7 Connecting preservice and inservice teachers as a tool for supporting both

This we believe (NMSA, 2010).

* Leaders are committed to and knowledgeable about this age group, educational research, and best practices. Committed Leaders.

I currently teach middle level education at a small university. While my role as an educator has centers around the importance of serving pre-service teachers, I am now convinced that connecting pre-service and inservice teachers could be a powerful tool for 1) giving preservice teachers insight into what is really going on in today's schools; and 2) could provide advocacy for beginning teachers.

A year ago, I wrote the following:

We must find ways to promote the connections of our middle level pre-service teachers. Social media allows us to reach out and across our nation and the world to make these connections. We are hopeful that our next generation is able to spread the passion and commitment to serving young adolescents. CMLA is one avenue to connect pre-service teachers.

We know that there are over three hundred middle-level programs housed in colleges and universities across the United States.  In addition, a 2005 study reported that approximately 17% of teachers hired each year are new to the profession (NCES, 2005). And while only about 2% of new hires are newly graduated students, those trained in middle level education have the opportunity to and should be supported as our next best hope for middle level education. Is it possible that we, at the university, should become more intentional at helping retain new teachers and helping grow our next generation of middle level leaders? A buzz-word is PLN (Professional Learning Network). Here is one idea.

I believe our role as educators, administrators, and teachers must include support and advocacy for pre-service and beginning teachers. In October, at the AMLE middle school conference, I witnessed middle level preservice teachers "on fire" for middle level education.  The energy and presence of these future educators provided insight into the future and hope of middle-level education. We, professors of middle-level education, are inspired by the work of our pre-service teachers; we are thrilled to see our students collaborating with one another; and like proud aunts and uncles, we felt the fire of hope and commitment these young leaders are bringing to schools across our country.

But it is time to move further. We must create opportunities, intentional opportunities, for our wonderful alumni and colleagues across the nation to find ways to advocate for them.

To that end, I created a blog called "Checking in/Reaching out." (One of my colleagues, John Niska, taught me an advisory activity called "checking in" where everyone has the chance to share what is going on and ends with "I have checked in." ) I invited about 20 alumni to participate in a collaborative blog. We have been blogging for the semester. At present we have twenty-four posts and 589 page views. 

The teachers range in years of experience from first year to seven years. Their topics include sharing strategies that are working, challenges they face, and whoo-hoo moments. The following is a quote from this week's post from Jeanie, who shared her focus on giving her students challenges to learn geography, 
"Woo-Hoo moment of the day: One student, who has proven to not be proficient in many areas, asked where Easter Island was. I told him that Chile owns it, so you know it's near there. He then instantly pointed just west of Chile on the map next to him and said "So somewhere around here?" My heart swelled with joy!!"

I send an email out every week, usually on Friday. Here is the email I sent in October.

CIRO!!!! Happy Friday! (: Enjoy your day!

How are you? What can you share that is working?

I have just had a presentation accepted to the European League of Middle Schools on integrating advisory in the academic classroom and for teachers. I would love to share how you build a culture of care in your classroom.

I know you are out there and doing great things!!!

I hope this finds you well and that you have had a fabulous week! Want to share anything on the blog? 

Check into the checkinginreaching.blogspot.com

How are you? What is working? What challenges are you facing? What WhooHooo can you offer up?!

If you need anything, let me know.

Sincerely to my CIROs,

Nancy

Is it working? Does it matter? 

We have been meeting once a month to share ideas in person. Jeanie is using the blog as part of her Professional Development Plan.

She and I met last week to share ideas of the importance of sharing ideas but also the importance of talking to one another, to our colleagues. We believe the sharing of ideas, strategies, and challenges, validates our efforts as teachers and reminds us that we are making a difference in their lives! And we believe that even when we are so busy, we don't have time to do 'one more thing;' we want to encourage all of our CIROs to 'do one more thing,' and share their joy of working with middle level youth!

I am thinking it might be time for us to join the #mschat group set up by AMLE!

We invite you to follow us! (:

Check into the checkinginreaching.blogspot.com

PS: Merry Christmas. Happy Hanukkah. Happy Holidays.

7. Two parts: Moms as Teachers and an EOG Bumper Crop

7. Moms as Teachers and an EOG Bumper Crop

This we believe (NMSA, 2010).

