-Monday annual state testing began. Went to my monthly Pampered Chef meeting, I decided to jump start my Pampered Chef business with online virtual parties (10 for April and 4 for May).
-Tuesday my cellphone was stolen from my desk by a student in my first period class - it was the first time in 25 years kids have stolen my phone.
-Wednesday I attended the last Golden Knight game for the season and watched them become Pacific Division Champions.
-Thursday had dinner with my daughter.
-Friday met with a gal from the Boundless Foundation on zoom and went to Cocktails and Crafts with friends after work.
-Saturday drove to Utah for the day.
-Today…Packing and still not done.

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So where’s the progress?

The bedrooms are almost completely packed. The kitchen is half packed. Moving boxes are all over the living room. Everything is off the walls. Laundry room, bathroom and hall closet are the only things left. I think I have plenty of boxes to finish the job.

Seeing more of my students turn in work this first chapter of our topic, when the last topic there was very few assignments turned in. I’m excited to see my students own their work. I’m not nagging or harassing them for the work. They are grabbing me and telling me they are ready for the work to be checked. I love it.

Students all day long ask if my phone has been found or returned to me. This makes me feel like they care about justice. I wish they were right.

Having friends checking in on me about the packing and moving, feels amazing. When you live alone and people message or call, it feels like unwrapping an unexpected gift.

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Why does this matter?

I could be in the dumps about not having a place to live or not having my phone, BUT I was blessed to have a friend gift me with one of her old phones.

My principal came in to my class to learn how I’m engaging my students in their learning with empowering them in the grading process. He was excited for the outcome. It’s amazing at this point in the year to have students shifting to engagement.

How I can become fluent in Spanish? Beyond my Duolingo practice, working on it with students at school and then maybe I attend an immersion program next summer.

Helping students internationally by partnering with the Boundless Foundation and fundraising to help build schools is a dream I have. This will help me connect to schools internationally and learn how they work.

Restarting my Pampered Chef business reminded me I can create fundraisers to support the Boundless Foundation and build schools!

Thank you to my amazing friends who have brought me boxes, kept me company while I pack, and will help me move my stuff next Saturday.

Five weeks of teaching until summer vacation begins. Then 3 more years and I retire from this school district.

An epic summer vacation is planned traveling across the country with friends and family: Salt Lake City, Mercury, Dallas, Fredricksburg, Houston, Toledo, Maui, Oahu, Richfield, Tahoe and California National Parks. I’ve decided to bring my laptop to share my thoughts as I travel.

What are you excited about? What is your next adventure?

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***Disclaimer*** This post may be hard to read and internalize for both teachers and parents. If anything I have written resonates, sit with it. If a question feels like an attack, sit with it and ask why? If the question is not true for you, please do not think I’m judging you as a parent. These come from a place of wisdom AFTER raising children, these are NOT things I did when my children were growing. I’m trying to raise awareness and build capacity for us a village raising your child. ***Disclaimer***

What if…

-they truly don’t remember because they don’t know or don’t care?
-you knew what was being taught?
-you understood how they were learning it?
-you could question to help build thinking and comprehension of the topic?
-you trusted YOUR relationship with the teacher to reach out?
-you knew where to look to find the information if the teacher is not receptive?
-you could bypass your child and get better questions from the teacher?
-you had someone to ask questions to that wouldn’t judge you? (BTW you do, that’s me!)

I raised four children who attended public education while I taught within the pubic education setting. I did not create a relationship with my children’s teachers to support what they were teaching to my children, even when I taught in the same school. I trusted them with the education of my children and didn’t look back. I never spent time in a classroom understanding what my children were experiencing. I never felt I had to step in, until I did.

I don’t want to you to think that my kids were perfect. They were not and are not. My middle son was a terror in middle school. Smart as a whip and would hijack classrooms. We pulled him out of traditional public education after the first quarter of eighth grade and enrolled him in a hybrid school where we could be in more control, but I was still not the teacher. My youngest son made some very poor choices his sophomore and junior year which were not discovered until the summer before senior year. Those choices led to moving him out of state and enrolling in a full time at home online public school for senior year. I still wasn’t his teacher. I still haven’t followed up with his teachers to question things. His grades have been fine and I’ve been more concerned with behaviors.

However, I did ask my children’s teacher for help, ONCE, every year. When my youngest entered kindergarten I got the idea to have my child’s teachers write positive messages in a book I could give him at graduation. I started this with all my children at the age they were at the time: 14, 12, 9. This book has made my kids have a set of positive messages encouraging them to be their best and live a life they love. Thank you to those teachers who helped raise my children into amazing independent people. It never occurred to me to reach out as a partner in learning.

Now as I am back in the classroom I look at parent involvement much differently. Did you know most, if not all, curriculum companies have at least a family letter for each unit of study for the teacher to share with you? Did you know some curriculum have family homework activities?

Don’t shoot the messenger…

My experience with teachers is this - teachers don’t think the parents care or have time to read or do the activities they may send home. Teachers think the time they spend on making copies and sending them home is a waste of time and school resources.

I also think that teachers are scared of parents. Rather than believing that parents and teachers are two sides of the same coin, serving the same purpose, they see themselves as adversaries. What if we believed we were partners?

I believe each parent sends the very best of who they have to school; they don’t keep the good ones at home. In addition, I believe each parent has hopes and dreams for their child, just as we do from the school side. We haven’t always communicated what that is. I told you my dreams for my kids. As long as my children were held accountable for their learning and work, I was fine with whatever school did. What are your dreams for your family?

