New Teacher Tips · Project Based Learning

Peer Review Protocol for Teamwork

One problem every teacher is bound to run into is work distribution with group projects. It seems inevitable that one person does all of the work and one person does nothing and it’s just doesn’t seem fair for all parties to get the same grade. How do you handle this situation? It’s so hard to tease out who did what (although revision history in Google Docs helps with this) and it doesn’t really solve the problem of unequal work distribution.

Enter the Teamwork Review Protocol

What is it?

The teamwork review protocol is a peer assessment tool that I’ve creating by adapting a critical friends protocol and combining it with a teamwork rubric I found online ages ago and really liked. Essentially, each group member is evaluated by their teammates by following a 4-step protocol which allows all parties to hear and be heard. The steps are as follows (printable version here):

Step One: Reviewee Self-Score (3 minutes)
Who Can Talk: The person being reviewed
Who is Silent: The rest of the team
Using the teamwork rubric, reviewee describes what scores they think they deserve in each of the 5 categories and why, giving specific examples. DO NOT WRITE ON RUBRIC.

Step Two: Probing or Clarifying Questions (1 minute)
Who Can Talk: Everyone
Who is Silent: No One
Team members ask questions about the reviewee’s contributions if needed.

Step Three: Team Discussion (3 minutes)
Who Can Talk: The rest of the team
Who is Silent: The person being reviewed
Team discusses if they agree with self-score and why, giving specific examples. Scribe uses highlighter to give score to the member. Reviewee is silent, taking notes

Step Four: Reviewee Response (1 minute)
Write the date at the bottom of the rubric and 1 sentence describing a teamwork goal for next week based on team’s feedback. Your goal should be a specific behavior you want to change.

How I Use It

I generally use the teamwork review protocol during our 4-week interdisciplinary projects. Every Friday the four-person teams go through the protocol for each teammate and mark their scores for the week. I color code each week so the students can see their growth (or sometimes breakdown) of their participation as a team member and only enter their final teamwork score into the gradebook. It can be done more frequently depending on the length of the project but I recommend it be done more than once. It’s incredible to see the honest feedback, self reflection, and growth that happens during this protocol. In addition, by following the protocol most of the shallow feedback that students give each other is eliminated as each statement made must be supported by specific examples. AND, our students become better participants in group projects.

***A word of caution: sometimes the process can be emotionally charged. I have had students yell, cry, argue, and friendships tested during this protocol. Embrace it as part of the process and ensure that before running the protocol you have built a safe and trusting classroom culture and have gone over constructive feedback. I recommend looking into restorative practices if it’s not something you’re already doing.***

New Teacher Tips · Social Justice

Advice from Our LGBTQA Scholars

This week we had an awesome PD put on by our LGBT Club during our monthly staff meeting this week and they had some great advice for teachers that I wanted to share.


Probably one of my favorite things our scholars shared with us was the Gender Unicorn. It breaks down the different parts of gender identity and helps individuals describe their sexuality and identity in a multifaceted way. Check it out here!


Our scholars also gave great information regarding pronouns. Most teachers give some sort of get-to-know-you survey at the beginning of the year. They recommended adding a “preferred pronoun” question to this survey. The club advisor also recommended you ask three questions if a scholar does ask for a different pronoun:

  1. Who knows?
  2. Can I tell other people? Parents?
  3. Would you like me to address you that way in front of the class?

These questions are important because you don’t want to out a scholar who isn’t ready, or accidentally out them to their parents from whom they were keeping their identity secret. In fact, it’s illegal in some states. Accidentally outing a scholar to their family could have drastic repercussions: abuse, conversion therapy, rejection, etc.

Addressing the Class

This question came from the teachers. Many teachers will address the whole class as “Ladies and Gentlemen” or “You Guys” and a few were wondering if that might isolate non-binary scholars. Our scholars indicated that it depends on the individual, and that “Guys” is now colloquially accepted as gender neutral. Although I like the club advisor’s recommendation of “Guys, gals, and non-binary pals.”

*All information contained in this post was provided by the Del Lago Academy LGBT Club

New Teacher Tips

Tips and Takeaways from NSTA

I have had the benefit of attending the NSTA national conference 3 out of my 4 years in education and I have to say it’s one of the best professional development experiences. I love seeing and hearing what other people are doing in their classrooms or other sectors of education to help all students science.

That said, 4 days of NSTA can be overwhelming and after 3 years there are some recommendations to make the most of NSTA (or any conference).

1. Go with a group

If at all possible, don’t go alone. My first year going to NSTA I went by myself. I learned a lot but you get at least 4x more out of the experience if you go with a group. Our district has been very supportive in sending a team of 10ish people to NSTA every year including teachers from all schools, TOSAs (science and english!), our curriculum director, and even the assistant superintendent. You may not be that lucky but I’m sure you can find some teacher friends that are interested in going! Here’s why going with a group is better:

  • IMG_3872You can cover more ground. There’s probably 4 sessions in every time slot you want to go to. If you’re with a group you can divide and conquer.
  • Learning is a social process. At the end of the day it helps to process what you learned and bounce ideas off of other people.
  • The group texts are amazing. ————————————–>
  • It’s more fun! You’re probably in a new city you may have never been to. Explore it with a friend or two or ten!