Leaders are committed to and knowledgeable about this age group, educational research, and best practices. Committed Leaders

Part I
Earlier in the year I contacted one or our seventh/eighth-grade teachers, who has two small children, to share how she balanced family and school. Before we finished this posting, we found out her eighth-grade students performed well on the 8th-grade social studies exam. Her advice speaks to our need to balance and understand the nature of young adolescents. I shared, the following:

I am always amazed at how parents of small children manage teaching, and all the details outside the classroom. I am wondering if you would be willing to give advice to those who are planning to teach, on how to navigate your role as mom and teacher.

The following is her response:

Give 110% while at school. No time for small talk. I keep big pictures of my girls in my room. It is a constant reminder of why I am here. It also shows my students I'm a dedicated mother.

When you're home, you're 'mom,' period. Second, you're a wife or husband. Third, you're your own person. Lastly, you're a teacher. I'm not undermining the profession or your commitment to it, but you have to put your personal life first when you're not at school.

I always tell myself, "If I'm not a good mother, I can't be a good teacher." At the end of the day, being a mother has made me a better teacher. That's not to say I never do work at home, but I know I can't count on having time every evening to grade or plan. Weeknight evenings can be unpredictable once home and I've learned to go with the flow the next day if plans aren't 100% intact. Truly, students can always use a little extra time or more explanation on a topic already taught.

Don't stress over small stuff at school. Sometimes an assignment may be graded a little later than I would like. When this happens, I'm upfront with my students about it. This shows them I'm human living in a not-so-perfect world too.

Don't be afraid to ask for help. Countless teachers before you have been in the same boat and countless will come after you. You'll have plenty of opportunities to pay-it-forward.

Part II So then, after our kids tested all week, we heard that 89% of her eighth-grade students passed the eighth-grade social studies test. WoooHoooo!!! We were excited to hear this. How fun to get to celebrate their success. So, I pressed on…

“Great news about your scores,” I shared.
Please share advice I can share with my social studies teachers about preparing their students for the test !! WhoooHoooo!!!!


She responded…

Thank you!

Well, to start, our team didn't have inclusion or AIG students. Second, we read, read, and then read some more. I taught reading strategies (Thinking Tracks that I learned while at Asheville Middle School). I read out loud to them and model the strategies. Eighth graders still love to be read to! They were required to do Thinking Tracks on every document we read the entire year. This keeps them engaged in the text and they are less likely to get "lost" or lose interest in difficult documents.

I always tried to create a positive classroom environment that was fun, inviting and a place they felt valued. Starting with the Revolutionary War we would listen to time period music while they worked. This was especially interesting during the 1960s. Sometimes I feel like a saleswoman in the classroom, and I'm trying to get students to buy into whatever I'm doing, without them knowing it.

The day before the test we party. I call it, "The day before the big fight." We listened to Eye of the Tiger (Rocky), You're the Best Around (Karate Kid), Firework (Katy Perry), Fight Song, and other positive, upbeat songs. I then go over my "Mommy To-Do List." The night before the test: Go to bed early while reading their review packet (This is guaranteed to help them fall asleep QUICKLY!). The morning of the test: Eat a high protein, high-fat breakfast. This is the only time I promote fast food breakfasts! They then pass notecards around and write positive notes to each other and give each other stickers.

Advice:

1) Balancing your life as a teacher and parent, as a teacher and friend, is so important. It is so hard to do your first year. Keep an eye on your “balance factor.” By “balance factor,” I am referring to your own personal, social, emotional, physical, spiritual, and intellectual life. Don’t forget what fills your bucket, and take time for you.
2) Testing is a culminating experience. Creating a culture of care and review throughout the year provided the right mix for her eighth graders. Her activities were laced with much reading and analyzing texts. When there is a reason to celebrate, celebrate with your colleagues! Celebrate big!
3) Find someone to be your mentor and to help you navigate your year. Teachers have lots of ideas on how to help prepare their students for the End of Grade testing. Consider working as a team to come up with common strategies and celebrations across your team.
4)     Ultimately, your commitment to teaching must be balanced with taking care of yourself and your students. (:

7. It is about the journey, not the destination.

7. It’s about the journey, not the destination.

This we believe (NMSA, 2010).

* Leaders are committed to and knowledgeable about this age group, educational research, and best practices. Committed Leaders

The Association of Middle Level Education (AMLE) provides educators with a document that illustrates sixteen characteristics of exemplary middle schools. This post reflects the seventh characteristic and is found under the heading of leadership and organization.

