Tales of the Unexpected - 5 things I did NOT expect when introducing the IDEA of change in my school:

1. Strong support from the start

After presenting to our school council the plans we have to improve the quality of instruction for our students I truly did not expect the school council and staff to broadly support them. They did so with few questions. I was pleased to see that the preparation I put into the presentation was effective.

2. Change in staff behaviour

Even resistant staff are now making modifications to the way they use devices and technologies in their classroom. The narrative we are providing through regular PLT meetings and discussion is having some impact.

3. Change in staff behaviour at the last minute, just when I was about to give up.

This has happened twice now, and both times I have been amazed.

4. The difference between knowing and feeling.

I knew about the implementation dip, and was expecting some push back. What I didn't expect was the way I felt when the push back descended into personal attacks and "kitchen sinking". At least two individuals opted for character assassination over face to face discussion with me. Having always prided myself on my ability to develop positive relationships within the school community, this behaviour was unexpected and extremely upsetting. I expected pushback, questions and argument about curriculum issues. I did not expect personal attacks on my integrity and professional conduct.

5. I have changed.

Since the beginning of the year I have introduced a number of changes, and suggested a number of programs. In the past I would have beaten myself up if they did not work out, or if they needed to be tweaked as time passed. Now I recognise that change is a process and that there is room for mistakes along the way. I also understand that everything I try does not HAVE to be perfect.

Busting some of the myths about using technology in the Early Years Classroom

This is another in a series of blogs from my Early Years classroom. For the USA this is Elementary school (ages 5 - 8), for Victoria, Australia it is called Primary School - Foundation, Grade 1 and Grade 2 and in England Reception, Year 1 and Year 2.

When I began teaching in this classroom I had come from teaching upper primary for many years. I was told that Early Years students could not use technology for a variety of reasons.

I did not agree with this and I wanted to find out how to make it work. I also wanted to find the balance between traditional "Early Years" teaching methods and beliefs and 21st Century pedagogies.

So lets see if I can bust some of the myths!

1. Young students can't read, so they can't log in.
My students have iPads to use for reading storybooks and practising sight words, alphabet, phonics and spelling (just to name a few areas of early literacy curriculum). They are not required to log in. This is an example of substitution and the students are able to find the correct app in the same way that they can find a box labelled 1 if they are reading at Level 1. Another example is Skoolbo - a site where students can log in by clicking on their name, then a colour and an animal.

2. It takes forever to train them how to use a computer.
It takes the same amount of time to train them in school routines. I can't see the difference between using an iPad and sharpening a pencil or finding a book box.

3. You don't know if they're actually doing the work set.
You don't know if they are doing any of the work you set unless you sit next to each student every second of the day. This comment tells me that some teachers do not trust that students can learn or are motivated to learn. This is a problem of educational philosophy not of student ability to complete computer work.

4. Technology is a distraction that disrupts learning.
Life today is full of high stimulation environments where there is music, television, computer, tablet and phone screen activity occurring each day. Our students are born into this environment. They cope with it better than adults do and can be taught how to manage distractions, in the same way that students in the 1970s were taught to concentrate on the work in class, rather than look out the window. Students also respond to the model their teacher provides when responding to distractions. A teacher who "loses their cool" when something doesn't work will have students who do the same thing.

5. Early years students can never find their log ins
Students can find their log in cards (laminated with pictures and logins) in the same way that they can find their bag or lunchbox with their name on it. An organised teacher can resolve this perceived problem pretty quickly.

6. Students these days have too much "screen time"
Digitally rich early years classrooms like mine have students working on a variety of activities - tech based, paper based, group based, using hands on materials and providing regular movement breaks. An effective 21st century teacher will provide this so excessive screen time is not an issue.

Do you have any other myths about digital learning to share?

Digital tools for physical education with GoNoodle

This is the third in a series of blog posts about how and why we use digital tools in our school to enhance the learning experiences of our students.

Go Noodle was recommended by another colleague and I was hooked from the first moment.

Go to www.gonoodle.com to sign up...it is FREE!

Check out the ways we use Go Noodle:

1. Movement or brain breaks between learning tasks where students have been sitting.
2. Wet weather physical education classes focussing on fitness.
3. Relaxation breaks.
4. Warm ups for PE before lessons (thank you Koo Koo Kangaroo for Pop See Koo)
5. Pop See Koo will be an act in our school concert this year.
6. Students have signed up their families at home and do it at home!!!!