2. Pick a Focus

National conferences can be overwhelming with all their offerings. There are literally thousands of sessions and workshops to choose from and they all sound awesome! It helps to narrow you focus to one or two things you want to learn about and use that focus to help you set your schedule. Last year my focus was assessment, so I went to a bunch of sessions and workshops on how to write NGSS assessments. This year my focus was equity and discourse. By picking a focus you can narrow the thousands of options down to a manageable amount.

3. Pack Light and Wear Comfy Shoes

At this past NSTA we were averaging 15,000 steps a day. That’s about 5 miles. Dress shoes and a huge bag are a recipe for pain. NSTA and many other conferences usually provide a handy bag. A lot of people like to carry their laptops and the program and chargers and… too much stuff. I live pretty minimally in general so I just toss a few things into my bag and I’m good to go:

  • Phone, wallet. The basics.
  • Water bottle. I have a reusable 16 oz Nalgene that I refill throughout the day.
  • iPad. I used to drag my laptop around to conferences (I have a 13″ Macbook air so it’s not too big) but honestly I don’t need it and lugging it around all day gave me shoulder pain. The iPad is sufficient for my browsing and note taking needs.
  • Notebook. I prefer jotting down notes by hand and am obsessed with my beautiful Erin Condren productivity layout notebook. I like FullSizeRenderthis notebook because it has lined pages for note taking, sticker flags that I use to label each session, and a sidebar where I jot down resources and websites the speakers share as well as questions. I added pockets for handouts, a ziploc pouch for business cards, a pen holder, and snap in post-its. I really don’t need anything else for notes.
  • Portable charger and cable. NSTA typically does not have free wifi so I use the heck out of my phone and I burn through the battery 2 or 3 times a day, especially if there are Pokemon nearby. My Mophie Powerstation Duo is a lifesaver. It does up to 8 full charges for my phone and because it’s portable I never have to be attached to the wall. (Side note: I use this a ton at Disneyland and end up being the charger of everyone’s phone).

4. Hit the Expo!

There is a lot of awesome free stuff.

5. Finally, Pace Yourself

I have a tendency to get overly enthusiastic and want to do ALL THE THINGS, so I tend to schedule myself from 8am-5pm with no breaks. Then I end up burning out and missing half my sessions. This year I made a rule that I wouldn’t attend any sessions before 9am. It worked out for me.

Private Reasoning Time

In our math classes the teachers use “Private Reasoning Time” to allow students to sit quietly and make sense of their learning before moving forward, and at the end of my 4 days I took a few hours of private reasoning time to organize my notes and reflect on my learning. I mentioned that my focus this year was on equity and discourse. After 4 days of taking everything in at NSTA I was left with questions about my own teaching practice, which is what you WANT to have after 4 days of professional learning. My main takeaways:

  • Are our competencies (assessments) standards aligned performance tasks? Should they be?
  • I don’t know what I don’t know about the science and engineering practices. I know what the end goal is but what is the learning progression? How do we get to that end goal?
  • How can I be more intentional about student talk?
  • How can I integrate and scaffold reading more in my lessons?
  • How relevant is my curriculum to ALL students?
  • What experiences/biases am I bringing to my classroom?

I’m looking forward to exploring these questions further with all the new tools I got from NSTA!

New Teacher Tips · Work Life Balance

I Disconnected

Way back in 2014 I was a young, bright-eyed student teacher. I was tweeting, I was blogging, I was innovating. I was on fire. Then first year teaching hit me like a ton of bricks. I got a job teaching a brand new course at a brand new school designed to close the achievement gap through a complex assessment and grading policy and a system of social-emotional support for every student. It was hard work. I was writing curriculum that blended chemistry, biology, and biotechnology in a way that hadn’t really been done before. I was still figuring out the basics of running my own classroom. I was trying to figure out the systems of this crazy awesome school that really took care of the whole child. I learned so much about my teaching practice being surrounded by skilled professional educators and was very focused on honing my instruction. It was a time of immense challenge and growth. But in these first years I stopped doing a lot of good things too. I stopped blogging and tweeting. My grandiose ideas for changing instruction got shelved as I became bogged down with the day-to-day demands of my job and my life. I felt like I was losing touch with the student teacher that was so fresh and full of ideas. She wasn’t gone, she just wan’t accessible. I was in a slump in both my career and my life.

Lately I have been reminded of Maslow’s Hierarchy of Needs. We’re all familiar. To achieve self-actualization basic needs must be met. I began thinking about my life and teaching in terms of this hierarchy. Of course I wasn’t cultivating relationships in my life, I could barely feed myself regularly. I began to wonder what a Hierarchy of Needs might look like maslow-for-teachersto a new teacher so I began to draw it out. At the base a teacher needs basic classroom management and organization as well as curriculum. I didn’t have these starting out. No real curriculum, no workflow systems. I had to build all this from the ground up. My workflow is better but I’m still tweaking it. I’m still battling with curriculum and assessment as our school and department grows and we are constantly changing and aligning and realigning and rethinking assessment. I know I still have growth in my instruction. I’m still developing that “withitness” which does not come naturally to me. I don’t always close my lessons. My transitions sometimes take way longer than they should. But overall it’s better. I’m finally at a point where I feel like I can reconnect with that spunky student teacher. So this post is my way of saying: