From one insecure soul to another — Part 2

After a few attempts at moving out of SpEd and into the GenEd arena both on-site and at sister schools, I realized that in order for me to make the move, I would have to look outside of the district. Sadly, once you’re SpEd, it seems that’s the only thing people see on your resume.

I found this out when I went to interview for a position at what would be my next school district. Interviewing with both the principal and assistant principal at one of the high schools, the bulk of my interview was spent with the principal, flopping around in her chair (I’m serious, she couldn’t have been more bored), as she tried to convince me that taking the SpEd Department Chair position would be a far better fit. She was trying to bend me to make me fit into her mold and I don’t play that game.

Thankfully, a friend and co-worker played mediator when he heard that I had interviewed with this specific school. He had connections at the sister (but also, rival) school and helped make an interview happen. I was lucky in that the interview team (another principal and assistant principal, along with the English department chair) was honoring my request and desire to be a general education teacher. However, I couldn’t help but feel that my connection (my mediator) had a lot to do with my progression in the hiring process.

Don’t get me wrong. I am completely at peace with the decision I made to use my resources to help me advance in my career, but because of all the “no, you need to stay in SpEd” rejections I had encountered in such a short amount of time, I felt incredibly insecure in my abilities. Period.

I felt like I had to continually prove my worth, to have my actions show that I was more than just a SpEd teacher; that I could take my skills and apply them in any educational setting, allowing for the same success. This feeling spilled into all facets of my work. I took on numerous classes at the local community college, working as an adjunct instructor, to “show” my colleagues (at both the high school and college) that I was the consummate English teacher I set out to be, certifications be damned.

What I didn’t realize was that it wasn’t them I needed to prove my worth to, it was myself.

From one insecure soul to another — Part 1

Insecurities. We all have them. Every single one of us. No one is immune. And nowhere have I felt more insecure than I have in the field of teaching.

I have always felt like I’ve had to prove that I was a competent teacher. That I’m not just faking it through the day and that I do, in fact, know what I’m doing. I can’t be alone in this, right? I feel like every teaching job I’ve had has been secured, not based on my merit, but on my circumstances.

For the first eight years of my career, I was a special educator. I received my post-bac in special education through a wonderful partnership from the school I attended and the school districts that hired students on intern certificates. I am very fortunate that I was able to change careers while attending school for education while being employed by a school district. Let’s face it – taking four to five months off without pay to student teach is not a viable option for many. I am one of the many.

Most educators would agree that it’s not until the third year of being in a classroom that you stop feeling “new” and overwhelmed by the demands of teaching. I am no exception. I flourished at my first school and started to gain immense confidence in my abilities. I had wonderful department chairs who fed into my strengths and provided me with ample opportunities to succeed in the field of special education. I knew that my time and my experience as a special educator have provided me with a solid foundation to be successful in a general education classroom.

During my tenure at this first school, I went back and earned my MA in English – I had always said my BA was out of necessity (all about that single mom life) and my MA was for me. Once I earned the MA, I was able to add secondary English to my teaching certificate and thus, set out to leave special education and get my foot in the door in general.

The year I decided to leave my first school, I applied for the gen ed openings at the school. Not once, not twice, but three times. I was rejected each and every single time – for one reason: I was good at SpEd and it’s easier to fill a gen ed position than it is a SpEd one. I called bullshit on this and reminded the principal that I could employ the same techniques on a larger scale. He saw my state scores for SpEd and he didn’t want to lose them. I asked him to imagine what I could do with 150 students as opposed to 50. But he just didn’t get it.

I didn’t like being pigeon-holed. It hurt. I had grown as much as I possibly could have in those eight years, it was time to move on.

Single-Point Rubrics

— Original publication date: October 10, 2017 —

A couple of weeks ago, I was introduced to the #singlepointrubric. If you’ve never heard of it or used one, Cult of Pedagogy has an informative blog, as well as free templates for download, here.

Here in the lovely state of AZ (where education is…51st in the nation), we are already finished with the first grading quarter of the school year. To wrap up the grading quarter and to formally assess my students’ knowledge over the novel we had just completed (The Adventures of Tom Sawyer), I gave a two-part exam: part one consisted of basic comprehension and recall questions in multiple-choice format; part two consisted of a literary analysis regarding Mark Twain’s view on childhood.

Since I am teaching 8th-graders this year (my first time in middle school – more on that later), I know that individualized feedback is imperative when teaching/correcting writing. However, I also knew that time was of the essence – I needed a method in which I could succinctly provide feedback as well as grade quickly. Enter the single-point rubric.

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To help me, as I graded, I converted the point value into alpha grade equivalents. I listed those on a small sticky-note that I had hanging in eye-sight, so as I graded, I could quickly convert the alpha grade to numeric.

What I found with using the single-point rubric was that 1. I was able to grade a class of 35 in an hour, and 2. my feedback was concise; I was able to pinpoint exactly where a student fell below or above the standard listed.

This got my brain churning…

When I taught AP Language and Composition the past two years, I was taught to provide JUST the score (0-9 scale) as I graded student essays. The only time feedback was encouraged was on the first timed-write performed in class; from there, students were expected to know where their writing fell short or excelled.

The funny thing about writing, though, is that it REQUIRES – REQUIRES – individualized feedback. So, how can I do this in an AP classroom? Enter the single-point rubric. Again 🙂

Looking at the College Board’s generic scoring guidelines, I developed single-point scoring rubrics for each of the three essays required for the AP Language and Composition exam. I threw in a generic scoring rubric for good measure.

You can now download these rubrics for free in my TeachersPayTeachers store.

What’s your experience with single-point rubrics? Have you used one? Multiple? How have you incorporated them into your classroom? Curious minds want to know ❤