I told my children “grades don’t matter, but you better not have a missing assignment. You are to do your best and if you have done everything the teacher has asked you to do and you get a C or D, then I know I need to step in.” I KNOW if a child has attempted with their best effort EVERY assignment, they will learn something and they will not fail the class.

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I also know that parenting today is hard. Whether you have both parents who made the child, or any other combination of parenting, it’s hard. We were all raised differently and have different ideas of familial support for a child’s education. I also believe that no one loves your kid more than you. The teachers, tutors and coaches do love your kid, but not more than you. YOU are the one.

During COVID, I was encouraged to start another tutoring company, however, my beliefs are not in alignment with this. I wanted to tutor parents, not students. I believe YOUR relationship with YOUR child is the most important, not mine. You are your child’s superhero! And if you don’t believe me, I already wrote about it.

I am a go to the source kind of person. I don’t like to beat around the bush. So…what I’m suggesting might be a little out there and different. It may be uncomfortable for all stakeholders. BUT what if it worked? What if you bypass the child and go right to the parent? What if you bypass your kiddo and go right to the teacher?

If you are a teacher…

-Are you willing to reflect and be honest with yourself?
-Are you wanting to create better relationships with the families of your students?
-How are you open to the parents of your students?
-Are you completely transparent?
-When do you contact parents?
-What do you tell them?
-Do you have conversations about how great their kid is?
-Are you patient with each parent with their concerns?
-Do you know their concerns?
-Do you know the child’s hopes and dreams for their future?
-Do you know the parents hopes and dreams for their child’s future?

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Day one of my teaching a new group of students and meeting a new set of families, I make sure I let each parent know they are welcome in my classroom at any time. That there is nothing I’m embarrassed about or ashamed of. Nothing that I’m hiding or need to prepare for. Come in anytime, unannounced, because parents are always welcome.

I share the rubrics used for grading, the videos shown in class, and other information from the curriculum created to connect families to what their child is learning. My philosophy is that parents can’t help if they are not informed. So I share, share and share. I had a parent after a month of this tell me I’m the first teacher in the history of her children in middle school to care and she thanked me.

What students are expected to learn and how they are expected to learn it is very different that what education was like before 2010. Parents who have not experienced this type of learning need love, support and understanding. They don’t know how things work and why we do what we do. Schools haven’t always done an effective job of communicating these changes.

Today’s student is a technology native. Not every parent and teacher is. Their brain is wired with 10-30 second sound bites which is different than a technology immigrant. Children have always felt their parents were out of touch with what they are living with. So that feeling is not new, however the experiences our children/students are having through a technology lens are extremely different.

Today’s classroom has SEL - Social Emotional Lessons. This is because today’s students do not have the empathy expected to come into kindergarten. Children are not prepared to work collaboratively, which is a fancy word for work together, take turns and share.

I have a family member who is an anthropologist who asked me recently about if common core teaches about morals, ethics, bigotry, etc. I responded no. Common Core is about basic skills for academics in English Language Arts and Mathematics. The work load a teacher is expected to impart on students is not just reading, writing and arithmetic. In addition to those basic foundations, we also have science, health, social studies, computer applications, speaking and listening skills, reading foundations (phonics), literary text, informational text, algebraic thinking, geometry, measurement, data, numeracy, fractions, and social emotional learning. Some schools are also incorporating STEM/STEAM or PBL lessons as well.

STEM=Science, Technology, Engineering and Mathematics

STEAM=Science, Technology, Engineering, Arts and Mathematics

PBL=Project/Problem Based Learning

The school day has not been lengthened, other than to reduce recess/play time. Without partnering with parents, how are teachers going to win for our next generation?

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Parents:
-Do you really want schools and teachers to do this work without you?
-Are you a parent wanting to connect with your child’s teacher?
-Do you hear from your child’s teacher?
-What kinds of things do they share with you?
-When is the last time you heard about what they are learning in class?
-If you have the opportunity to spend time in your child’s classroom would you?
-Have you asked about how you can help your child learn what is being taught at school?

What can you do to help your child learn?

My philosophy is that YOU, family care givers, are the best and first teacher of your child. They are being programed for life with your words and example from birth. Mine were too. My goal for my children was to be independent, self-sufficient, productive members of society. I have succeeded in this goal. Each of my adult children pays their own way and as my 17 year old is getting ready to graduate and enter adulthood, I’m teaching him about budgeting, retirement savings, options for living places and applying for jobs while digging into the current food service job to find transferrable skills to any position.

If your child is in grades kindergarten through second grade, reading to them at home is imperative. Talking to them about numbers not just as a the numeral you read, but as the quantity. Practice writing and coloring. Give your child chores, organizing and sorting is part of mathematical thinking. Play card games and have fun with winning and losing.

If your child is in upper elementary grades three through five, they are now reading to learn. Daily reading at home is still very important with both fiction and nonfiction of their choice. Playing card and board games while keeping score, using money and making change are so helpful to their development.

In middle or high school, ask your child’s teacher questions about what they are learning in class. Use an AI platform to connect what they are learning with what they are interested in. This will help them want to learn what they have to learn.

If you are interested in learning more about how to empower yourself as a parent of a child learning, thinking and growing but need some help, reach out.

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What if this week…

-you pay attention to what papers come home, if you don’t already?
-you watch your child clean out the backpack?
-look up the names of assignments on the online grade reporting platform?
-ask what did you read today?
-what did you write about today?
-ask the teacher what topics of study are coming up and how you can support them at home.