I believe we have stories surrounding us that can be used to inspire and encourage beginning teachers. I was talking to one of our science teachers and asked if he would be willing to share advice for pre-service and in-service teachers. In our conversation he said, “It’s about the journey, not the destination.” His words capture the purpose of a teacher is to enjoy and embrace the journey. The following are his words…

After a long career in industrial management, I made a career change at age 52 and pursued a career as an educator. Now at 65, I reflect back on 13 amazing years, and strain to see what next year may bring. If I could change anything it would be to have changed careers sooner.

Do not misunderstand, as a manager I had responsibility for a large knitting facility that ran twenty-four hours a day, seven days a week, all year. Staffing, inventory, quality, and production were my responsibility in a volatile ever-changing world; yet I can say with confidence that teaching is the most challenging and most rewarding job I have ever had or ever could have.

First year teaching is a year of discovery, adjustment, struggle, survival, growth, reward and reflection. The following are things I have learned.

1)      Be yourself. When I first started teaching I tried to be the teacher I saw around me or the teacher I had respected as a student. If you are pretending to be someone you are not, students, especially Middle School students, will see through you in a second. At Christmas of my first year I stopped trying to be someone else and started being myself; it got a lot better. (Clarification: find established best practices and model them; memorize the standard course of study and follow it; just be sure to follow it within your personality.

2)      Student behavior is not personal. My first year, I believed one young man got up early in the morning, every morning, just to figure out ways to irritate me. On the last day of school he walked up to me, hugged me, and said, “Mr. Childers, I sure am going to miss you this summer.” Student behavior is never personal, unless you make it personal. Taking things personal, by the way, is always a bad idea. Students are who they are, when they arrive in your classroom. Your task and potential reward is to find out how to reach each child and unlock his or her innate curiosity to learn. You do not have a classroom of twenty-five cookie-cutter students; you have twenty-five unique individuals in your classroom. Make it a point to know each of them.

3)      Always avoid negative teachers, okay negative people. Throughout your career there will be teachers and administrators who will encourage and support you. My first principal should be in the principal hall of fame. She made it a point to nurture and mentor me as I learned to navigate teaching and schools. My official mentor was not the person who truly mentored me my first year. I was very fortunate to have several wonderful, diverse teacher-mentors. I sat at their feet and drew as much knowledge as I possibly could. My mentors changed over the years; but I always made sure I found them. So  my advice is to seek out a mentor, a friend, in the building who wants to help you be better. Choose someone who cares about his or her craft, and cares about helping you grow. Positive mentors will figuratively hold you when you need to be held and figuratively kick your behind when it needs to be kicked. Find teachers with different styles, ask questions, and always be open to learn from good teachers. Positive mentors will inspire you and support you.

4)      It is not about the scores/grades. End of Grade (EOG) scores are how politicians, school boards, and the public judge students, teachers, schools systems, and states. You can never lose sight of that; but you must understand it. Understand that test scores can be destructive to you and your students, if you allow it. If you only focus on EOG scores your students become numbers, not unique living human beings. A student who may have challenges learning, engaging, and/or behaving may be perceived as someone lowering your scores and your response to them may be tainted. You may approach them with frustration, anger, disappointment; none of these emotions ever inspire students. In a test-score focused classroom, students are taught from the beginning to focus on grades. It creates stress, divides groups, separates students by haves and have not. It creates a student who learns how to make a grade, not a student who wants to master a topic. Focus on the process; focus on the child; make part of your goal to help students love your subject. It is not about the End of Grade exam; it is about the learning journey. Make it about the process, not the destination. If you embrace the journey, the destination will take care of itself.

Mr. Childers teaches seventh and eighth grade science at West McDowell Middle School in Marion, North Carolina.

5. & 7. Assessments and collaboration are your friends

5. & 7. Assessments and collaboration are your friends

This we believe (NMSA, 2010)

*Varied and ongoing assessments advance learning as well as measure it.
Varied Assessments
*Leaders are committed to and knowledgeable about this age group, educational research, and best practice. Committed Leaders.

I have worked in school systems where the weeks leading up to state exams include daily drill, drill, and drill. One year I was given a workbook and told to work in it every day.  I have worked in systems where students were given benchmark exams so often that we, as teachers, calculated over a week of instruction time lost every quarter. I have worked in systems where the state exams were given as early as March. When I have watched students and teachers in these settings, I often see fatigue, followed by a lack of focus.

