Episode 126 – Andrew Canle

Meet Andrew Canle

ANDREW CANLE is an Assistant Principal at Shaw Avenue School, a K-6 elementary campus in Valley Stream, New York, a suburban town just outside of Queens. He’s a three-time champion coach at NBA Math Hoops, a program that engages students in math and social-emotional learning through the game of basketball. He’s also the creator of the #EDUCanle podcast.

Education or Law?

Andrew recalls a time during his second year of teaching when he seriously considered leaving the field of education entirely. “I just wasn’t happy overall,” he admits, which led him to consider moving from the classroom to a career in law.

What kept him in education, he says, was his decision to revisit his core passion: helping kids and doing the work of transforming lives. So many people made that sacrifice for him, he says, and so he redoubled his commitment to teaching. Looking back, he values this crisis of calling as a time that allowed him to find himself and redefine his true values.

The EDUCanle Podcast

Andrew credits colleagues and co-workers for the inspiration to start the EDUCanle Podcast. Part of his role at Shaw Avenue is to facilitate professional development opportunities for his staff, and at some point it occurred to him that recording these events and then repurposing the content on a podcast would be a great way to allow staff members to review content or catch up on missed learning.

Publishing in podcast form also allows him to support the learning of professionals outside of his own building and expand his professional network, something that can only benefit him and his teachers. Moving forward, Andrew plans to expand his asynchronous professional development offerings by screencasting presentations and sharing these on YouTube.

On 🔥 for Formative Assessment

Formative assessment is an area that is lighting Andrew’s fire in education right now. “It’s the crux of everything,” he points out.

Checking for understanding, strategic questioning, and determination of student progress are such critical components of what teachers do in the classroom, and so much of student learning depends on these activities done well. Lately, he’s been taking a close look at the mindsets needed to ask the most effective questions of students – questions that generate the data that informs our next instructional decisions.

A Professional Goal: Improving His Writing

At the forefront of his professional goals, Andrew is looking to become a better writer. He’s now had several articles published, including one with Edutopia, but he laughs about the silent suffering of perfectionism that remains a constant challenge. He talks about making his writing process more fluid and simply going with the flow of his ideas, steps that will make his writing more powerful and accelerate his productivity at the same time.

Personal Passions: Psychology, Sociology, and Sports

Passions that bring Andrew alive as a human being outside of his professional context include the studies of psychology and sociology. “They absolutely fascinate me,” Andrew says, and some of the learning he does in these spaces also equips him to be a more effective administrator. “You can never have enough tools in the toolbelt.”

Andrew is also a big sports fan and points to the legacies of dynasty teams like the New York Yankees and the New England Patriots as examples that our educational institutions can learn from. 

Andrew’s Productivity Hack: A Little Blue Notebook

The engine that keeps Andrew on track and productive is a small blue notebook that he keeps in his inside pocket. That notebook is where he tracks to-do lists, items of concern, future tweets, and random notes. While others turn to cloud note-taking services, he likes to keep things analog.

Voices That Spark His Thinking and Ignite His Practice

Over on Twitter, Andrew recommends following @MrDataGuy, an important voice on the subject of assessment: traditional, PLC, and student ownership. His graphics are incredible and Andrew says they have supported many of his professional learning events.

One of Andrew’s favorite edtech tools is Review360, an application from Pearson that helps education leaders track student behavior patterns and support student learning based on situational trends.

When asked for a book pick, Andrew turns to Teach Like a Champion 2.0: 62 Techniques that Put Students on the Path to College by Doug Lemov. Follow Doug on Twitter @Doug_Lemov

Andrew’s YouTube pick is a channel called Vsauce, which answers all kinds of interesting scientific and philosophical questions about the world around us. Follow the creator on Twitter @TweetSauce

And when he’s got the time to relax or just needs a good laugh, Andrew is turning to comedian James Acaster on Netflix

We sign off on this fun conversation, and Andrew gives us the best ways to contact and follow him online. See below for details!

Follow Andrew

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Subscribe to the Teachers on Fire podcast

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We Write for Life

The more reflective you are, the more effective you are. — Pete Hall and Alisa Simeral

Photo by Hannah Olinger on Unsplash

Last year I read Sparks in the DarkLessons, Ideas, and Strategies to Illuminate the Reading and Writing Lives in All of Us by Travis Crowder and Todd Nesloney.