I invite everyone to comment and add to the list of ways to use GoNoodle in our school!

Whooos Reading on Learn2Earn.org

This is the second in a series of blog posts about how and why digital tools can support learning in a small school environment.

This post features www.learn2earn.org


By chance I came upon it in a Twitter chat. When I read a testimonial which said "Our students have improved more quickly using Whoos Reading than Accelerated Reader" my interest was piqued. I have a core of high performing students (up to 2 years ahead of expected level) and was seeking a way to keep them engaged and keep them reading.

Check out the timeline of implementation:

Mid-May 2015 -

Signed up 8 students in Grade 2 and taught them how to complete a reading log, answer responses to their texts and explore how to create their avatar. Engagement was almost instant, but we negotiated to trial it until the end of the term in June.

 Key observations 1

• As students read their books and logged the minutes they earned coins to spend on their owl avatar.
• Students were given their login and password to take home and use in class.
• Each day the Grade 2 student group scrambled to Read to Self (Daily Five)
• Some boys who had stopped reading at home, read for 2 hours the first weekend, logging each minute and earning more coins. (information from parent comment) 
• I was able to see what they had read and assess their reading comprehension based on their answers to reading response.
• Students were able to "like" and comment on their classmates books.

End of May 2015

Eight Grade 1 students demanded to use Learn2Earn and Prep students also wanted to log in.

Key observations 2

• Those who could log in independently did so
• Those who were learning how to were more motivated to log in.
• Grade 2 students mentored Grade 1 and Prep students to complete reading logs.

June 2015

Students in the upper primary classroom (Grades 3 to 6) asked for log ins to be created.
Their biggest question was "Does it let us talk to each other and share our reading?"

Key observations 3

 Upper primary students spend 5 minutes daily completing reading logs.
The potential for using Learn2Earn to support the teaching of reading comprehension is enormous.

July 2015

School purchased a premium subscription, which allows access to content like Lexiles and detailed reading data.

August 2015 and beyond

Teachers invited to Learn2Earn so they are able to provide students with feedback.

I plan to explain the reading data available on Learn2Earn.

Reflection and review scheduled at end of 2015.

If you knew of a way to motivate your readers and excite them about reading would you try it?

 

A journey into collaboration with parents using Class Dojo

This is the first in a series of blogs about how and why we use particular technology and devices in our school. This blog is a way of sharing and reflecting on the steps we are trying out with our school community. It is my hope that it demonstrates the value of and provides evidence for using digital tools in small schools.

A bit about us
We are a small rural school of 37 students. We are seeking ways to communicate and share school life and student learning with our parents.

Check out this week's

Class Dojo is still in the implementation phase where we are working out the best ways to use it to share your children’s learning and school life with you.

First and foremost it is a way for you to see how your child is going at school!

BUT here are some examples of how some of our parents are using Dojo at our school.

·         Messaging reminders about Sporting Schools

·         Looking at pictures of work done in class.

·         Getting broadcast messages from teachers about upcoming events (eg Friday is PieDay) (PS these are also broadcast on Facebook and in the newsletter)

·         Messaging teachers about things that have come up at home.

·         Making times for Parent Teacher Chats.

·         Giving feedback to teachers and children about work done at school.

·         Asking teachers questions about what’s coming up in class.

At the moment one teacher is testing Class Dojo messaging to parents by:

·         Broadcasting messages about upcoming events

·         Sharing pictures of children working.

·         Sending messages about learning done in class – for example “Ask your child about counting by 5s”

 
In a few weeks we will do a brief survey to see if Class Dojo is a useful way to communicate and then roll it out across the school.

Collaboration..the journey begins...again.

You know that feeling you get when your wonderings and gut feelings are vindicated, but not really in a good way? Well, the first step in the journey to know more about teacher collaboration has begun....again


Teacher collaboration can take different forms and I have also discovered that it means different things to different people. This has led me to mapping out the steps I am taking to learn more.


Step 1:
Introduce concept of teacher collaboration to colleagues.
I started with a staff meeting discussion which brought out these points:

• Using Google Docs was considered to have positive potential for planning whole school initiatives, but planning across grade levels was not viewed as useful. Indeed, there appears to be a belief that planning for literacy and numeracy across grade levels and sharing same was not acceptable.