I have a parent of a student this year who messages me constantly, especially if there is a missing assignment. His son’s success is important to him. As his child’s teacher, I try to let him know what we are learning and how he can help. He’s coming from the old school mentality of getting the work done means learning occurred. That’s not necessarily true and I no longer permit that kind of work to be submitted. Check out my other posts about what I’m doing in my classroom with grades and proficiency.

This morning, I received an email from this parent wanting to know how he can support his son throughout the summer. I was excited for this! His request came as should my son attend summer school (which is not appropriate for this child at this time) or can the teacher make a worksheet packet for him to practice over summer? You may not know this yet, but I’m not a fan of worksheets, for anything.

However, I did respond to this parent with a new idea of a project for me to help my students prepare for next years state testing. I told this dad that I am a fan of thinking and learning and that I have an idea and solution. Since COVID, I started creating inquiry based unit studies. This is the start of my idea. I’m not quite sure how I’ll do it, but next year this eighth grade boy (and all his classmates) will be expected to have remembered all the standards taught (hopefully learned) in grades 6, 7, and 8 and apply them to a test in the spring. I’ll share more in May, after I create it. I have some ideas…

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Share your successes with other parents and teachers when you leave a comment.

Have you had a successful relationship with your child’s teacher? How did it happen?

I ate too much at Easter and paid for it the next two days with my body revolting.

Came back to work with an attitude of irritation, not gratitude with my students. Short tempered and every time they didn’t listen and I had to repeat myself or repeat what was written on the board I would lose my mind.

Talking with a friend after work in her office, I realized I’m having a harder time being back in the classroom than I thought. I was doing very well with teaching seventh graders science. I was excited to get back into the trenches of teaching and learning daily; having impact on a group of students who are mine.

I felt it was a smart move as an aspiring administrator to get back in the classroom after over five years of being a coach and strategist before being a supervisor.

At my previous school I was in the know, now I’m not. I like knowing what is happening at the school level, being a part of the decision making process. Maybe next year…

Today I am overwhelmed with my life, all the things I have put on myself. Some things I can make changes to, some I can’t.

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First, I’m moving by April 30 out of my apartment. This is the first move on my own, without my kids or a partner since 2000. It’s more emotional than I thought it would be and I’m not dealing with it well. I’m making the transition to gypsy life, keep your eyes open for this in the future. I can’t change the date to leave, but I have asked for help to get the job done. I need to pack and I’ve asked for help with someone coming over to talk to me while I pack. That will help a lot. I need boxes or bins. My decision.

Second, I started this blog thinking I would write three days a week: Mondays, Thursdays and Saturdays. I began planning this a month ago. I was doing so well and was even ahead of my plan and now I’m writing the day before. Last week I was late and wrote Thursdays on Friday. A really smart friend, Judy, I talked about her before, reminded me this project is mine. I get to decide what I do, how often I do it. Wow…My decision. My choice. No one is banging down my door telling me to write and change their life.

Third, our school is relocating to a brand new building. So I have to pack at work too. I have moved so many fun things from my house to my classroom and when I start the school year with a new group of sixth graders next year, it should be fun and exciting. Considering I started mid-year, I have a ton of stuff to move. That is my decision to bring my life into my classroom. I don’t have to take these things with me.

Fourth, I have had some health concerns that have come up in the last several months I have been working on and I not feeling like it’s making a difference. I’m exhausted and unsure of how to fix it. I can choose my beliefs, my words to myself, how I fuel my body and take care of myself.

Fifth, I feel lonely. I live alone. No kids at home anymore. No pets. I have friends and family I can call and talk to, but sometimes I just wait until someone calls me. I fill my life, my calendar with all kinds of activities. Judy gave me some more wisdom…What if I’m not allowing for space in my life to just be? I can choose to appreciate and enjoy my time with or without others.

Sixth, I have an epic summer planned. However, I still have to buy some tickets and decide what fun I want to have: Salt Lake City, Mercury, Dallas, Johnson Space Center, Toledo, Maui, Oahu, Salt Lake, Tahoe and California parks. Some alone, some with family, some with friends. I get to choose where I go, what I do and who I do it with.

Seventh, I have applied for two different leadership programs. I won’t know until July if I have been accepted to either, neither or both. Either program could change the trajectory of my future. Sometimes as I think about retiring in three years, I’m not sure what I should do. Do I continue working and put my admin degree to use since I just got it last year? Do I stop working and enjoy life without pressures of work? Do I continue what I started here, expand it with another project in mind with a partner in education who passed away? So many options…

Last, I’m supposed to move in with my daughter in late summer early fall. Hopefully the place we found has a three bedroom so we can. If not, I don’t know my plan for where I’ll be living. This is something I’m very much looking forward to, but who knows what the future has in store for us.

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So why could I possibly be overwhelmed?

I don’t know where you are in your life, but if you are feeling lost, overwhelmed or lonely…please know you are not alone and you don’t have to stay there.

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What are you doing these days? What advice would you give me?

On my first day of teaching this group of students, I spent time letting them get to know me. After the slide show, I let them ask me questions and we played a game. I should have taken notes about what they shared. Next time we met, I did.

I know what I need to run my classroom for ME, but I didn’t think about what my students needed at first. Rookie mistake! It took me a while to get in the swing of things. Teaching a new curriculum in a new group of students was challenging for me, but once I got my bearings, I realized I needed to learn more about my students. But how and when? We are already a topic behind.

Proficiency grading was something I was very familiar with, but my students were not used to using in science. So I introduced them to the grading scale we were going to use (Emergent/Novice, Approaches, Meets/Proficient, Exceeds/Mastery). This allowed me to talk to students about what they are learning and how to level up with science. It wasn’t about the number of correct answers anymore or completing work without learning.

