April 18, 2024 • 33 mins
Teachers collect data in a number of ways, but how do you plan with it?
Third grade teacher and HMH Teacher Ambassador, Latonia Grant joins us today and talks how data has been a valuable tool in her planning and instruction. In this episode, Latonia will provide data-driven planning tips, like how to lead data talks and set goals with students, and how to establish collaborative planning norms and expectations.
Teachers in America profiles K–12 teachers across the country. Hear firsthand from the people who are shaping young lives in the classroom every day. If you or someone you know would be a good candidate for Teachers in America, please email us at shaped@hmhco.com.
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Episode Transcript
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Speaker 1 (00:00):
The inspiration on their face when they do meet
that goal is what we're teachingfor, because they've met that
level of success and I just keepencouraging them.
So I mean it's just it'sencouraging, it's the
environment, it's the knowingthat they can do it, it's
believing in themselves.
Speaker 2 (00:18):
Welcome to Teachers in America, a podcast from HMH
where we connect with educatorsacross the country to bring you
teaching tips and inspiration.
I'm your host, noelle Morris.
Today we're joined by thirdgrade teacher, latonya Grant,
who will share how data has beena valuable tool in her planning
and instruction.
Latonya teaches in ColumbiaCounty School District in
(00:39):
Georgia.
Throughout her 16-yeareducation career, she has
strived to serve all herstudents as well as her fellow
teachers.
She is currently an HMH TeacherAmbassador, providing support
and guidance to thousands ofeducators in Teachers Corner on
Ed and in our Facebook group,and this summer, latanya will be
a presenter at the 2024 ModelSchools Conference Schools
(01:06):
Conference.
In this episode, latanya willprovide data-driven planning
tips like how to lead data talksand set goals with students,
and how to establishcollaborative planning norms and
expectations.
Now let's get to the episode.
So welcome LaTanya Grant toTeachers in America.
For those of you who don't knowLaTonya, I'm just going to give
you a special introduction toour listeners.
(01:28):
Latonya is one of our teacherambassadors.
I want to let everybody knowthat she and I have we work
together quite a bit.
She is I am one of her biggestfans, and so you are going to
probably hear and hear a littlebit of a different dynamic
(01:48):
between the two of us.
But welcome LaTanya and sayhello.
I don't mean to tell you whatto do, but you know and love me
anyway.
So introduce yourself andwelcome to Teachers in America.
And what do you want to talkabout today?
Speaker 1 (02:05):
Hello, I am LaTanya Gray.
I have been teaching for 16.
This is year 16.
And of those 16 years, majorityof them have been in third
grade.
I also have experience withteaching second grade as well as
fifth grade and in differentsettings.
I've done collaborative, whereI've done team teaching.
(02:27):
I have done a three-man teambefore.
I've also been self-contained.
So a little bit of everything,and today I just want to talk
about I'm very like to plan andorganize and how that definitely
saves me a lot of time, and soI'm excited to share that
information with Ms Noel today.
Speaker 2 (02:49):
Well, we talk about happy planning all the time, and
so, LaTanya one, describe yourapproach to planning and how do
you define happy planning andhow do you?
Speaker 1 (03:03):
define happy planning .
Happy planning is when,definitely, I can utilize my
time effectively.
But I always like to start withthe module carousel, kind of
like planning backwards per se.
And so I look at the modulecarousel which leads me to our
editable weekly lesson plans,and that, of course, leaves me
(03:24):
looking at each day, but withthe editable weekly lesson plans
it allows me to go ahead andsee, like a week in a glance,
like exactly what it is theskills that I need to assess my
students over.
So that way I can make surethat I am utilizing my time
wisely when I am planning.
Speaker 2 (03:42):
Now, you just mentioned tools that are in our
Into Reading core readingprogram that you use.
What do you bring to it withyour planning?
What are the essentials from aclassroom teacher, knowing your
students and other data pointsthat you're bringing in to match
(04:04):
the tools that you're providedwithin the program?
Speaker 1 (04:08):
Well, one, I definitely first start off by
building relationships with mystudents, getting to know their
personalities, their strengths,things that they like, things
that they're interested in, andI'm very fortunate that HMH
already provides all of thosedifferent things with the
diversity that they include, andso with that it's easier for me
(04:29):
to tailor in the materials thatare already there from into
reading to what my students areneeding at that particular time.
So it makes it enjoyable forthem.
It also makes it enjoyable forme as well.
Speaker 2 (04:43):
Now, what does a good lesson plan look like to you?
And then, how are youevaluating or observing that
that is, it truly was a greatlesson.
Speaker 1 (05:00):
I can definitely say with over the years of
experience and having to go fromcreating my own with little
guidance as far as what theywould like in there included
when I say they, I'm talkingabout administration, including
included in our lesson plans tohaving a blessing where we have
(05:21):
the editable weekly lesson plansand I can tweak them to benefit
the needs of my students.
So it's kind of like afoundational piece.
And I love having thatfoundational piece because it
saves time and I'm able tomanipulate it in the way that I
need to for my group of students.
So I love the fact that itprovides that, that foundational
(05:44):
piece.
Speaker 2 (05:46):
How are you spiraling your lessons?
I mean you, you talked aboutbackwards planning, so so talk
about backwards planning plusspiraling.
And let's talk about that intwo points.
One, that was a new backwardsplanning Wasn't a new, a new
concept to you.