Wow. What a powerful and inspiring book.

If you’re passionate about literacy, about promoting the place and pleasure of effective reading and writing in your classroom, I strongly recommend this title.

I said “in your classroom,” but one of the things that comes across so powerfully in Sparks in the Dark is the fact that literacy must be a lifestyle.

To be genuine, to be vibrant, to be contagious — reading and writing must spill out of our personal lives.

And this goes for all teachers — not just those who teach English Language Arts. As educators, as thinkers, as lead learners, we must model a life of constant reading and writing.

Literacy is Breathing

If we say that communication, creativity, curiosity, and critical thinking are the core competencies at the foundation of today’s education, we must practice what we preach.

In an age of digital amusement and easy-everywhere distraction, we must show our learners what it looks like to mentally breathe. To stop, be still, and practice the acts of mental inhalation (reading) and exhalation (writing).

One of the most important reasons that we write is to know ourselves. As Don Murray says, “You write to discover what you want to say.

It sometimes feels like the act and art of self-reflection is a vanishing habit. But we must show our learners that these practices are essential aspects of living a healthy and productive life.

When Our Reading Lives Are Shallow, So is Our Teaching

Speaking especially to educators, Crowder and Nesloney write “We prioritize what we value, and when we do not value reading or learning, it shows. Our instruction is a mixture of what we have read, and when our reading lives are shallow, so is our teaching. It isn’t an insult; it’s the truth.”

We cannot be effective educators if we are not regularly reading and reflectively writing.

Becoming a Writer

To those who feel defeated by identity before they even start (“I’m not a writer”), James Clear describes his own evolution as a writer in his recent book, Atomic Habits.

You may not be a reader or writer today. But you can and will become one — one paragraph, one page, one article at a time.

So pick up a book. Grab a pen or sit down at the keyboard. Score some small wins, and begin the gradual process of redefining yourself.

Start breathing.

Because the more reflective you are, the more effective you are.

person writing on brown wooden table near white ceramic mug
Image Credit: Green Chameleon on Unsplash

Episode 103 – Lisa Johnson

103 - Lisa Johnson

Meet Lisa Johnson

LISA JOHNSON is an educator by day, blogger by night, and the author of Creatively Productive: Essential Skills for Tackling Time Wasters, Clearing the Clutter, and Succeeding in School—and Life.

She loves everything in Austin, Texas – except the heat! You’ll find her at Westlake High School, which serves almost 3,000 students with 220 teachers on staff. Her role has evolved from an educational technologist to a merged position that now includes curriculum specialist. Today, she works with a partner to support English and science instruction, and she also offers a range of services and seminars to students and parents related to all things digital.

When Content Creation is Seen as a Threat

Earlier in her career, Lisa was working for a different district and wanted to have a way to share and archive her thoughts, ideas, and lessons that she was developing for other educators. She was also concerned that if she ever left the district, everything she was creating and sharing would not only be gone for her but for everyone else that had enjoyed her resources outside of the school.

She eventually started her own blog, TechChef4U, and launched a podcast to support commuting teachers. In addition, she began to seriously build her professional learning network by connecting with like-minded educators on Twitter and on other platforms.

Eventually, Lisa was called in to visit the district office and was questioned about her blog and her loyalty to the district. She remembers being taken aback by the questions because all she wanted to do was support innovation and push boundaries in education.

Unfortunately, her blog activities didn’t sit well with this district, and she started looking for another job that summer. It wasn’t her intention to leave the district and uproot her family, but at some point, she says, you have to find your tribe – educators who share your goals, values, and vision for learning.

When she found her current district, she found people like her – people that wanted to innovate, push boundaries, ask questions and thrive. She’s thankful for an amazing team at her high school and an awesome principal that really values the work she does and lets teachers have the autonomy they need to lead and help others grow.

The Heart and Mission of Creatively Productive

Creatively Productive by Lisa Johnson

Lisa’s heart and mission has always been to create thoughtful and practical content for teachers that they can use immediately with their students. She loves working with secondary students and staff, and believes it is really important to focus on college and career readiness skills. Lisa has also been a keen observer of secondary school life has noticed some trends and needs over the past 7-8 years. Many of these trends and needs are addressed in this book.