We continued learning but I wasn’t seeing the level of ownership and student empowerment I was hoping for. I began thinking about what was missing, why were these students not engaging the way I intended? I realized I was missing something VERY important - student interest. Students were still wondering how to raise their grades by completing work, but not actually wanting to do it right…

After participating in our district grading policy feedback committee, I heard many ideas I wanted to integrate in my classroom. As a friend of mine and I were talking about the struggles of my classroom and the things I learned about grading, I mentioned wanting to move towards a grade less classroom. She told me about Starr Sackstein, a colleague of hers who has worked in the grade less classroom for years. I began my study of the grade less classroom and started reading her blog. I decided to make some changes, beginning with reading her book, Hacking Assessment.

With this research, I realized I didn’t know enough about my students to really engage them in the work. The next time we had a class meeting, I asked students to share what they were interested in. I asked them how they spent their time after school. This conversation went very well. Almost every student was willing to share what they learn about after school. It was amazing to see how students were aware of their level of proficiency of their interest and able to be completely honest about it. They understood how to level up with what they love. Then we connect their interests to the proficiency scale we use for science grading. It was amazing to see students connect to each other while sharing their love.

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I used this information to connect what they love to what we are learning about in our current content. With the help of Google Gemini, I created parent guide and student scavenger hunt documents to support our Chemistry Unit.

I continued this conversation with Judy, a friend in my book club, on my drive from Texas to Vegas over spring break. We have been reading The Next Conversation by Jefferson Fisher and one of the messages is about having clarity in communication. Judy and I were brainstorming things I could do with my students to increase engagement and student achievement.

We discussed my thought about education being a three legged stool: parents, students and teacher. I believed that if we could get everyone on the same page, it would help. She disagreed. She said the parent’s responsibility is to get the student to the school and reinforce positive behavior while in the classroom. The contract between the teacher and student, is where the work happens. Judy brought up another stake holder in learning I never considered - peers. How can I encourage students to have ownership and support the learning of their classmates?

The first day after our break, we had another class meeting about creating the classroom environment needed for the best learning of all students. I wish this was something I would have done on day two, back in November, but better late than never.

It’s never too late to start over with your students!

In this conversation, each class made their own list of needs. Together we decided which activities were their responsibility, my responsibility or both. This poster became a contract between all students and myself which we all signed. In addition, we had a conversation about what is appropriate behavior and agreed upon classroom expectations.

Another idea came up during the grading policy feedback group, someone had mentioned having assignments planned for in advance for the quarter or semester: that if students knew what was going to happen there wouldn’t be any surprises in the assignments and wouldn’t need to “work the system” to make their grades. Our district has a minimum F policy which people feel students are “gaming” the system. This struck me as interesting and I continued this conversation with a colleague in my building about student empowerment and grades. She shared a document with me where students tracked their assignments. I amended this document for fourth quarter for my students.

When I shared this fourth quarter plan and the learning progressions, students began to ask, why don’t all teachers do this? I responded, ask them. I don’t think all teachers know how to do this, nor do they have time to collaborate about innovative ideas. Maybe I’m wrong?

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I was charged with teaching all subjects, except spelling, to my group of students and teaching religion to another group of students. That’s the “fair” trade made…I teach religion to both groups and he taught spelling. Yeah, those are equivalent. Anyway, I don’t remember being given standards to teach, but I was given teacher manuals and student textbooks.

I was given no professional learning. It was expected everything I needed to know was imparted in college. NOT! Not only was I a green teacher, but I was also a new mom. My husband was working nights so we didn’t have to put our infant in daycare. It was a lot. By second semester I was pregnant with our second child and I remember being kicked by a student while pregnant. That is the exciting experience I had. I don’t remember anything else of that first year, other than I had a classroom in the basement of the 4/5 story building and the staff gave me a small baby shower. To say I was mentally distracted is an understatement.

So when I moved to Las Vegas and taught middle school, it was different. I was given power standards, the most important of the giant list of things to teach. I was on a team who collaborated daily. It was a wonderful shift from where I began. But the Common Core was still not around…Teachers were teaching. We became a NASA Explorer School the same year we began the magnet program. The materials provided by NASA for teaching were amazing. I wish I could still find them and integrate some of it into my science class today.

I attended 12 schools K-12, so I know about transiency as a student. Until becoming a teacher, I didn’t think about what new students meant in a classroom. It didn’t occur to me that I may have missed the lessons about long division or figurative language. Or maybe I learned about measurement and data twice because I came at that time.

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Today’s students are not like me. I played outside DAILY. I created a circus in my backyard and charged the neighborhood kids to come. I played school with other kids and the stuffed animals in my room. I learned to play many different games: sports, board and card. I participated in t-ball, soccer, basketball, swim team, softball and cross country. I was an Air Force and Navy brat who was in girl scouts through high school and earned my Silver Award. I started babysitting at 10 and working in jobs at 13. Our house had 1 computer to play Oregon Trail, when I was in middle school. We went to church every weekend, even on vacation. The phone had a cord and there was NOT one in my bedroom until high school. That phone was the house phone…not mine. I wasn’t allowed to watch MTV, which didn’t matter since we didn’t have cable. I grew up sheltered and protected. I never did drugs or ditched school. I graduated #11 out of 210 students in my high school, and didn’t even really try…

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I grew up DIFFERENT from my children who are almost done with high school and graduated; the last one graduates in June. My daughter had Sesame Street as a companion in her play pen while her father slept and I went to work. My kids had technology, but it was loaded with educational games and nothing else. They were involved with scouts until middle school. They each played a school sport for a season maybe two. With four kids, both parents working it was a lot.