"Why google docs?" rather than school intranet server?

• Accessible anytime anywhere.
• Can edit simultaneously.
• For sharing across grades, we can use teaching activities from each other's plan.
• Builds a culture of understanding different teaching approaches and an appreciation of colleagues' strengths and weaknesses.

Step 2: Input teacher response and adapt plan for next meeting 


In light of initial responses it is clear that we need to clarify and consolidate our understandings about teacher collaboration. Step 2 also involves gathering evidence:


What do other teachers do?

1. To cast a wider net we have contacted all of the small schools in our network to gather some ideas about how they collaborate.
2. Access resources and evidence online, for example

Making the most out of teacher collaboration
http://www.edutopia.org/blog/teacher-collaboration-strategies-ben-Johnson


Pathways to collaboration - across grade levels
https://www.teachingchannel.org/blog/2012/10/18/pathway-to-collaboration/


Looking at student work collaboratively
http://www.essentialschools.org/resources/60


The Seven Principles of Highly Effective Professional Learning - DET Victoria


This highlights the value and the expectation that teachers will participate in professional learning together and collaborate.


3. Talk to my PLN - Twitter will be ablaze this weekend

What I read on the holidays

Kept reading about teacher collaboration
Supporting hesitant/resistant colleagues.
Leading others to unlearn
Specific tech tools to use in class and working on developing a way to bring the traditional approach of paper recognition and acknowledgement alongside the digital format of CD. This is in the name of honouring the opinions/beliefs and perception of others.
Collected a range of thoughts from Twitter to help my own thinking

Did a chat with #BastowLSDA ppl

You're quoted in: How can schls use social media to help their schl community feel better connected? http://sfy.co/h0on4

Josh Stumpenhorst‏@stumpteacher Jul 1

We need to be asking less "how do I get tech" and more "why do I need tech". Intentional use and purposeful integration. #ISTE2015

 

edutopiaVerified account ‏@edutopia 4h4 hours ago

Meta-collaboration = thinking with one another: http://edut.to/1NS4UGf .

 

Read about coaching as well.

 

 

 

 

Whaddaya stand for?

To lead you need to know what you stand for. To lead you need to be able to tell people what you stand for. To lead others, they need to know what you stand for.

I stand for empowering others through teaching and learning. I stand for giving others the power to create their own story. People have the right to find and work towards what they want in life. They have the right to follow their own passion.

As a teacher I guide students to develop the knowledge, skills and abilities which lead them to uncover the thing that are really good at and really want to do. When they do this, students build confidence and then they fly...take risks, try anything, because they know I believe in them.

I want to make sure that all of the students I teach get something out of my lessons. This will vary for each student, despite there being a clear learning intention and an expectation of what I am looking for.

Some students will understand the learning intention, link the concepts together and instantly be able to teach another student. Others will barrel past the instructions and hurl themselves at the task, then link the concepts together and be able to teach another student. Other students will be oblivious entirely and be unable to explain. These students may need reteaching

Some will appear to be oblivious but at the end of the lesson be able to explain part or all of the learning intention. Another group of students will link the learning intention to something else that they already know, or synthesise two areas of learning (like patterns in fractions and multiplication times tables) with little prompting from me.

For each student the outcome may be slightly different...and I can draw professional satisfaction from each child's experience of my teaching.

In the moment of teaching, when I am with the students, if I focus on the learning of the students and not on what I need to "cover" in the curriculum it is a much more fulfilling role. It is also in these moments that ego or self consciousness departs and I no longer wonder if my colleagues think I am doing my job "right".

As a leader I support colleagues to become the best they can be. In this I hope to enable teachers empower their students. So my leadership focus reinforces what I stand for. However one difference springs to my mind - adults already know stuff. They bring a field of experience, training and knowledge, as well as fixed opinions and beliefs to all aspects of their lives. Children as learners are forgiving, adults tend to be less so. This makes the task of leading others a slightly different challenge but nonetheless worthwhile.

So while trying to lead colleagues through collaboration a range of questions streak into my thoughts. These are questions you need to have responses for in order to show that you are able to lead. These responses also need to be firm, positive and with as little hesitation as you can muster.