But the spiraling is a newerconcept.
(06:08):
So first I want you to break itdown, your initial approach to
spiraling.
How did you have to learn thatand where are you now?
Speaker 1 (06:20):
So originally, when we started, I was so accustomed
to teaching one standard thewhole entire week, and so for me
as an educator, I had to changemy mindset and I also had to
(06:43):
trust the process with thespiraling.
So, with that being said, it wasa little bit of like okay, I
really want to revert back tothe things that I was already
doing, because it was a sense ofcomfort, but it was also
understanding that there is alsoa time for change and there's a
reason why it spirals the waythat it does.
So I went from trying to trustthe process and teaching one
(07:08):
standard at a time to now whereI'm teaching several different
standards in one week and seeingthat process where, okay, we're
going to come back to thatagain, we're going to touch on
that again, but we're going todo it with a different text this
time.
So, and then seeing the resultsof my students.
Retaining that information waswhat was most beneficial for me,
(07:32):
because if I taught somethingthe first nine weeks in the
first quarter, then there's noguarantee that they'll remember
it by the fourth nine weeks inquarter four, and so I love the
fact that this allowed, thisprogram allows us to be able to
spiral, so they're constantlyseeing.
It is always fresh on theirminds.
Speaker 2 (07:51):
Now, when you um lesson plan now and you have
that experience behind you andand and you've built this trust
around us, you know spiralingcurriculum.
Let's think about um.
Let's think about back toschool time.
What are you confident inthinking about with entering
(08:11):
third graders from second gradebecause of spiraling that has
been happening sincekindergarten.
Speaker 1 (08:19):
They're reading.
That's one thing that is mostimportant, because we transition
from second grade to thirdgrade from them reading,
learning to read, and nowthey're reading to understand,
and so building in thoseconcepts, building in the
comprehension, has been a big,huge, huge, huge, huge, huge,
(08:44):
huge can't express that enoughfactor for us when they're
coming to third grade.
And the consistency, so theyalready know hey, I'm already
doing these things in lowergrades.
I see the anchor charts thatwe're utilizing.
The structure of the format ofthe testing is the same, and so
they become very comfortablewith that, familiar with that.
(09:06):
So it also creates nothing butsuccess for them as well.
Speaker 2 (09:11):
Hey teacher friends, if you're an HMH user, did you
know you have access toTeacher's Corner on Ed Included
with every HMH program?
Teacher's Corner is a communityof teachers, learning experts
and coaches gathered in oneplace to support you with a new
kind of professional learningbite-sized, teacher-selected and
teacher-driven, with on-demandsessions, lesson demonstrations,
(09:34):
program support and practicalresources.
Teacher's Corner lets youchoose how you interact with our
content.
I like to think about it asinspiration on demand content.
I like to think about it asinspiration on demand.
Now you are a teacher that Ihave really appreciated how you
approach collaborative planningand you're always thinking at
(09:56):
first.
Well, let me look at this frommy perspective, but I want to
take it to my team, to the gradelevel team.
What's your approach in yourschool and with your grade level
team around collaborativeplanning?
What's your structure?
How did y'all establish it?
What are some of your norms?
Speaker 1 (10:17):
So our norm is every week every Wednesday, because
it's kind of like the middle ofthe week we always get together
to start planning for the nextweek and we do that so that way
we can make sure we aredefinitely consistent.
So if you walk in one classroom,you see us doing the same
things and whether it's turn andtalk or if we're doing core
(10:37):
reading, and what we're doing inour small group and making sure
that we're tailoring it to ourstudent community.
So that's one of the thingsthat we go ahead and set at the
beginning of the year that everyWednesday is our third grade
ELA team meeting, where we gettogether, we look at our data,
we look at our editable weeklylesson plans, we look at all the
(11:00):
different events that we havethat are going on that week at
school to see whether or not ifwe need to shift some things,
and then sometimes whether ornot if we need to reteach a
particular skill, whether it'swith the take and teach lesson
plans, or whether or not if weneed to accelerate learning,
where we're using the inquiryand research base.
(11:21):
So that allows us to remainaccountable.
It holds us accountable andmakes sure that we have
consistency, and so that hasworked for us as well as for our
team as a team.
Speaker 2 (11:36):
Now, has your team been consistent over the last
three or four years, and or haveyou had changes?
And even even regardless, howhave y'all built yourselves a
culture within your team so one.
Speaker 1 (11:51):
We always start out um, I am fortunate to be the
grade chair at my school and onmy team and leadership team, um,
so with that I always like toif we have a new member, we get
together over the summer so wecan kind of get to know each
other's personalities and wejust talk and discuss.
And then if we have a new teammember which we did this year
(12:15):
then we go ahead and get youknow.
They ask the questions.
We take pictures of what theclassroom looks like, I go ahead
and show them the curriculum sothat way they're not coming
into it blindly.
And in addition to that, I'vealso had the privilege of
serving on what is called ournew teacher induction program,
(12:35):
where I'm a guide and also amentor.
So my job and my role andresponsibility is to make sure
that I show them the ins andouts of the program, how we
utilize it, make sure that theydon't have any questions.
If they do have any questions,to provide clarification for
them.
And so that has worked with ourteam, especially when we have
(12:58):
new members.
We've been very fortunate tohave right now we have eight
third grade teachers.
Fortunate to have right now wehave eight third grade teachers,
and only one of them is newthis year.