After the divorce, life changed. They lived by two different sets of rules and learned to adapt. Today my daughter is a receptionist in a law firm, but has explored different options to find something that fits. My oldest son has followed his passion of cooking through high school and is a sous chef with a national household name brand. My middle son has followed his passion to the Army reserves and learning about how to run a shooting range. My youngest son is unsure of what he wants to do or where he’s going to go, but he has the skills to be successful and I can’t see where it leads him.

Today’s students have never lived life without a cell phone in the pocket of the person they are with. Maps are not on paper; they can find their way home in minutes with an app. Families are different too. Some limit technology, others use it to help cope with the stress of parenting and life. Teachers are competing with TikTok and YouTube. This group of students seem to have an attention span of 10 second Tom. (Watch 50 First Dates if you don’t know who I’m referencing.)

In my classroom, I have a curriculum to follow, standards to teach and I have to figure out how to engage all the different learners in my classroom. This is not new. Teachers have had to be inventive and innovative to engage their learners since schools began. Why does it feel so hard sometimes? How are teachers supposed to compete?

Share this with a teacher you know who is:

-trying to engage the learners in the classroom.

-taking risks and trying new things to empower students.

-wanting to collaborate with other like minded individuals to make a difference.

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What was your experience like growing up? What was it like for your children?

Photo by Nachristos on Unsplash

As teachers, we often hold the roadmap for learning in our hands. We know the standards, the goals, and the steps required to get there. But how often do we share that roadmap with our students?

Think about it: Do your students truly understand what success looks like? Or are they simply completing assignments, hoping they’ve done enough to “get the grade”? What would happen if we made learning visible, accessible, and transparent?

The truth is, when we demystify learning, we empower students to take ownership of their growth. But too often, traditional practices leave them in the dark.

Photo by Marissa Grootes on Unsplash

The Problem: Learning in the Dark

In traditional classrooms, grades often feel like the final word. Students see a letter or percentage: A, B, C, 85%, 70%, but what does it really tell them?

Sure, it communicates how well they performed on a test or assignment, but it rarely answers the most important questions:

• What did I learn?

• Where do I need to improve?

• What’s my next step?

So many students are stuck asking, “What did I get?” instead of “What do I know?” Traditional grading systems focus on outcomes but fail to show the path forward. The process of learning, how to grow, improve, and master concepts, often feels invisible.

This lack of transparency creates a passive learning experience, where students wait for teachers to tell them what’s next. It’s no wonder they feel disconnected from their own progress.

Photo by Majestic Lukas on Unsplash

The Solution: Making Learning Transparent

Imagine giving your students a roadmap: a clear, step-by-step guide to their learning journey. This is exactly what learning progressions do.

Learning progressions break down big goals into smaller, manageable steps. For example, instead of saying, “Understand fractions,” a progression might look like this:

1. Recognize numerators and denominators.

2. Compare fractions with like denominators.

3. Add and subtract fractions with like denominators.

4. Solve real-world problems involving fractions.

When I introduced learning progressions in my classroom, it was like handing my students a map. They could see exactly where they were, where they needed to go, and how to get there. Suddenly, learning wasn’t a mystery—it was a journey they could navigate.

This is part of the current learning progression
for the unit we are studying.

My Experience: The Power of Transparency

At first, my students were uncomfortable with this new approach. They weren’t used to being asked to reflect on their work, revise it, or explain their thinking. For years, they had been conditioned to rely on grades as the only feedback that mattered.

But over time, something amazing happened. My students began to take ownership of their learning. They started asking questions like:

• “What’s my next step?”

• “Can I revise this to show I understand better?”

• “How close am I to mastery?”

The shift wasn’t just in their academic growth but also in their confidence. They no longer saw mistakes as failures, they saw them as opportunities to grow.

One student told me, “This is the first time I’ve really understood how I learn. I feel like I know what to do to get better.”

That’s the power of making learning transparent.

Photo by Vitaly Gariev on Unsplash

How Transparency Builds Accountability and Confidence

When students understand the learning process, they become active participants in their education. They take accountability for their progress because they know what’s expected and how to achieve it.

Transparency builds confidence because students see their growth in real time. They stop relying solely on teachers for validation and start trusting their own abilities.

As educators and parents, we have the power to make this happen. It starts with sharing the roadmap.

Photo by Theo Crazzolara on Unsplash

Learning should never be a secret. By making the process transparent, we don’t just teach content, we teach students how to learn, grow, and thrive. And that is the ultimate gift we can give them.

How do you make learning visible in your classroom or at home?

Take a moment to reflect on the ways you can empower students to take ownership of their growth. Whether it’s through learning progressions, clear feedback, or simply having a conversation about their goals, every step toward transparency matters.

Let’s share ideas in the comments or connect on social media, I’d love to hear what’s working for you. Together, we can demystify learning and help every student become confident, accountable, and engaged.

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This approach gave my students a chance to recover from a “bad” grade, but more importantly, it shifted the conversation beyond “What did I get?” to “What can I show I know?” It helped me, and my students, focus on whether they were truly learning the material I was teaching.

Photo by Eugene Zhyvchik on Unsplash

Over the past 20+ years in the classroom, I’ve held fast to this belief. An A is an A. An F is an F. But the percentages don’t drive my grading practices proficiency does. Education has been evolving toward proficiency language for decades, and it’s time we embrace what it really means for student learning.