Lisa is often asked to create, share, and teach content that relates to self-management and executive functioning skills, including note-taking, digital organization, goal-setting, habit tracking, and time management – twenty-first century skills that students need to thrive in high school and throughout their lives. She has also been working with librarians and the campuses across her school to do lunch-and-learns for students in order to support them regarding these topics and tools.

Instead of hoarding resources, Lisa has always wanted to curate and share with the greater edusphere. Rather than dump a bunch of one-size-fits-all formulas, her goal for Creatively Productive was to put together a selection of recipes that might inspire learners and educators from all contexts to adopt and adjust for their own purposes. This book represents more than just “Lisa’s thoughts on productivity” – it’s a practical playbook of suggested solutions and resources that come from the practical challenges and experiences that she has encountered in contexts of learning.

What Else Sets Lisa on 🔥 in Education

When her head isn’t in spaces of creativity, productivity, and time management, Lisa is thinking about digital literacy. Lately, she’s been reminded of the importance of thoughtful sharing and posting.

As educators, we’ve been saying it for what seems like forever, but our students need frequent reminders that the internet never forgets. We do our learners a huge service when we impress on them the need for awareness and sensitivity to the perceptions of others. The goal here is not to hide core identities and values as much as it is to consider the long-term implications of our content. How could this post affect my options in the future?

A Personal Passion with Application in Education

Lisa loves her reader’s notebook and credits it with helping her grow as a professional. She finds it cathartic to reflect on what she’s been reading and feels like she retains more ideas and information by adding to it frequently. Most importantly, her reader’s notebook also enables her to apply resonating content directly into her practice. She used to just shelve books without sharing what she was reading, but the reader’s notebook has forced her to slow down, process, apply, and share with others.

Her reader’s notebook routine includes trying to reproduce a version of the cover of the book she’s reading, collecting ephemera related to the book, writing a lexicon library of words and phrases, highlighting great quotes, and collecting points to consider or investigate further.

Lisa’s Favorite Productivity Tool: Passion Planners

Passion Planner“If I didn’t have my passion planner, I might as well not get out of bed,” Lisa laughs. Her Passion Planner is home to all her lists, priorities, ideas, and creative thinking throughout the day. She recently shared a video walkthrough of her Passion Planner that highlighted the tools she uses, including macro and micro lists (check it out on Instagram). She also loves her Polaroid Zip printer which prints photos on sticky backs, allowing her to savor the highlights from each week in scrapbook fashion.

Voices & Resources That Influence Lisa’s Thinking

Over on Twitter, Lisa recommends following Julie Smith @JGTechieTeacher, a reliable source of great edtech ideas and solutions for the classroom.

One handy edtech tool that supports student voice in the classroom is an iOS app called Equity Maps. The app helps teachers track who speaks in a discussion, for how long, who doesn’t speak, who interrupts, and so on. Follow the app’s maker, Dave Nelson, on Twitter @EquityMaps.

Lisa is all about mixing in some juicy fiction with her education and technology reading, and she’s got a couple of strong recommendations to share here. The first is Verity, written by Colleen Hoover, and the second is After: The After Series, Book 1 by Anna Todd. Both writers have shot into stardom fairly quickly, and Lisa was privileged to meet both of them in person at a recent Book Bonanza event in Dallas.

As for podcasts, Lisa shares two picks: Change the Narrative by Michael Hernandez, and The Shake Up Learning Show with the legendary Kasey Bell

Sticking with the Passion Planner theme, when Lisa is on YouTube she is checking in with the Passion Planner channel

And finally, just for fun: when Lisa finds time for Netflix, she’s tuning into shows about women who do things differently! Her first shoutout goes to GLOW and the second to Working Moms.

We sign off on this fun conversation, and Lisa gives us the best ways to reach out to her. See below for details!