So just providing that supportand meeting consistently like we
do has made a world ofdifference with with our team
and also our results and datawith our students what is your?
Speaker 2 (13:23):
do you have feedback from leadership that talks about
how, even in data talks, or youknow data walks?
What they notice about theconsistency and the
collaboration?
Speaker 1 (13:36):
yes, um, third grade.
Our admin, we also we are asserving on the leadership team
we're always constantly lookingat data, not just third grade,
but we're looking at itschool-wide and so when we're
looking at, like our Georgiamilestones assessments because
we're in state of Georgia we cansee that for our school, our
(13:57):
third grade team was consistentwith carrying the whole entire
school.
Because of that consistencyamongst us, making sure that we
were, you know, doing theroutine features and spiraling
and focusing in on the data thatwe were supposed to.
So we get a lot of accoladesfrom our administration with how
(14:18):
our team operates and wesomewhat become the model grade
level for the rest of the schoolbecause of that.
Speaker 2 (14:26):
Do you have one or two collaborative planning
practices that you attribute tobeing so strong in that team
dynamic?
Speaker 1 (14:39):
I think one us understanding each other, so
building relationships with eachother is definitely important,
but two us collaborating anddividing and conquering the work
is very beneficial with us andfilling in like, if one is kind
of like the analogy when youhave the doves flying and one
(15:01):
gets injured, the other onetakes the lead and we continue
and we work cohesively togetheras a team.
And then also, in addition tothat, we also have an
instructional specialist wherewe have to have.
We have collaborative planningonce every nine months nine
weeks, nine months and so duringthat time we take our module
(15:28):
data, we look at all of ourstandards, we check to see the
areas that we are glowing in andthe areas that we need growth
in, and so just stayingconsistent, making sure that
we're meeting the meeting norms,making sure that we're
following the routines andprocedures that are in into
reading the way that they'resupposed to be, has warranted us
great success.
Speaker 2 (15:49):
That's nice.
Do you have an instructionalroutine that you would encourage
every third grade teacher touse, even if it's a teacher
who's just meeting us at HMH?
Speaker 1 (16:02):
I definitely like turn and talk as far as what I'm
teaching, because when they'returning and talking it provides
so much in-depth conversationand just to listen to their
brains and then they're feedingoff of each other.
So whereas one question thatmight be surface level, it ends
up diving into a whole deeperlevel just because of that
(16:23):
conversation, and so I alwaysencourage them to allow the
students to actually turn andtalk and discuss, and then we
end up finding out newinformation that we didn't even
know.
Speaker 2 (16:37):
Now, how are you managing that turning and
talking Like?
How did you train yourself?
Because a lot of people wouldconsider that type of routine to
be the simplest, and it might.
It is would probably beconsidered to be the simplest to
begin to implement and teachstudents the expectations.
But getting it to that levelwhere they continue the
(16:59):
conversation and take it deeperis because it's a routine that
starts and as they're developingand growing, how did you set
that up for yourself to when youthey are turning and talking,
what are you doing?
And then how did you develop toreally train yourself to listen
(17:23):
to those moments of curiositythat could take you to the next
step?
Speaker 1 (17:28):
so what I'm doing during that time is I'm walking
around and I'm listening.
Um, we use the anchor chartwhere we talk about having a
discussion that is aninter-reading and then we talk
about the appropriate way tohave a conversation, like what
it means to listen, what itmeans to actually speak, and so
we start with that at the verybeginning.
(17:50):
So they have a firm foundationof when I'm having a
conversation as a listener.
These are my expectations as aspeaker.
This is what I'm supposed tomake sure that I'm doing, and so
we practice that.
But along with practicing that,I also like to utilize the
timer.
The timer is like my best friend.
I have them everywhere, andthat's just because it's time
(18:14):
management.
And so they turn, they talk, Iset the timer and then, when the
timer goes off, their handsautomatically go up, because
it's been something that we'vepracticed since the beginning.
And so I walk around, I listen,sometimes I chime in and I
might ask a question.
I walk around, I listen,sometimes I chime in and I might
(18:35):
ask a question.
Other times some of them mighthave a question for me because
they've had a discussion, and soit's just a beautiful thing.
And I keep looking that waybecause I keep seeing my
students just having thatconversation.
But it is definitely abeautiful thing and I walk
around and I just facilitate andthat allows them to take
ownership of their own learningas well.
Speaker 2 (18:56):
Um, I agree too.
Like you know, as teachers,we're always visualizing, you
know, um, I was wondering whereyou know, for those of you who
are listening um, we are, um,Latonya and I can see each other
.
We're on as, uh, we're on aZoom, and so I was just like I
wonder if somebody's like tryingto get her attention.
But it's cool that you're inyour classroom and you're
(19:19):
looking to see where the greatthings and the exciting things
happen.
And in third grade, you reallydo want to start seeing that
agency.
You know the facility.
Move to agency.
Now let's talk about data.
Right, you kind of you, you arealso a teacher.
That it's you almost get gigglywhen we talk about data, which
(19:44):
I love and find that, like patyou know, to be a passion,
because understanding thenumbers to be as precise as you
can in a decision is one of thenumber one ways, as a teacher,
to build that, to haveconfidence and see the return on
your instructional investment.
So where do your investmentsstart?
(20:04):
What data is tried and true?
And then let's talk about thedata that you use weekly as well
.
So, and then let's talk aboutthe data that you use weekly as
well.