Photo by Anne Nygård on Unsplash

Understanding Proficiency Levels

If you’ve heard terms like emergent or novice, these describe students who are well below proficiency expectations. For me, this often means the student needs more exposure to the content or additional support to grasp the concept. It could also mean no evidence of learning if the student hasn’t completed the work. Traditionally, this would be an F on the report card.

The next level, approaching, means the student is getting closer but still has misconceptions or gaps holding them back. These students benefit from real-world connections, peer collaboration, or revisiting the material in new ways. In traditional grading, this might be a D.

At proficiency, students meet the standard—they understand the concepts and can apply their learning in related situations. This is the baseline of mastery, often equivalent to a C grade. These students feel confident but might not yet be ready to teach others.

Finally, students who exceed expectations demonstrate mastery or go beyond proficiency. They show deep understanding and can explain or teach the material to peers, earning A’s or B’s in traditional terms.

Photo by Brad Starkey on Unsplash

Changing the Conversation

By shifting to proficiency-focused grading, I’ve changed how I talk to students about their work. Instead of students asking, “What did I get right or wrong?” the question becomes, “What can I demonstrate that I know?”

When I introduced this to my seventh graders last November, they were uncomfortable at first. They were used to receiving clear right-or-wrong feedback and hadn’t been asked to revise or defend their work. This discomfort made me realize I needed to build their confidence and accountability in owning their learning.

That’s when I connected with colleagues and educators like Starr Sackstein. Our conversations inspired me to explore “learning progressions” a tool that makes expectations transparent and guides students through their growth.

What’s Next?

Proficiency-based grading isn’t just about changing how we assign grades—it’s about empowering students to become active participants in their learning journey. When students understand what mastery looks like, they can take ownership, set goals, and strive for deeper understanding.

I believe learning should never be a secret kept from students. By making learning visible and meaningful, we prepare our kids not just to pass tests but to thrive in school and beyond.

Photo by Christian Agbede on Unsplash

Join the Conversation

Have you tried proficiency-based grading or experienced a gradeless classroom? How has it changed your view of learning? I’d love to hear your stories and questions—please share them in the comments below!

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If you’re passionate about transforming education, to Led by Learners for more insights, stories, and practical tips to empower teachers, students, and families.

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March 2020: Schools shut down, and education transformed in an instant. Chromebooks went home with students, and teaching became fully virtual. As an educator and parent, I quickly saw the challenges families faced in supporting their children’s learning. The gap between “school language” and home life was growing, and parents were struggling to understand how to help. Teaching and learning had evolved significantly since most parents were in school, and communication between schools and families wasn’t improving.

Jen & Yvonne 2020 on our first EmpowLearn webinar

Recognizing this, a colleague and I launched EmpowLearn, a company dedicated to bridging this gap. As parents, with over 20 years of teaching experience each, we brought our expertise—hers in literacy and mine in math—to help families navigate the world of virtual education. Our mission was to empower parents to support their children by simplifying complex standards and providing practical strategies.

I created daily instructional videos for families, breaking down academic concepts into accessible steps. These videos explained not only what students were learning but why it mattered and how parents could reinforce it at home. Families appreciated the guidance, and it was rewarding to see how much of a difference clear, accessible communication could make.

Despite the impact we had, EmpowLearn as a for-profit business ultimately wasn’t sustainable. While the families we worked with were grateful, the financial model didn’t align with our vision of providing widespread, affordable support. The experience, however, left me with a deeper understanding of the importance of family-school partnerships and how vital it is to empower parents in their children’s learning journey.

Jen,The MathaMagician, 2021

After EmpowLearn, I launched The MathaMagician to focus on foundational math skills for pre-K and kindergarten learners. I developed tools like Recycling Math and Unit Studies to promote hands-on, real-world applications of math concepts. I believed I had found a niche among homeschooling and unschooling families, and while the venture didn’t take off as I had hoped, it reinforced my belief of parents being critical partners in learning.

A New Chapter: Embracing Leadership

In August 2023, my administration mentors asked me a pivotal question: “Why aren’t you an administrator?” Sitting in my principal’s office, analyzing SBAC data, I realized it was time to take the next step in my career. That night, I began applying to UNLV’s Educational Leadership and Policy program. I knew that if I ever started my own school, I wanted to be the one leading it.

Graduation Day May 2025

In May of 2025 I graduated with my second masters from UNLV. I knew I wanted to learn more and be more. I applied to schools outside my district for the administrative role. I thought I would be promoted and when our school was facing a significant budget cut, I volunteered to surplus myself to save another teacher in our building.

Led by Learners: My Vision for the Future

After interviewing for assistant principal positions I saw how much I need to relearn to be ready to lead teachers in a school after being out of the classroom for almost a decade. Participating in a district wide Grading Policy Feedback Group of administrators, teachers, parents and students provided me with a renewed effort to start student-led grading. Middle school students can be apathetic and unmotivated, but I think finding ways to connect students in creative ways to empower them in their learning will pay off.

Today, I carry the lessons I learned from these ventures into my classroom. My students, and their families, have shown me the power of connection, communication, and creativity. Every innovation I’ve embraced has been inspired by their needs, and I continue to be led by learners of all ages.

My classroom at Von Tobel

I embraced a new role, teaching science at Von Tobel Middle School, a school transitioning into an official STEM academy. I’m excited to learn a new curriculum and implement innovative, proficiency-based assessments helping students take ownership of their learning.

I am inspired by a new mentor, Starr Sackstein, who is an expert in empowering students through a grade-less classroom. Her book, Hacking Assessment, provides educators with guidance around a grade-less classroom and has inspired me to allow my students to take ownership of their learning, their grading and their growth in science content.