You can connect with Lisa …

Connect with the Teachers on Fire podcast on social media:

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Episode 84 – Jennifer Wolfe

84 - Jennifer Wolfe.png

Meet Jennifer Wolfe

JENNIFER WOLFE is a mother, writer, English and AVID teacher, Google Certified Educator, hyperdoc fanatic, and WeVideo Ambassador. She teaches 7th, 8th, and 9th grades at Ralph Waldo Emerson Junior High School in Davis, California. Her subjects include English, Reading, and AVID (more on that program to come). She was actually a student at this school herself – super weird when she first began teaching there!

A Year to Forget 

Jennifer recalls a year in the classroom when a parent of one of her students decided to make her a persistent target of scrutiny and unreasonable criticism that amounted to bullying. “I always believed I would teach until it wasn’t fun anymore,” she says. Well, this ordeal took the fun away from the job, and Jennifer seriously considered leaving the profession for good.

Yes, dealing with parent conflict is an inevitable part of the teaching process, but this experience was especially difficult for Jennifer because she lacked the administrative support that she critically needed. She took some extended time off that year to ask herself if teaching was really what she wanted to do, and although she returned to finish the school year, she was at an all-time low of dissatisfaction.

Somehow, despite all of this turbulence, she was awarded teacher of the year! Even with that recognition, however, she realized that in order to keep teaching, she would have to care for herself in ways that would allow her to actually care properly for her students. This ethic of self-care, proactivity, and consistent growth has helped shape her practice ever since.

*If you’ve had a difficult year and feel closer to burnout than on fire, check out a podcast called Dear Teacher, Don’t Give Up.

Advancement Via Individual Determination

Jennifer is an AVID (Advancement Via Individual Determination) educator, and she’s a big fan of the program. AVID is a national program currently in place in 47 states, with over two million students enrolled in 7,000 schools. By 2025, the goal is to bump the number of enrolled students up to five million.

The focus in AVID classes is academic success through rigorous student-centered learning environments and inquiry-based classrooms. Students also receive academic, emotional, and social supports that meet them exactly where they are.

The AVID program has been transformative for Jennifer, helping to move her from test-based instruction at any cost to looking first to the learning needs of the student. It’s also been transformative for her learners, helping them to pursue areas of learning that traditional systems may have ruled out for some students.

The Magic of Hyperdocs

Jennifer clarifies the nature and purpose of hyperdocs in the 21st century classroom, and explains how they can enable greater student choice and agency in learning. Hyperdocs should promote creativity and curiosity – they are much more than just Docs with links. They support the 4 Cs and are made to satisfy the learning needs and progress of all learners.

What is going to capture student interest? How can we engage student learning in ways that move away from teacher-focused instruction? We need learning activities that move away from Googleable information toward activities that require critical thinking, analysis, transfer, explanation, and further curiosity.

WeVideo and the Kids Take Action Podcast Unit

Her district provides her students with WeVideo licenses, which they can access via their Chromebooks. One of the most illuminating breakthroughs to come from their work on WeVideo was podcasting! (Check out her Kids Take Action podcast unit.)

Jennifer noticed that her students can be very self-conscious when it comes to recording – especially on video. But after Jennifer crafted cardboard boxes as miniature recording studios and Brian Briggs set up the class with more advanced recording equipment, the students felt empowered to create great content.

WeVideo got so excited by her learners’ work that they appointed Jennifer as a WeVideo ambassador and has since enhanced their capacity for students to record audio-only content on the platform! WeVideo has also showcased audio recordings made by her class, and their content has been heard by other learners around the world as a result.

Jennifer has been so energized by the authentic work and communication produced by her students – including higher-level reasoning and debate over controversial issues. She’s also been using Wakelet to help curate student podcast episodes. Although her student podcast content has not yet been widely distributed and available on podcast platforms, that is a step Jennifer looks forward to.

Jennifer’s Core Values

Jennifer talks about the history and heartbeat of the tagline you’ll find on her blog: loving fiercely, teaching audaciously, and thinking deeply. Each of these values is precious to her and together they represent what she is all about in education. Everything she does – whether it’s edtech, writing, professional development, and speaking – are wrapped up in these three core values.

Professional and Personal Goals

Jennifer became an AVID national staff developer this year – the realization of a long-time professional goal. She’s also had the satisfaction of seeing her message and profile gradually grow as her blog and work attracts more interest from other educators. She was thrilled when Lisa Highfill (@LHighfill), a recognized innovator in hyperdocs, actually recognized her at a conference and shared that she had been following her blog!