Speaker 1 (20:13):
Definitely, I'm always observing observation.
I think that's just natural Ialso.
We start and they start, withstudent accountability because
I'm like I don't want, I want towork hard, I want them to work
hard too, and I shouldn't workhard.
I mean I shouldn't be workingharder than they are.
It's how I feel work hard is.
I mean I shouldn't be workingharder than they are.
(20:34):
It's how I feel.
And so when we're doing you knowI'm doing a mini lesson then I
always have them check for theirlevel of understanding and so
they rate themselves.
Are they a level one, whichmeans, hey, I don't have it.
You know, I have no idea whereto start.
Are they a level two, whichmeans, hey, I got a little bit,
but I need some more assistance.
And I always tell them we'reshooting for level threes and
(20:55):
level fours.
That level three means I'mcomfortable and I can do it on
my own.
But I tell them a level four iswhere you can go home and you
can teach that lesson that I didfor that day and I told them
that's the ultimate goal.
And so when we talk about thatat the beginning, it starts, of
course, with their studentaccountability.
Again, they are more investedin their learning and they want
(21:17):
to be at a level four and thenthey want to see that success.
But it also gives them time toreflect to reflect on did I
truly understand what Ms Grantjust got through teaching?
And if I didn't, then I knowthat I need extra assistance in
this which allows thatconversation for me and that
student to have and then for meto provide that extra support as
(21:40):
well.
And then we set goals.
We also set goals.
We're always setting goals ofwhat we can do better, how we
can improve.
But I also think one of themost important things is I tell
them I'm human, so I am alwayswilling to learn and grow myself
, no matter how much I have.
And so them seeing me as aperson that's like, oh well, my
(22:03):
teacher is learning and growingtoo, or she can learn new stuff
from me as well, then it justcreates a learning environment
where we're all cohesively asone.
Speaker 2 (22:15):
What are some of your reflective questioning or
statements that you have taughtyour students?
That they can immediately gettheir results and they
automatically go into areflective thinking and they
automatically go into areflective thinking.
Speaker 1 (22:35):
So let's say, for instance, if we were doing a
lesson today over central idea,then one of my questions I ask
them like we get up and I'mteaching and I'm using the
anchor chart, the display, andengage actually, and then I'm
like okay, does everybodyunderstand this?
Give me a thumbs up.
So we communicate a lot and I'malways constantly asking does
everybody understand this?
Give me a thumbs up.
So we communicate a lot and I'malways constantly asking
(22:56):
questions Is everybody good, isthere anything that I need to
clarify?
Okay, remember.
And then I just give them littletidbits along the way, so that
way, when they're workingindependently, they are, you
know, reflecting on thequestions that I ask.
Are you know, um, reflecting onthe questions that I ask?
(23:16):
Or I modeled the thinkingprocess.
So I'm like if I was you know,if I'm doing this problem or I'm
trying to figure this out forinstance, synthesizing, um, I
was like, okay, I originallythought that milk was, um,
yogurt we were talking aboutthat the other day that yogurt
was like spoiled milk, like, andactually I was like, but then I
had to go and I had to read andI was like, okay, yeah, kind of
(23:39):
, but not really, because theywarm it up and then they add
bacteria, so forth.
So I was like so then my changed, and so they were looking at me
, modeling my thought processbecause you know, I'm human too
and I'm learning.
And so they were like OK, I cando that, and then they apply it
(24:00):
.
So I just constantly askquestions to scaffold their
learning.
And then we have certainquestions that you know I might
be like OK, well, what do you dothat?
Or just extend on theirlearning.
It just basically depends onthe conversation that we're
having, so where sometimes Imight be like I don't know, I
got to go look that up, and thenit bleeds into them wanting to
(24:22):
stump me and ask questions.
So, it just, it just works.
Speaker 2 (24:27):
I love that.
And for the for the yogurt fanin your class, they're probably
like thank goodness it's notspoiled milk, cause.
You know one thing as humans,most of us have had some sort of
experience with spoiled milk.
I don't, I think it's somethingthat is a human bond.
Um, for those of us who aremilk drinkers, um, and I love
(24:48):
that you can, you've built thatinto your classroom to like.
Well, I don't know, let mecheck that out, let me read,
read further.
Tell me about a time I shouldsay, tell us about a time where
you were starting to set goalswith students and you were like
I don't know if, if, these oneor two students are
(25:10):
understanding how to set goals,and then they totally surprised
you and set one of the mostamazing.
You were like, okay, well,y'all do, y'all do have it.
Now let's go with it.
Speaker 1 (25:22):
So we utilize folders where the students actually do
set their goals and they tracktheir data.
So let's say, for instance, inmodule one they might have
scored a 75, just throwing thatout there.
Then they set a goal of okay,well, the next time I want to
score 90.
And I'm like, okay, well, youdo understand, you know, because
(25:44):
we usually set goals inincrements of three to five
points or percentage points, andI'm like that means that you're
going to have to work on this,this and this.
And then they do take theinitiative to work on that,
whether we're doing stationrotates, literacy centers or
when we're in small group.
And they have completelysurprised me that they made it.
But this expression on theirface I wish you guys could see
(26:07):
my face the expression on theirface when they do meet that goal
is like what, what we'reteaching for, um, because they
they've met that level ofsuccess, um, and I just keep
encouraging them, and sometimesso I mean it's just it's
encouraging is the environment,is the knowing that they can do
(26:28):
it, it's believing in themselves.