• If my best effort cannot support struggling students to engage or learn, why shouldn't I ask others for help?
• And what reason would others have to respond with "We all teach differently" rather than "Have you tried ....?"
• Are you an effective colleague if you don't have the time or willingness to support the endeavours of your fellow teachers?
• Does it matter if I don't get my job right all of the time?
• Does it matter if my colleagues know that? Is it ok to make mistakes?
• Is it ok to be a bystander as these mistakes occur?
• Do we give up on a trial approach just because it's in the implementation dip?
• Do we need to disrupt the teaching and learning?

Next steps

A few days away from the beginning of Term 3 and I am planning, scheming and preparing.

 

I plan to:

•  Re-read our ICT change plan and check when and where I am going to deliver PL for Ts and Ps
• Share the results of LIP and my recommendations regarding teaching of growth mindset - perhaps even explore Hattie's teacher mindsets as well.
• Prepare HPE plan for Term 3 - Football skills, Dettol Healthy Schools, Growth Mindset - learning to learn.
•  Put these ideas into some coherent format:

Write a submission to CSSN/local secondary schools regarding Yr 6 to Yr 7 transition which assists Ts to understand the nature of each other's classrooms and support Yr 6s to make a successful transition.

Write a submission to same about involving some middle secondary students studying history to engage with us for the school centenary in 2016.

• Develop a digital learning work program for a neighbouring school's grade 3 to 6 class - Monday afternoons.

 

 

The Power of Student Voice

One of our students presented a slideshow at the final session of Auskick last night at the local football club. The student asked if she could prepare the slideshow and she did a fabulous job. Many adults in the audience were astonished and truly impressed by the presentation and the work she had put in.


This student learned how to create presentations at our school. It put me in mind of the power of student involvement in learning and in community events. I wondered to myself if the adults had any idea of what happens in the modern 21st Century classroom. For me it is a great example of how student voice and involvement can promote the teaching and learning that is occurring in all of our schools right here, right now.


I wonder also, how do other schools harness the power of student voice?

Why do Educators take up Professional Learning?

 

Professional learning (PL) can take many forms and occur in many different situations. For me the saying "the teacher appears when the pupil is ready" is quite fitting for me at this time. Good PL for educators has to be good...even outstanding, because we are dedicated to making our own lessons the same. I have been extremely motivated this year and fortunate in gaining a number of opportunities. I would like to explore the reasons why teachers take on PL and the different forms I have accessed this year.

 

Why do teachers take up PL?

1. To learn.
2. To satisfy their moral purpose for being an educator.
3. To maintain engagement with their work
4. To improve practice.
5. Improved practice improves student learning outcomes.
6. To make connections with other educators
7. To collaborate

In no particular order, I want to improve student learning outcomes because:

1. I believe it is VITAL for today's children to be prepared for their lives in the future - I approach my work from a social justice perspective but also....
2. It is my job.
3. I get paid and my salary allows me to live the life that I choose.
4. I gain a sense of personal and professional fulfilment from leading the learning of young people.
5. I gain a sense of personal and professional satisfaction from knowing that I am doing the best job I can.
6. Students and parents give instant feedback about how effective I am as an educator.

Teaching is full of people who are altruistic and say they are doing it "for the kids". I think this is curious, and that they leave out a key piece of information. Most people in teaching are in it because they gain satisfaction and fulfilment from learning and facilitating learning. The kids get something out of it because the teacher has this intrinsic motivation to build learners, not just happy kids.

My questions for you are: Why do you take up professional learning?

What motivates you to improve your practice?

 

 

The first day of the rest of our lives...after LSDA and LIP

So I've completed Leading Instructional Practice through Bastow and Chris and I have  completed Leading Schools in the Digital Age...a great launching pad for our next move. My thoughts now turn to how I will share the professional learning with my colleagues and link it to the learning of our students at our school.


Why did we do LSDA?
To improve our skills as educators to teach in the 21st century.
To develop the skills and understandings needed to provide our students with better teaching and learning.


Where is the evidence that this was necessary?

1. Despite having experienced teachers, quality programs and targeted interventions, our literacy and numeracy results in NAPLAN and from teacher judgements do not show that all students have reached benchmark in all areas.
2. The nature of learning and learners is changing, and teachers must change with it. This does not mean discarding effective teaching and learning approaches, but it does mean we need to do something different to ensure all students achieve.
3. Current prep students will graduate from secondary school in 2028 - technological change in all areas of life has had a massive impact in the last 5 years ...we can only guess at what their working lives will entail. We will be doing our students a disservice if we do not embrace change in our schools.

