Tenn., take mainstream classes

Seven-year-old Isaac Nelson, left, leaves for school with his brother, Kobe Nelson, 8, and mother, Amy Biggs-Nelson. Isaac, who has autism, spends most of his school day in a regular second-grade class. (MANDY LUNN / THE TENNESSEAN)

Schools in Nashville, Tenn., are transitioning their 8,200 students with special needs into mainstream classes. The students are largely educated with their peers and are offered some special instructional time away from the class. The district has hired additional teachers and trained educators on how to "mesh general-education and special-education initiatives together to benefit all students," an official said. The Tennessean (Nashville)

In-class teachers are best resource for leadership, training

I found a good article from Teacher Magazine where the author, Anthony Cody, answered the question "Why is it that school districts continue to hire outside consultants to conduct professional development when local classroom teachers often have greater levels of expertise? "

Classroom teachers -- not outside consultants -- are often a school's best professional-development resource, according to a California professional-development coach. Anthony Cody writes in this column that outside consultants can be helpful, but schools often have teachers on staff with considerable experience in the topic of the training. Teacher Magazine (free registration)

Schools program increases awareness of disabilities

Students put on blindfolds to simulate vision impairment during the recent Welcome To My World workshop, led by Connie Johnson, at Oak Creek Elementary School. The program is part of the curriculum for all LOSD third and fourth grade students.

A successful program in one Oregon school district provides an event where students don blindfolds or use wheelchairs to help them develop empathy for what their fellow students with disabilities experience day to day. The Welcome to My World Disability Awareness Program, in place for 15 years, is required for district students in third or fourth grade. The Lake Oswego Review (Ore.)