And so we also always start offwith our morning meeting where,
within our morning meeting,we're talking about the things
that we want to do todayself-reflecting, positive
self-talk, so forth.
So we tie all of that in towhat they're doing.
Speaker 2 (26:49):
Now, as we wrap up our conversation, if I'm new to
data talks and getting this inmotion, what's the first step I
need to take?
Speaker 1 (27:05):
One, making sure that they use their
self-understanding data isimportant.
Two, understanding that we'relooking at this as a process of
growth.
So we're looking at the thingsthat we're doing, well, that,
and the things that the areasthat we want to grow in.
So what, taking that into mindas a new teacher, new teacher,
(27:28):
new student?
Speaker 2 (27:30):
oh, I was thinking about it from a new, from like
not even just a new teacher, forfor many of us like data,
talking and building that in isstill something that we're
working on as instructional time.
So you know it, this should beconsidered instructional time,
do you agree?
Yes, it is instructional time.
Speaker 1 (27:49):
Um, in actuality, we built it in so much where our
kids want instant feedback.
Um, like even today, like theywere like, what score did I make
?
And I'm like, baby, you got togive me a.
In actuality, we built it in somuch where our kids want
instant feedback, like eventoday, like they were like, what
score did I make?
And I'm like baby, you got togive me a second because I got a
great constructive response.
But they're eager to know howwell they did and which
questions they missed and whythey missed it, and so forth.
(28:11):
So we automatically build indata talks every Friday.
Every Friday is our chance toconference with our students to
talk about what it is that theydid well, what they didn't do
well or areas that they need togrow in, and then how, what
we're going to do to make surethat they do grow in the area.
That's the thing that'simportant as well.
(28:32):
So, not just talking about it,but what are my next steps?
And so, with them and havingthat conversation and them
knowing this is what is expectedof me.
This is what I need to focus on.
This is what I need to practiceto help me get there is what
our data talks ends up beingabout.
And if, if you're just startingout, just start small.
(28:55):
Um, start with maybe your goal.
You might not be able to get tosee all your students on friday
, or you might do a rotationwhere you're seeing like five
students or you know, every sooften, however it is that allows
in your schedule um, but juststart small with having that
conversation, because once theysee that you're invested, then
(29:20):
they're becoming even moreinvested.
And, of course, with us andthird graders, they want to
please us and they want to makeus happy and they want to make
us proud.
And then I'm just extra,because then I do all this extra
stuff when they do meet theirgoals and even if they don't, I
still celebrate them for thegrowth that they did.
So it's just changing yourmindset of looking at all the
(29:41):
great things that they are doingand how they're climbing and
growing, versus so much focus onthe areas that they need growth
in.
Speaker 2 (29:50):
Sometimes, Solid, solid advice.
Now here's one last questionwhy teach third grade?
You've had, you've had a spanof experiences, but why third
grade?
Speaker 1 (30:09):
I chose third grade because I wanted a challenge.
For us in the state of Georgia,third grade is the first year
where they are taking a statetest and so for me, just
personally, I was like, okay, Iwant them to feel comfortable, I
want them to understand thatit's okay that they already got
(30:31):
it and they already know it.
And so then seeing the growthand the happiness and the
success at the end when they domaster the skills and they score
higher than they anticipated,and everybody's jumping and our
principals are excited and ourparents are like engaged and
like, oh my gosh, I was soworried, worried.
(30:52):
I'm like what you were saying,because I was a very good all.
So just that within itself ofknowing, hey, this is a
challenge and I need to get themhere, it also holds me
accountable, but they're alreadygoing to be prepared anyway
because it's a reading does thatfor us and it makes it so much
easier when it's time.
(31:14):
So that's why they're great andthey still love us.
They still love us and I stillget the notes.
So, yeah, that's why they'regreat.
Speaker 2 (31:24):
Well, thank you for that and appreciate your time.
Thank you for coming onTeachers in America and having
this conversation with me.
And guess what?
We'll be having anotherconversation with me.
And guess what?
We'll be having anotherconversation probably right
after this or, you know,definitely you know, in the
following weeks, because prettymuch Latonya and I get a chance
to talk every day and now I gotto bring her to all of our
(31:47):
listeners out there to ourpodcast.
So, thank you, latonya, have aand tell your family.
Thank you for letting us have alittle bit more of your time
today.
Speaker 1 (31:56):
I will Thank you for having me.
Speaker 2 (31:59):
Of course, of course, bye, bye.
If you or someone you knowwould like to be a guest on the
Teachers in America podcast,please email us at shaped at
HMHCOcom.
Be the first to hear newepisodes of Teachers in America
by subscribing on Apple Podcasts, spotify or wherever you listen
to podcasts.
If you enjoyed today's show,please rate, review and share it
(32:22):
with your network.
You can find the transcript ofthis episode on our SHAPE blog
by visiting hmhcocom.
Forward slash SHAPE.
The link is in the show notes.
The Teachers in America podcastis a production of HMH.
Executive producers areChristine Condon and Tim Lee.
Editorial direction is byChristine Condon.
(32:44):
It is creatively directed andaudio engineered by Tim Lee.
Our producer and editor isJennifer Carujo.
Production designers are MiaFry and Thomas.
Thanks again for listening.
