Last year, even though I am not Catholic and even though I have not sung in a choir since my first year of college, I was lucky enough to have the opportunity to join the Basilica of St. Mary Cathedral Choir. The Basilica of St. Mary is a huge and lovely building in Minneapolis, built over 100 years ago (about the closest we can get to an old cathedral here in the Midwest) and I am honored to help provide music for its services. I forgot how much I enjoy singing in a choir and this choir is good. The first night of rehearsal I kept dropping out of songs so I could listen to the talented voices of those around me and I could not believe they had actually let me in to sing with them!
Last July, while auditioning for a part in the coveted soprano section, the choir director asked if I would be interested in participating in a tour that following summer -- a tour that would perform in cathedrals around Belgium and France. I think I said something along the lines of, "I would really, really, really, really love to, but I can't afford it."
Well, the choir tour leaves 9:30 p.m. this Friday night and I still can't afford it. However: I am going to be on that plane!!!! Renata's going back to Europe! It's a whirlwind 9-day trip, crammed so tightly packed with concerts and mass appearances, that I don't even know how I'll fit in much sightseeing. But, get this: We're going to be singing at Notre Dame in PARIS! Am I driving you crazy with all my italicized words? Well, sorry. 'Cause that's just how my mind is working right now.
We will not be going anywhere near Germany so I won't be able to bring back "German Renata." We are, however, going to Amsterdam, Bruges, Brussels, Antwerp, Tielt, Ghent, and wrapping it all up in Paris. I'm contemplating at this moment whether or not people will notice if I sort of "forget" to get on the shuttle that takes us to the airport that final morning. Or, what if I "accidentally" lost my passport? I'd totally have to stay forever, wouldn't I?
More later!
Wednesday, June 13, 2012
Saturday, June 2, 2012
In Which Student Assessment All Becomes Quite Clear
And thus nearly an entire school year has passed without another blog post. June finds me teaching 4th grade, but in a different school than where I started. Rather than go into all the details as to how that happened, I want to share something really positive that occurred yesterday after we teachers had loaded the students on the bus 3 hours early (it was a half day) and gathered together to share successes of the school year.
Here's the deal: During my short career as a teacher, I had seen standardized tests scores, I had heard bits and pieces as to how that data was typically used, but I had yet to play any role in analyzing that data, nor did anyone really properly explain to me how to read and understand results. I am happy to report that I am now a data-analyzer extraordinaire!
One of the things that I really like about the school I am currently at is that the administration provides the teachers with quarterly assessments that they are required to give students. Now, this type of thing may be on par with what a school typically does, but my previous experiences were that teachers were often left to their own resources. And, if you are a new teacher, that is overwhelming, not to mention completely confusing!
Yesterday, we split into groups according to grade level and took the data from the tests the students were given at the beginning of the year and compared them to end-of-the-year results, calculating percentages, figuring out growths (or deficits), and charting the progress of individual students during the course of the year. At the beginning of the year, teachers had been given specific goals as to what students should be able to do each quarter and each time a test was given, the results page was color-coded into 3 groups: at level, slightly below level, and warning: this kid needs help! It was all so lovely and clear-cut and .... easy to understand. Experienced teachers may read this post and say, "Duh, how come this is news to you?" Well it is news to me, so there, and also one of the many reasons I have been thankful to learn and grow as a teacher at this particular school.
At the end of the data collection meeting we were all given noisemakers and celebrated goals that were met and percentages that had been raised. It was silly, but fun. It also challenged us to look at things in a different light. And I think involving teachers at this level is ingenious of the administration (and, I imagine, takes some of the work off their shoulders, giving them time to provide support elsewhere). Bravo, school!
What's up next for Ms. Olson? Weeeeellll, school's out in a week and then I'm off to Europe! Details to follow .... (Although it's only for a short visit.)
Here's the deal: During my short career as a teacher, I had seen standardized tests scores, I had heard bits and pieces as to how that data was typically used, but I had yet to play any role in analyzing that data, nor did anyone really properly explain to me how to read and understand results. I am happy to report that I am now a data-analyzer extraordinaire!
One of the things that I really like about the school I am currently at is that the administration provides the teachers with quarterly assessments that they are required to give students. Now, this type of thing may be on par with what a school typically does, but my previous experiences were that teachers were often left to their own resources. And, if you are a new teacher, that is overwhelming, not to mention completely confusing!
Yesterday, we split into groups according to grade level and took the data from the tests the students were given at the beginning of the year and compared them to end-of-the-year results, calculating percentages, figuring out growths (or deficits), and charting the progress of individual students during the course of the year. At the beginning of the year, teachers had been given specific goals as to what students should be able to do each quarter and each time a test was given, the results page was color-coded into 3 groups: at level, slightly below level, and warning: this kid needs help! It was all so lovely and clear-cut and .... easy to understand. Experienced teachers may read this post and say, "Duh, how come this is news to you?" Well it is news to me, so there, and also one of the many reasons I have been thankful to learn and grow as a teacher at this particular school.
At the end of the data collection meeting we were all given noisemakers and celebrated goals that were met and percentages that had been raised. It was silly, but fun. It also challenged us to look at things in a different light. And I think involving teachers at this level is ingenious of the administration (and, I imagine, takes some of the work off their shoulders, giving them time to provide support elsewhere). Bravo, school!
What's up next for Ms. Olson? Weeeeellll, school's out in a week and then I'm off to Europe! Details to follow .... (Although it's only for a short visit.)
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