Where is the evidence that LSDA has helped us to deliver improved student achievement?


Example 1: www.learn2earn.org was discovered via my PLN on Twitter. Since signing up all students in the school have recorded the time they read for and provided responses to texts. For some students this is the first time I have seen them reflect on their reading.


Example 2: From the research project I completed about explicit teaching of effort and Growth Mindset and Reading, where I gathered data about growth mindset, we noted an improvement in students' understanding of growth mindset, and how that could help them with reading. This research will be revisited again later in the year to determine if any further understandings have been gained.


Example 3: The PL we have completed so far (4 sessions) about Growth Mindset has given all teachers another tool to use when working with those students who appear to have potential, but lack the confidence, motivation or drive to apply themselves.

Ch ch ch changes

Don't you wonder about yourself when you get to 3 days out from a presentation and you think to yourself: I reckon Goal 1 needs to be different?
Our goal is currently about developing teacher understanding and knowledge of the new pedagogies of collaboration, connection, curiosity and communication.
Given the nature of our community, we may be better served focusing on creating the foundation for change.....educating about growth mindset and opening teacher minds to possibilities before we even start to talk about pedagogy or innovative use of technology in our classrooms. This stuff is currently embedded in our first goal, but it could be separated out into a goal of its own.
Until we create a safe environment for our teachers to innovate and take risks, where they can manage the perceived assaults to their self esteem and professional identity, we may not generate the momentum we seek.

In the Pink

For our ICT Change Plan to be a living firebreathing success, we will need to consider closely the motivations of our colleagues. We'll probably show this RSA animate to them during our PL sessions. The PL sessions are interesting so far because we run them on a Tuesday morning before school and the focus is purely on teacher learning.


Yong Zhao referred to Reiss' 16 Basic Desires Theory last week, which links well with Daniel Pink's commentary. To make our ICT Change Plan (which by the way, we are considering referring to as our Learning Growth Plan :-) ) effective, we will need to be aware of and acknowledge the different motivators held by our colleagues.


Understanding the key motivators of our colleagues will help us to speed up or slow down our responses and be flexible (but still high) in our expectations. One key message Chris and I have taken on board has been to take small bites of the elephant...small steps, and testing, evaluating and reviewing along the way. High expectations, YES, but penalties for missing the mark NO!


We will need to make sure that our purpose is clear, our expectations are clear and consistent and that colleagues have support, within the ICT Change Plan.

Parallel Lines, not blurred lines

Once you get out of your own sphere of influence (be it large or small) sometimes you discover that the same things are happening in different forums.  Everywhere I look I see the power of collaboration.

Last month I attended a seminar for business and professional women in the Goulburn Valley, where Janine Garner's collaboration message is encapsulated in the title of her book From Me to We.

I watch Hawthorn FC with interest as the coaching panel is dominated by professional coaches who are also school teachers....powerful collaborators who are committed to a shared vision and purpose. I observe the lack of this in the Carlton FC executive, which is why the most experienced AFL coach is now at liberty to be a full time grandad. I support Melbourne - I am nothing if not loyal and steadfast. :-)

I watched SBS Insight on Tuesday evening because it was about Shepparton, and how the community is facing challenges going forward. The most wealthy people in the town claim to be unaware of the rates of teen pregnancy, drug use and poverty. SERIOUSLY! COLLABORATION is desperately needed in this major regional centre where I live and work.

Yesterday at the CEP Conference I listened to Maggie Farrar share with us the power of schools collaborating in clusters in the UK.  I also sat next to her to hear about the brilliant work being done at Bright P-12 and Apollo Bay P-12 colleges in collaborating with the Wadeye community. The day before Yong Zhao spoke about the role collaboration plays in developing entrepreneurial skills in our students. The key takeaways from the conference for me were how relationship building plus passion for change and progress in education plays an essential role in improving opportunities and outcomes for students in rural communities.

If I haven't said already, the CEP is the Country Education Partnership and they ran a Twitter feed live for the 2 days of the conference. The Twitter conversation brief included the following questions:
Q1. Rural learning: How can we seize the potential to focus on education on what really matters?
Q2. How can we create powerful, relevant learning opportunities that inspire young people within and beyond the "school gate"?
Q3 How can we inspire our communities to seize and embrace opportunities to cultivate holistic education approaches?
Q4 How can we generate and grow collaborative approaches so we can be at the forefront of connecting and boosting learning, outcomes and pathways?