The inspiration on their face when they do meet
that goal is what we're teachingfor, because they've met that
level of success and I just keepencouraging them.
So I mean it's just it'sencouraging, it's the
environment, it's the knowingthat they can do it, it's
believing in themselves.
Speaker 2 (00:18):
Welcome to Teachers in America, a podcast from HMH
where we connect with educatorsacross the country to bring you
teaching tips and inspiration.
I'm your host, noelle Morris.
Today we're joined by thirdgrade teacher, latonya Grant,
who will share how data has beena valuable tool in her planning
and instruction.
Latonya teaches in ColumbiaCounty School District in
(00:39):
Georgia.
Throughout her 16-yeareducation career, she has
strived to serve all herstudents as well as her fellow
teachers.
She is currently an HMH TeacherAmbassador, providing support
and guidance to thousands ofeducators in Teachers Corner on
Ed and in our Facebook group,and this summer, latanya will be
a presenter at the 2024 ModelSchools Conference Schools
(01:06):
Conference.
In this episode, latanya willprovide data-driven planning
tips like how to lead data talksand set goals with students,
and how to establishcollaborative planning norms and
expectations.
Now let's get to the episode.
So welcome LaTanya Grant toTeachers in America.
For those of you who don't knowLaTonya, I'm just going to give
you a special introduction toour listeners.
(01:28):
Latonya is one of our teacherambassadors.
I want to let everybody knowthat she and I have we work
together quite a bit.
She is I am one of her biggestfans, and so you are going to
probably hear and hear a littlebit of a different dynamic
(01:48):
between the two of us.
But welcome LaTanya and sayhello.
I don't mean to tell you whatto do, but you know and love me
anyway.
So introduce yourself andwelcome to Teachers in America.
And what do you want to talkabout today?
Speaker 1 (02:05):
Hello, I am LaTanya Gray.
I have been teaching for 16.
This is year 16.
And of those 16 years, majorityof them have been in third
grade.
I also have experience withteaching second grade as well as
fifth grade and in differentsettings.
I've done collaborative, whereI've done team teaching.
(02:27):
I have done a three-man teambefore.
I've also been self-contained.
So a little bit of everything,and today I just want to talk
about I'm very like to plan andorganize and how that definitely
saves me a lot of time, and soI'm excited to share that
information with Ms Noel today.
Speaker 2 (02:49):
Well, we talk about happy planning all the time, and
so, LaTanya one, describe yourapproach to planning and how do
you define happy planning andhow do you?
Speaker 1 (03:03):
define happy planning .
Happy planning is when,definitely, I can utilize my
time effectively.
But I always like to start withthe module carousel, kind of
like planning backwards per se.
And so I look at the modulecarousel which leads me to our
editable weekly lesson plans,and that, of course, leaves me
(03:24):
looking at each day, but withthe editable weekly lesson plans
it allows me to go ahead andsee, like a week in a glance,
like exactly what it is theskills that I need to assess my
students over.
So that way I can make surethat I am utilizing my time
wisely when I am planning.
Speaker 2 (03:42):
Now, you just mentioned tools that are in our
Into Reading core readingprogram that you use.
What do you bring to it withyour planning?
What are the essentials from aclassroom teacher, knowing your
students and other data pointsthat you're bringing in to match
(04:04):
the tools that you're providedwithin the program?
Speaker 1 (04:08):
Well, one, I definitely first start off by
building relationships with mystudents, getting to know their
personalities, their strengths,things that they like, things
that they're interested in, andI'm very fortunate that HMH
already provides all of thosedifferent things with the
diversity that they include, andso with that it's easier for me
(04:29):
to tailor in the materials thatare already there from into
reading to what my students areneeding at that particular time.
So it makes it enjoyable forthem.
It also makes it enjoyable forme as well.
Speaker 2 (04:43):
Now, what does a good lesson plan look like to you?
And then, how are youevaluating or observing that
that is, it truly was a greatlesson.
Speaker 1 (05:00):
I can definitely say with over the years of
experience and having to go fromcreating my own with little
guidance as far as what theywould like in there included
when I say they, I'm talkingabout administration, including
included in our lesson plans tohaving a blessing where we have
(05:21):
the editable weekly lesson plansand I can tweak them to benefit
the needs of my students.
So it's kind of like afoundational piece.
And I love having thatfoundational piece because it
saves time and I'm able tomanipulate it in the way that I
need to for my group of students.
So I love the fact that itprovides that, that foundational
(05:44):
piece.
Speaker 2 (05:46):
How are you spiraling your lessons?
I mean you, you talked aboutbackwards planning, so so talk
about backwards planning plusspiraling.
And let's talk about that intwo points.
One, that was a new backwardsplanning Wasn't a new, a new
concept to you.
But the spiraling is a newerconcept.
(06:08):
So first I want you to break itdown, your initial approach to
spiraling.
How did you have to learn thatand where are you now?
Speaker 1 (06:20):
So originally, when we started, I was so accustomed
to teaching one standard thewhole entire week, and so for me
as an educator, I had to changemy mindset and I also had to
(06:43):
trust the process with thespiraling.
So, with that being said, it wasa little bit of like okay, I
really want to revert back tothe things that I was already
doing, because it was a sense ofcomfort, but it was also
understanding that there is alsoa time for change and there's a
reason why it spirals the waythat it does.