Through all my experiences, one thing has remained constant: I’ve been led by the learners in my life. Every child, colleague, and mentor has shaped my growth as an educator. The title of my blog, “Led by Learners,” reflects this belief. It’s a reminder that education is a two-way street. While teachers guide students, students also guide teachers by challenging us to grow, adapt, and dream bigger.

I invite you to join me on this journey. Whether you’re an educator, a parent, or someone passionate about learning, I hope my experiences inspire you to make meaningful changes for the benefit of today’s and tomorrow’s learners.

Celebrating Excellence with the Golden Knights Olympic Medialists
Jen with Laurie Myers March 2025

How have your children, students or colleagues inspired you to grow?

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Photo by charlesdeluvio on Unsplash

1. A Shift in Focus: From Grades to Growth

In a gradeless classroom, the emphasis is on mastery of skills and concepts rather than simply achieving a particular grade. Teachers provide detailed feedback on assignments, projects, and activities to help students understand where they excel and what they can improve. Students are provided specific information on what they are learning and how to take control of it. This approach encourages students to focus on progress, effort, and learning, not just the final result.

For your child, this can mean:

• Less stress and pressure to “get the right grade.”

• A greater sense of ownership over their learning journey.

• Motivation to improve through feedback instead of worrying about failing or falling short.

Photo by Jerry Wang on Unsplash

2. Personalized Learning and Feedback

A gradeless system allows teachers to tailor feedback to each child’s unique strengths, needs, and pace of learning. Instead of a single letter grade, your child might receive a personalized reflection or a rubric that evaluates specific skills (e.g., critical thinking, creativity, collaboration). This feedback is often more actionable and meaningful than a percentage.

For your child, this can mean:

• Clearer understanding of what they’re doing well and where they can grow.

• More opportunities to revise work and try again, fostering resilience.

• Feeling seen and understood as an individual learner.

Photo by Suzanne D. Williams on Unsplash

3. Encouraging a Growth Mindset

Traditional grades can sometimes make students feel labeled ”I’m an A student” or “I’m just bad at math.” Gradeless classrooms aim to combat this by fostering a growth mindset, where students see challenges as opportunities to learn rather than as failures.

For your child, this can mean:

• Building confidence in their abilities, even when they struggle.

• Viewing mistakes as part of the learning process.

• Developing a lifelong love of learning that goes beyond grades and test scores.

Photo by Matteo Vistocco on Unsplash

4. Real-World Skills and Collaboration

Gradeless classrooms often focus on project-based learning, peer collaboration, and real-world problem-solving. Students are evaluated on how they apply their knowledge in meaningful ways, preparing them for life outside the classroom.

For your child, this can mean:

• Learning how to work with others, share ideas, and solve problems creatively.

• Developing critical thinking and communication skills that are valuable in the real world.

• Feeling that what they’re learning has a purpose beyond just passing a test.

Photo by Vitaly Gariev on Unsplash

5. Communication with Families

For parents, a common concern is, “How will I know how my child is doing without grades?” Most gradeless classrooms replace traditional report cards with detailed progress reports, parent-teacher conferences, or digital portfolios that showcase your child’s work and growth over time.

For you as a parent, this can mean:

• Deeper insight into what your child is learning and how they’re growing.

• More meaningful conversations about their progress instead of focusing on grades.

• Opportunities to partner with teachers to support your child’s learning goals.

Photo by NEOM on Unsplash

6. Challenges to Consider

While gradeless classrooms have many benefits, they may also come with challenges:

• Adjusting to a new system: Both children and parents may take time to adapt to a gradeless approach.

• College readiness: Parents often worry about how this impacts college admissions, but many schools using gradeless systems provide transcripts with narrative evaluations or other grading alternatives.

• Consistency: Without letter grades, it’s crucial that feedback is clear, consistent, and actionable to ensure students stay on track.

Photo by Anton Shuvalov on Unsplash

Final Thoughts

A gradeless classroom is about so much more than not having grades—it’s about empowering students to take charge of their learning, build confidence, and develop skills that will serve them for life. For your child, this could mean a more joyful and meaningful educational experience where they feel supported, challenged, and inspired.

As a parent, staying involved and asking questions about how the system works can help you better understand how your child is progressing and how you can support them at home. Remember, every child’s learning journey is unique, and a gradeless classroom may provide the flexibility and focus they need to thrive.

Are you a student or educator interested in how gradeless classrooms change the learning experience? Subscribe to Led by Learners and get stories that inspire and empower learners of all ages. Have you experienced a gradeless classroom? Tell us what you think in the comments!

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Photo by Joey Nicotra on Unsplash

But here’s the truth: Parents, you are the original and most powerful superheroes in your child’s life. Your voice, your values, and your support shape how your children see themselves and the world around them.

When we step back too much, we give away our power and influence. It’s time to take it back.

Photo by Cytonn Photography on Unsplash

What Does Taking Back Your Power Look Like?

• Stay Informed: Know what your child is learning, what challenges they face, and what excites them.

• Engage Actively: Ask questions, attend school events, and communicate regularly with teachers—not just about grades, but about growth.

• Advocate Boldly: You know your child best. Speak up if something doesn’t feel right or if your child needs support.

• Partner With Teachers: View educators as allies, not replacements. Together, you create a powerful team for your child’s success.

• Empower Your Child: Help your child understand that learning is a shared journey between home and school where their voice matters.

Photo by Tim Mossholder on Unsplash

Remember: You Are irreplaceable.

No matter how much time your child spends in the classroom, your role as their superhero never fades. Your love, guidance, and encouragement are the foundation for everything they do.