As you can imagine I answered Q2 and Q4 numerous times - check out #RLSeize, but a crystal clear answer for me is for teachers to do PL in courses like LSDA (assuming there is one that can match it). For me all of these questions can be answered by employing innovative teaching and learning via new pedagogies and digital technologies. 

So I put this idea forward to you, my patient blog readers. Schools in rural areas recognise the need to provide powerful learning opportunities that inspire young people. Young people, like the Rural Youth Ambassadors present at the CEP conference told us that is what they and their peers want and need. Not once in the last 2 days did someone stand up and say the data tells us we need to change. The most important evidence of need for change is in the uncertainty of life/work/society/community as we move further into the 21st century.

Maggie Farrar shared a line from David Whyte -  "start with the first thing close in, the step you don't want to take.

School leaders and teacher leaders are morally bound to do this.

Connected Collaboration and Country Education Project Conference

Today has been inspiring. We heard from eight ( I think) Rural Youth Ambassadors at the CEP Conference in Melbourne today. Follow @countryedproj There are teachers here from across the state, from rural and regional centres.


Did you know that 38% of CEOs in top Australian companies were raised in the country? That means that a rural education prepares almost half of our business leaders.


We have had a MASSIVE reminder of the power student voice has in the achievement and engagement of students in rural and regional areas.


For me new pedagogies coupled with current and future technologies are a MAJOR part of ongoing achievement for students in rural and regional areas. Also, because they are unique communities shaped by their environments, rurality, remoteness and history, they have the capacity to produce unique individuals who will light the way through the fog with their red noses. (Thank you to Yong Zhao for the existential explanation as to why my nose is always red)


Great day - dinner to come with Harold Mitchell speaking - and another day tomorrow.


I hear the day with Eric Sheninger was equally AWESOME. More power to the LSDA futureniks.


:-)

Nimble Agile Innovators Leading Into Tomorrow

After watching the 21st Century Schools video and as I head off to the CEP (Country Education Partnership) Conference tomorrow night, I am wondering how they will define the approach to  take in rural settings for the future and nail it.


As a measure of comparison with our LSDA Odyssey I will be interested to know how many times the words agile, nimble, innovation and new pedagogies are used at the conference this Thursday and Friday!


And bah - the news right now says kids can't write because of iPad overuse.


What rubbish. - where's the evidence beyond a 10 second sound grab from ONE early childhood teacher and a parent.

Project Withdrawals

Literacy Co-ordinator Project  Proposal

Mini Action Research Project – May to December 2015

Logging Reading Responses

Question: Can students’ enjoyment, confidence and reading comprehension skills be improved by using reading logs via www.learn2earn.org ?

Summative Assessment –

How will we know if it is successful?

Reading Climate Survey Feb and May

Total minutes reading – track each week

Improved student achievement in on demand and PM benchmark.

How can you not be excited?

PV 10 Week 13

More and more over the last few weeks I have been feeling as though I have been living under a rock and stuck. Technology allows me to have a network miles beyond my home, my school and my everyday life....it is exciting. The future for teachers is more exciting than it is scary. <3

PL small school style

As we move towards the end of the course, I am wondering how to keep using my blog after we take flight from the LSDA Launchpad.

So I thought I would reflect on our professional learning; small school style.

Today we explored aspects of traditional vs new pedagogies - sorting different elements into two columns. The discussion was in depth and positive. We identified that there was clearly room for direct teaching (which is a major feature of traditional pedagogy) and we were also able to visualise the changes that have taken place since each of us were at school. Given that we are all over 40, we had similar experiences to start with.

To follow up we watched a video about learning and the brain http://trainugly.com/portfolio/learning/ on www.trainugly.com

Positive discussion from that too - especially about the clarity of the video and its message, and how it could be used with students.

We then linked our work at school in mindsets to the mindfulness work being done in our local early childhood centre....should all fit together nicely.

Clear moral purpose, thorough preparation, time allocated for teacher PL and focus on student learning led to quality discussion....FANTASTIC!!

Have also finished my report for leading instructional practice and the ARP for LSDA. Life is good!