So I went from trying to trustthe process and teaching one
(07:08):
standard at a time to now whereI'm teaching several different
standards in one week and seeingthat process where, okay, we're
going to come back to thatagain, we're going to touch on
that again, but we're going todo it with a different text this
time.
So, and then seeing the resultsof my students.
Retaining that information waswhat was most beneficial for me,
(07:32):
because if I taught somethingthe first nine weeks in the
first quarter, then there's noguarantee that they'll remember
it by the fourth nine weeks inquarter four, and so I love the
fact that this allowed, thisprogram allows us to be able to
spiral, so they're constantlyseeing.
It is always fresh on theirminds.
Speaker 2 (07:51):
Now, when you um lesson plan now and you have
that experience behind you andand and you've built this trust
around us, you know spiralingcurriculum.
Let's think about um.
Let's think about back toschool time.
What are you confident inthinking about with entering
(08:11):
third graders from second gradebecause of spiraling that has
been happening sincekindergarten.
Speaker 1 (08:19):
They're reading.
That's one thing that is mostimportant, because we transition
from second grade to thirdgrade from them reading,
learning to read, and nowthey're reading to understand,
and so building in thoseconcepts, building in the
comprehension, has been a big,huge, huge, huge, huge, huge,
(08:44):
huge can't express that enoughfactor for us when they're
coming to third grade.
And the consistency, so theyalready know hey, I'm already
doing these things in lowergrades.
I see the anchor charts thatwe're utilizing.
The structure of the format ofthe testing is the same, and so
they become very comfortablewith that, familiar with that.
(09:06):
So it also creates nothing butsuccess for them as well.
Speaker 2 (09:11):
Hey teacher friends, if you're an HMH user, did you
know you have access toTeacher's Corner on Ed Included
with every HMH program?
Teacher's Corner is a communityof teachers, learning experts
and coaches gathered in oneplace to support you with a new
kind of professional learningbite-sized, teacher-selected and
teacher-driven, with on-demandsessions, lesson demonstrations,
(09:34):
program support and practicalresources.
Teacher's Corner lets youchoose how you interact with our
content.
I like to think about it asinspiration on demand content.
I like to think about it asinspiration on demand.
Now you are a teacher that Ihave really appreciated how you
approach collaborative planningand you're always thinking at
(09:56):
first.
Well, let me look at this frommy perspective, but I want to
take it to my team, to the gradelevel team.
What's your approach in yourschool and with your grade level
team around collaborativeplanning?
What's your structure?
How did y'all establish it?
What are some of your norms?
Speaker 1 (10:17):
So our norm is every week every Wednesday, because
it's kind of like the middle ofthe week we always get together
to start planning for the nextweek and we do that so that way
we can make sure we aredefinitely consistent.
So if you walk in one classroom,you see us doing the same
things and whether it's turn andtalk or if we're doing core
(10:37):
reading, and what we're doing inour small group and making sure
that we're tailoring it to ourstudent community.
So that's one of the thingsthat we go ahead and set at the
beginning of the year that everyWednesday is our third grade
ELA team meeting, where we gettogether, we look at our data,
we look at our editable weeklylesson plans, we look at all the
(11:00):
different events that we havethat are going on that week at
school to see whether or not ifwe need to shift some things,
and then sometimes whether ornot if we need to reteach a
particular skill, whether it'swith the take and teach lesson
plans, or whether or not if weneed to accelerate learning,
where we're using the inquiryand research base.
(11:21):
So that allows us to remainaccountable.
It holds us accountable andmakes sure that we have
consistency, and so that hasworked for us as well as for our
team as a team.
Speaker 2 (11:36):
Now, has your team been consistent over the last
three or four years, and or haveyou had changes?
And even even regardless, howhave y'all built yourselves a
culture within your team so one.
Speaker 1 (11:51):
We always start out um, I am fortunate to be the
grade chair at my school and onmy team and leadership team, um,
so with that I always like toif we have a new member, we get
together over the summer so wecan kind of get to know each
other's personalities and wejust talk and discuss.
And then if we have a new teammember which we did this year
(12:15):
then we go ahead and get youknow.
They ask the questions.
We take pictures of what theclassroom looks like, I go ahead
and show them the curriculum sothat way they're not coming
into it blindly.
And in addition to that, I'vealso had the privilege of
serving on what is called ournew teacher induction program,
(12:35):
where I'm a guide and also amentor.
So my job and my role andresponsibility is to make sure
that I show them the ins andouts of the program, how we
utilize it, make sure that theydon't have any questions.
If they do have any questions,to provide clarification for
them.
And so that has worked with ourteam, especially when we have
(12:58):
new members.
We've been very fortunate tohave right now we have eight
third grade teachers.
Fortunate to have right now wehave eight third grade teachers,
and only one of them is newthis year.
So just providing that supportand meeting consistently like we
do has made a world ofdifference with with our team
and also our results and datawith our students what is your?
Speaker 2 (13:23):
do you have feedback from leadership that talks about
how, even in data talks, or youknow data walks?
What they notice about theconsistency and the
collaboration?
Speaker 1 (13:36):
yes, um, third grade.
Our admin, we also we are asserving on the leadership team
we're always constantly lookingat data, not just third grade,
but we're looking at itschool-wide and so when we're
looking at, like our Georgiamilestones assessments because
we're in state of Georgia we cansee that for our school, our
(13:57):
third grade team was consistentwith carrying the whole entire
school.