So this Superhero Saturday, take a moment to celebrate the superhero you are and commit to reclaiming your power in your child’s education. Your involvement changes lives, starting with your own.

Parents, your superhero journey starts now! Take a moment today to reflect on the unique power you hold in your child’s life. Share one way you plan to reclaim your role as your child’s greatest advocate in the comments below, or tag a fellow parent who needs to hear this reminder. Let’s build a community of empowered parents lifting each other up—because every superhero deserves a team!

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I was eight years old when I first realized I wanted to be a teacher. It was January 28, 1986—the day the Challenger Shuttle took off into the sky, carrying Christa McAuliffe, a teacher who inspired millions. I watched in awe, and then heartbreak, as the shuttle exploded. In that moment, I didn’t just see tragedy. I saw legacy. I knew teachers made a difference.

NASA / Public domain via Wikimedia

From that day on, I was dedicated to becoming a teacher. I played school with stuffed animals, collected erasers and notebooks, and even helped my teachers whenever I could. I knew the road wouldn’t be easy, but I also knew it would be worth it.

Even though I attended 12 schools, I was determined to succeed. By the time I graduated from Trinity High School in Garfield Heights, I ranked number 11 out of 200 in my class.

From College to the Classroom

In 1999, I graduated college as an Elementary Education major—ready to make my mark on the world! However, five weeks earlier, I had become a mom to my daughter, Lexi. Being a mom shifted my approach to teaching, giving me a new understanding of the students in my classroom. They weren’t just kids; they were someone’s child. As their teacher, I felt the weight of responsibility to nurture their growth, both academically and personally.

Alexis on her 11th birthday

In August 1999, I began my teaching career with fourth graders at St. Stanislaus in Cleveland. I had big ideas about engaging students in creative learning experiences. One of my first creative projects involved cutting old postcards into puzzle pieces and placing them in an international foods coffee can. Students used the image on the postcard and the information on the can to inspire stories. I didn’t know how to fully manage such activities at the time, but I was excited to create opportunities for students to think creatively.

Middle School Years: Growth and Mentorship

In the new millennium, my family moved to Las Vegas. With a one-year-old Lexi and a second baby on the way, I began teaching at The Academy at Bridger Middle School. It was there that I met my mentor, Rhoda Willis, who dedicated her entire career to serving the Bridger community. Inspired by her, I realized I wanted to make a similar impact.

During my time at Bridger, I experienced tremendous professional growth. I learned about team teaching, thematic units, and STEM learning through the NASA Explorer School program. I explored innovative practices such as student-led conferences and standards-based grading, became National Board certified in Early Adolescent Math, and I even started grad school for my Master’s in Technology Leadership. Despite my desire for broader impact, I found myself unable to move into a leadership role at Bridger, so I transitioned to another middle school after six years.

With my son and parents at Kennedy Space Center,
June 2024 still obsessed with NASA.

Balancing Work and Family: A New Role in Education

By this time, I was a mom of three children under six and knew I needed a position outside the classroom to balance my personal and professional commitments. I became an Educational Computing Strategist (ECS) at Lied Middle School in 2006. This role allowed me to explore and implement innovative educational practices, including:

• Technology professional development for teachers.

• Flipped classrooms and blended learning models.

• School-wide data analysis and budgeting.

• Building master schedules to support student needs.

I also started the parent involvement group, Parents as Partners, to strengthen the connection between families and the school.

After six years in the ECS role, the position was cut, and I returned to the classroom to teach seventh and eighth-grade math. Although I enjoyed teaching, the demands of balancing full-time teaching and a strategist role became overwhelming with four children at home. I decided to transition to elementary education, where I could be closer to my youngest child.

My kids in the summer of 2008

Challenges and Resilience: Rediscovering Myself

In 2013, I entered a fifth-grade classroom at Paul Culley Elementary School. With over 35 students in my class, I faced significant challenges. At the same time, I was going through a messy divorce and struggling financially. I maxed out credit cards, cashed out retirement funds, and relied on food stamps to make ends meet and feed my children.

For two years, I stepped away from teaching and worked full-time in financial services while driving ride share at night to support my family. Although this time was difficult, it gave me the opportunity to grow personally and professionally. During this time, I also began working with a coach, Dana Berg, through the Thinking into Results program by Bob Proctor. I learned about resilience, self-awareness, and the importance of pursuing my passions.

Returning to the Classroom with Heart

In 2018, I returned to teaching with a renewed sense of purpose. I accepted a position at my former school teaching fifth grade, where class sizes were smaller, and students had access to technology and a STEAM-integrated curriculum. Dana and I shared a dream of starting a school together, and while we didn’t yet know how to make it a reality, the idea inspired us to keep learning and growing. We knew we wanted to create a school where student interests led their learning. Together, Dana and I developed a journal that my students helped design. Testing the Mindful Journey journal with my students was a success—it was something they loved, and it brought new energy to my teaching.

In 2026 Dana published her first book, Ignite Their Passion, and started planning Rayvanah, a Montessori school in Vancouver, Washington scheduled to open in 2027.

Leadership and Innovation

The following school year, I became a math coach. I worked closely with my principal to improve instructional practices across the school. Drawing on my middle school experience, I contributed to data analysis, budgeting, and master scheduling to anticipate and support the needs of teachers and students.

One of my proudest accomplishments was designing a math remediation and acceleration program significantly improving test scores. Over four years, we reduced the number of students in the bottom quartile and increased overall math proficiency.

Tune in to learn what happened during COVID and reignited my passion for teaching and learning.

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