One year, a team of teachers and students increased math scores significantly. (Student scores increased from forty-nine percent to sixty-three percent.) I had the opportunity to interview the principal, and observe and interview each of the six teachers individually, and as a team. I was also able to interview the math coach. The math coach was part of the school administrative team.

First and foremost, the team of teachers was committed to working together to improve the students' scores. Second, the math coach and two of the teachers collaborated individually and with the team to design the structures which included: teachers meeting weekly with the math coach, assessing students every day with exit slips to determine what was to be done the following day, every week collective brainstorming, and deciding, as a team, what to focus on next. The formats were the same in each class. Students began their day with thirty minutes of whole class drill where teachers intentionally focused on strategies. Second, students worked in centers including: investigations, technology, games, independent work, and small group instruction. When students and classes met goals, there was celebration and cheers and chants.

I was struck by the esprit de corps that permeated this group. They spoke a common language and believed their students would succeed. They inspired their students to do their best; they cheered them on, and behind all of this was a math coach who worked with the teachers to brainstorm ideas and help lead the charge. When I met the team of teachers, they were tired (It was at the end of the year.), but they were also positive, energetic, happy teachers. Team work and collaboration moved students forward.

Advice

1. Work with a team mate to design authentic assessment. Assessment is a tool. Without a focus and a structure for using assessment, it can become busy work. The teachers above used assessment every day. They used common assessments. They used the data to drive instruction.

2. Share data (Progress Monitoring: NCRTI studentprogress.org , 2010). Share data with one another to look for trends and information to guide instruction. Share data with students so they too can set goals.
3. Share strategies (Mastery Learning: Bloom, 1987) with one another. When things work embrace them. When you arrive at a school, know that there are colleagues who have lots of ideas.

4. Share advice (Teamwork: Gunn & King, 2003; Sumner, 2006; Langer, Colton, Goff, 2003). The teachers on that team told me they talked about students and strategies every day, before school, during lunch, and after school.

5. Gather and organize resources in a variety of formats.

7. & 8. Why beginning teachers leave and what we can do about it

We lost a good one… when beginning teachers leave

This we believe (NMSA, 2010).

·      7. Leaders are committed to and knowledgeable about this age group, educational research, and best practices. Committed Leaders

·      8. Leaders demonstrate courage and collaboration. Courageous & Collaborative Leaders

This we believe (NMSA, 2010) identifies sixteen characteristics that exist in exemplary middle schools. This blog addresses the seventh and eighth characteristics and is part of the section that addresses leadership and organization.

A reality that faces elective teachers, as well as academic teachers, is that children come to our classes loving or hating the courses we teach. I think it may be harder for elective teachers. Children are often on an elective wheel, and thus are only in a class for six or nine weeks. In the first year, elective teachers serve every child in a school, leaving little time to develop relationships and present content, much less time to build relationships with colleagues. The first year is the hardest… just learning their names is a challenge!

This week, I found out a teacher decided not to stay in teaching. She was a lateral entry teacher, in her first year. In one semester, she worked with sixth, seventh, and eighth graders, over four hundred students, put on a concert for the community, and for the school. She and the band director collaborated allowing over two hundred of our students to perform. A small ensemble of nine girls, who wanted to sing more, worked with her each week and performed on stage with the large group of over one hundred students.

Beginning teachers may not realize the hours and hours it takes to prepare lessons, and grade papers, and communicate with parents and children. The hours of preparation can overwhelm most of us. This teacher’s life includes a child of her own, and parents who need her. (I don’t see how people with young children and families do it.) Our music teacher found it difficult to balance lesson planning, taking care of a child and her parents, and taking care of her self. In the course of the semester, when disgruntled children were added to the mix, her own perseverance was shaken. She said, “I don’t want to hate music or dislike children.” She shared that there were a lot of students who loved what they were doing; but those who were unhappy made teaching a challenge.

As veteran teachers, as college educators, as second and third year teachers, and as administrators and district personnel, we must do a better job working together to help beginning teachers, especially those who are in isolated positions.

I am so sad that she is leaving. She is a gifted musician. She has the abilities to develop an amazing program. We should have supported her better. I should have supported her more. Our courage, our commitment, and our collaboration needs to be more intentional in supporting beginning teachers.