Jennifer is also excited by the prospect of an empty nest at home and three books currently on the go. Wow!

Personal Passions Away from Education 

Jennifer is a huge reader and challenges herself to read all sorts of books across all genres. This connects with her love of writing, and most of her outside-of-teaching times are spent on these two activities. She also loves to travel to other countries, and is passionate about a campaign that she’s been a part of that is helping to restructure the education system in Nicaragua. Last but not least, she rides her bike to work daily, which provides a regular workout and a prime opportunity to listen to podcasts.

Keys to Productivity

Jennifer’s best productivity hacks include daily gratitude, journaling, proactive planning, organization, and maintaining firm boundaries. She’s a big believer in intentionally letting go of the things that we can’t control so we can be fully present and engaged with the people and work right in front of us.

Voices and Resources That Inspire Her Practice 

On Twitter, Jennifer recommends following hyperdoc master Lisa Highfill @LHighfill.

Jennifer’s pick in edtech tools is Wakelet, a content curator that’s still free to use. Follow the company on Twitter @Wakelet.

A book that has been instrumental lately is Inquiry Mindset: Nurturing the Dreams, Wonders, and Curiosities of Our Youngest Learners by Trevor MacKenzie (@Trev_MacKenzie) and Rebecca Bathurst-Hunt (@rbathursthunt).

Jennifer’s podcast pick is called Check This Out, a podcast produced by edtech experts Brian Briggs and Ryan O’Donnell. Visit their podcast home and follow the show on Twitter @CheckThisOutBR.

Jennifer also shouts out the Educational Duct Tape Podcast, produced by the legendary @JakeMillerTech.

Over on YouTube, a channel that never fails to capture her students’ attention is TED-Ed. If you haven’t tried their content lately, it might be worth a visit and a subscription!

We sign off on this conversation, and Jennifer gives us the best ways to connect with her online. See below for details!

Connect with Jennifer:

Subscribe to the Teachers on Fire podcast on your mobile device.

iTunes | Google Podcasts | Spotify

Follow the Teachers on Fire podcast on social media.

Song Track Credits

Listen on YouTube and subscribe to the Teachers on Fire channel.

The Power of Authentic Writing

Some incredible things happened in my 8th grade English classroom today.

Photo Credit: Brad Neathery

I’ve been slowly making my way through Sparks in the Dark on my Kindle this year, and every time I return to this book I’m inspired to facilitate more authentic writing in my middle school classroom.

I mean, my students write every day. But how much of that writing is meaningful, passionate, or authentic? How much of it do they personally care about? I know I need to create more space for this kind of expression.

Last week, I asked my students to respond to lyrics from any song that held personal meaning or significance for them. Our learning target was “I can think critically, creatively, and reflectively to explore ideas within, between, and beyond texts.” Today, I asked for volunteers to share their pieces with the class.

Two boys accepted the challenge.

Boys. In 8th grade. In a gradeless classroom, with zero extrinsic motivation.

Sometimes we need to rethink our beliefs around middle school boys. But that’s a thought for another post. I digress.

One of the boys read a reflection about Natural, by Imagine Dragons. The other read a reflection on a song called Reluctant Heroesby Hiroyuki Sawano.

These boys spoke passionately about the human experience: the hardships we face, the expectations we bear, our families and the relationships that matter most.

And get this. As he read a closing paragraph about his family, one reader broke down into tears. If that wasn’t enough, both boys quietly sang all or most of their selected songs.

Their unfiltered emotions were on full display. They were powerfully vulnerable. Their classmates gave each of them standing ovations. I could have cried myself.

I mourn all the moments like these that I’ve missed in my 17 years of teaching, but today’s experience only deepens my resolve to do more authentic writing in the years ahead.

Because this was awesome.

“When you teach someone how to read or how to express themselves using the written word, you change a life. You introduce them to magical worlds, teach them how to access the voice within, and empower them to affect that same change in the lives of others.” – from Sparks in the Dark: Lessons, Ideas, and Strategies to Illuminate the Reading and Writing Lives in All of Us by Travis Crowder (@TeacherManTrav) & Todd Nesloney (@TechNinjaTodd)


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