Advice

1)   If you are teaching an elective class, you must make friends with other teachers. If possible find other elective teachers in the district who will help. A mentor in another field is all well and good, but a teacher in your discipline has specific strategies and tools for creating a successful environment.

2)   When possible, use common team rules and ask teachers for help, especially team leaders. Many schools specify common rules and rewards (PBIS – Positive Behavior Intervention System); these structures are so helpful to elective teachers who sometimes must learn four or five different sets of team rules and procedures to provide consistency for children.

3)   When you get a few years of teaching under your belt, make it a point to support new teachers; reach out to them; give them your tricks and strategies. Listen to them; encourage them. Know that, as teachers, we have to develop our own strategies and routines that work for us; but it is our responsibility to share whatever we have with one another. Having someone to share ideas gives both parties a reason to celebrate and a soul to support.

4)   Colleges of education must find ways to support beginning teachers in their partner districts. One of our partner districts has one person responsible for all six middle schools. Another district has one person for the entire district.  There are few district level administrators to support beginning teachers; we must help. The more support beginning teachers receive, from as many angles as possible… the school, the district, partner universities, and specifically professors in the fields, the more likely beginning teachers will be successful and stay in teaching.

5)   It is everyone’s responsibility. If a beginning teacher feels isolated, feels alone, shame on all of us. Teaching is hard.

7., 9., & 15. "Dear Mr. ___, I just wanted you to know that You are your son's hero."

You are your son’s hero

This we believe (NMSA, 2010).

7* Leaders are committed to and knowledgeable about this age group, educational research, and best practices. Committed Leaders

9* Ongoing professional development reflects best educational practices. Professional Development

15* The school actively involves families in the education of their children. Family Involvement

This we believe (NMSA, 2010) identifies sixteen characteristics that exist in exemplary middle schools. This blog addresses the seventh, ninth, and fifteenth characteristics and is part of the section that addresses leadership and organization, as well as, culture and community.

I had to call a parent yesterday. One of my kids was being disruptive (again) during an exam. I asked him to go to our ICU (Intensive Care Unit). He slammed his computer and took off slamming our classroom door on his way out.

Whoa, my students were shocked. One said, “Man, if I did that at home I wouldn't be able to walk.” Others shook their heads. So I called the parent to let him know that his child had had a bad day and may be angry about events that took place in class. (I also put him on Lunch Detention.)

Today, the boy came to class and worked well. He was a different child. At lunch, I called the parent to let him know his son had had a better day. I received the parent's answering machine and shared the following.

“Good afternoon Mr. ____, I wanted to let you know that  ____ had a better day. I also wanted to tell you that in November, I asked my students to share who their heroes were. We put these names on stars. You are your son’s hero. I thought you would want to know, Mr. ___; you are your son’s hero. (I said it twice.). I hope you all have a nice Christmas.”

I wonder how many times parents hear "bad news" from us and never hear how their child is doing? The more we know about our children, the more likely we are to help them. 

Advice

1)   If you have children who display issues related to behavior problems, read as much as you can about it. I am currently reading a book by Diane Montgomery (2015) called Teaching gifted children with special educational needs: Supporting dual and multiple exceptionality. The chapter that has a lot of information is “Social, Emotional, and Behavioral Difficulties.”

2)   Realize that children who misbehave in your classes may be frustrated, may need attention, may have neurological problems. They need someone who will not give up on them.

3)   Realize that parents of children who misbehave are the most aware of challenges their children face. They, too, need to know that you are in support of their children.

4) If you make contact with a parent, be sure and follow up with how they are doing. Parents want to be informed; they need our support. 

7. A Time to be Thankful: It isn't that easy for some kids

7. The Impact of Holidays

This we believe (NMSA, 2010).

* Leaders are committed to and knowledgeable about this age group, educational research, and best practices. Committed Leaders

            I was teaching in another state. A young man had moved from outside the state to our school. He often seemed angry and acted out in disruptive ways. In December, he received a new coat from the principal. He was overwhelmed and so appreciative. Our schools do so much more than prepare students for a test.

Thanksgiving break is next week. We are a full-service school; this means all students receive free breakfast and free lunch. I worry about them. Holidays are stressful on people for many different reasons (Wescott, 1989). And while the cited article suggests young adolescents have more stress in the first few months of a year, there is the sense of uncertainty that can taint students’ spirits during the holiday season.  Howes (2012) suggests that the stress of holidays can create anxiety and that children often act out their own stress based on the stress of events and expectations. In her article she suggests a focus on sleep, eating well, and exercise for everyone. I am going to have a conversation with my students about this. As middle school teachers, we need to be aware that not all of our students will have a restful, joyful holiday. As a school, we must work with community agencies to support the needs of our students.

Advice

1)   Know your students. The guidance counselors asked us if we had any insights into the needs of our students. Each team is asked to share the needs so that agencies can support our children. Our school community provided support for over forty families. 

2)   Consider having students set goals as part of their holiday homework. I have my students set a physical goal, an intellectual goal, and a service goal. Every day they are to reflect on what they have done for themselves and others. I use it as a test grade. Students have to analyze their data when they return to school.

3)   We are making an area of the classroom “Things we are Thankful for.” We started by having students identify their heroes. The names were placed in two areas: those living and those who have died. Next we put the names of servicemen and servicewomen we know as part of the Veterans Day celebration. Now we will add people for whom we are thankful.

4)   Consider service projects during this time of year. Our students are collecting canned goods. We will be writing letters to whom we are thankful. In addition, we will create pop-up cards to give away.

5) Know the signs of stress and keep the communication open with your students and your team mates.

Howes, C. (2012, Dec 21). Strategies for managing family stress during holidays. The Brattleboro Reformer Retrieved from http://wncln.wncln.org/docview/1242022377?accountid=8388

John Westcott: The Register. (1989, Jan 05). Post-holidays a time for teens to seek help. Orange County Register Retrieved from http://wncln.wncln.org/docview/272291432?accountid=8388

7. & 9. Pre-Service Teachers and Conferences

7. & 9. Fanning the Fire of Middle-Level Education: Engaging Pre-service Teachers in the Conference

This We Believe (NMSA, 2010),

·      * Leaders are committed to and knowledgeable about this age group, educational research, and best practices. Committed Leaders

·      * Ongoing professional development reflects best educational practices. Professional Development

Pre-service teachers in colleges of education can belong to an affiliation of AMLE called CMLA (Collegiate Middle Level Association). There are over 300 middle-level programs housed in colleges and universities across the United States. This year, over 300 pre-service teachers, a record, attended the national middle school conference in Columbus, Ohio. The energy and presence of these future educators provide insight into the future of middle-level education. We, professors of middle-level education, were inspired by the presentations the pre-service teachers shared; we were thrilled to see our students collaborating with one another; and like proud aunts and uncles, we felt the fire of hope and commitment these future leaders are bringing to schools across our country. The following are topics they presented:

The CMLA Celebration: “Young Adolescents and their Future Educators: Maturing into One’s Gender Identity as Part of One’s Sense of Self”

“CMLA Officer Idea Swap.” Pre-service teachers shared programming, fundraising, and organizational ideas

“I think I can, I think I can: Preparing Pre-service Teachers for the Job Ahead.” CMLA leaders from Lee University shared how they transformed their small chapter into one of the largest on campus.

“Pre-service Teachers at the Juvenile Detention Center: Building Relationships with Troubled Youth.” Ashlyn University CMLA members shared a service-learning project they have engaged in for three years.

“Preparing to Teach at the Middle Level: The Pre-service Teacher’s Perspective.” University of Texas at Arlington shared “an account of the experience of the student teacher that aims to highlight the unique ability that we, as students ourselves, have to relate to the awkward middle school aged student experience. Just like they are, we are stuck right here in the middle.”

“Documenting Diverse Experiences.” Students from the University of Kentucky CMLA program shared a research study documenting diverse embedded experiences at a middle school while serving in a magnet program inserted in a traditional school.

Pre-service teachers gathered to collaborate, to communicate, and to join with other educators. When our pre-service teachers are sharing their knowledge and their experiences with one another, and when they are learning from other teacher leaders, we become colleagues and see the middle level torch being passed. We hope more will participate next year.

Advice

1)   We must find ways to promote the connections of our middle level pre-service teachers. Social media allows us to reach out and across our nation and the world to make these connections. We are hopeful that our next generation is able to spread the passion and commitment to serving young adolescents. CMLA is one avenue to connect pre-service teachers.

2)   AMLE offers grants to provide funding for CMLA groups to attend and present at the national conference. This year the AMLE Foundation funded three CMLA schools.

3)   States have middle school websites and conferences. CMLA chapters are making a presence there. Consider how your pre-service teachers can participate in CMLA and/or organizations within your state.