Because of that consistencyamongst us, making sure that we
were, you know, doing theroutine features and spiraling
and focusing in on the data thatwe were supposed to.
So we get a lot of accoladesfrom our administration with how
(14:18):
our team operates and wesomewhat become the model grade
level for the rest of the schoolbecause of that.
Speaker 2 (14:26):
Do you have one or two collaborative planning
practices that you attribute tobeing so strong in that team
dynamic?
Speaker 1 (14:39):
I think one us understanding each other, so
building relationships with eachother is definitely important,
but two us collaborating anddividing and conquering the work
is very beneficial with us andfilling in like, if one is kind
of like the analogy when youhave the doves flying and one
(15:01):
gets injured, the other onetakes the lead and we continue
and we work cohesively togetheras a team.
And then also, in addition tothat, we also have an
instructional specialist wherewe have to have.
We have collaborative planningonce every nine months nine
weeks, nine months and so duringthat time we take our module
(15:28):
data, we look at all of ourstandards, we check to see the
areas that we are glowing in andthe areas that we need growth
in, and so just stayingconsistent, making sure that
we're meeting the meeting norms,making sure that we're
following the routines andprocedures that are in into
reading the way that they'resupposed to be, has warranted us
great success.
Speaker 2 (15:49):
That's nice.
Do you have an instructionalroutine that you would encourage
every third grade teacher touse, even if it's a teacher
who's just meeting us at HMH?
Speaker 1 (16:02):
I definitely like turn and talk as far as what I'm
teaching, because when they'returning and talking it provides
so much in-depth conversationand just to listen to their
brains and then they're feedingoff of each other.
So whereas one question thatmight be surface level, it ends
up diving into a whole deeperlevel just because of that
(16:23):
conversation, and so I alwaysencourage them to allow the
students to actually turn andtalk and discuss, and then we
end up finding out newinformation that we didn't even
know.
Speaker 2 (16:37):
Now, how are you managing that turning and
talking Like?
How did you train yourself?
Because a lot of people wouldconsider that type of routine to
be the simplest, and it might.
It is would probably beconsidered to be the simplest to
begin to implement and teachstudents the expectations.
But getting it to that levelwhere they continue the
(16:59):
conversation and take it deeperis because it's a routine that
starts and as they're developingand growing, how did you set
that up for yourself to when youthey are turning and talking,
what are you doing?
And then how did you develop toreally train yourself to listen
(17:23):
to those moments of curiositythat could take you to the next
step?
Speaker 1 (17:28):
so what I'm doing during that time is I'm walking
around and I'm listening.
Um, we use the anchor chartwhere we talk about having a
discussion that is aninter-reading and then we talk
about the appropriate way tohave a conversation, like what
it means to listen, what itmeans to actually speak, and so
we start with that at the verybeginning.
(17:50):
So they have a firm foundationof when I'm having a
conversation as a listener.
These are my expectations as aspeaker.
This is what I'm supposed tomake sure that I'm doing, and so
we practice that.
But along with practicing that,I also like to utilize the
timer.
The timer is like my best friend.
I have them everywhere, andthat's just because it's time
(18:14):
management.
And so they turn, they talk, Iset the timer and then, when the
timer goes off, their handsautomatically go up, because
it's been something that we'vepracticed since the beginning.
And so I walk around, I listen,sometimes I chime in and I
might ask a question.
I walk around, I listen,sometimes I chime in and I might
(18:35):
ask a question.
Other times some of them mighthave a question for me because
they've had a discussion, and soit's just a beautiful thing.
And I keep looking that waybecause I keep seeing my
students just having thatconversation.
But it is definitely abeautiful thing and I walk
around and I just facilitate andthat allows them to take
ownership of their own learningas well.
Speaker 2 (18:56):
Um, I agree too.
Like you know, as teachers,we're always visualizing, you
know, um, I was wondering whereyou know, for those of you who
are listening um, we are, um,Latonya and I can see each other
.
We're on as, uh, we're on aZoom, and so I was just like I
wonder if somebody's like tryingto get her attention.
But it's cool that you're inyour classroom and you're
(19:19):
looking to see where the greatthings and the exciting things
happen.
And in third grade, you reallydo want to start seeing that
agency.
You know the facility.
Move to agency.
Now let's talk about data.
Right, you kind of you, you arealso a teacher.
That it's you almost get gigglywhen we talk about data, which
(19:44):
I love and find that, like patyou know, to be a passion,
because understanding thenumbers to be as precise as you
can in a decision is one of thenumber one ways, as a teacher,
to build that, to haveconfidence and see the return on
your instructional investment.
So where do your investmentsstart?
(20:04):
What data is tried and true?
And then let's talk about thedata that you use weekly as well
.
So, and then let's talk aboutthe data that you use weekly as
well.
Speaker 1 (20:13):
Definitely, I'm always observing observation.
I think that's just natural Ialso.
We start and they start, withstudent accountability because
I'm like I don't want, I want towork hard, I want them to work
hard too, and I shouldn't workhard.
I mean I shouldn't be workingharder than they are.
It's how I feel work hard is.
I mean I shouldn't be workingharder than they are.
(20:34):
It's how I feel.
And so when we're doing you knowI'm doing a mini lesson then I
always have them check for theirlevel of understanding and so
they rate themselves.
Are they a level one, whichmeans, hey, I don't have it.
You know, I have no idea whereto start.
Are they a level two, whichmeans, hey, I got a little bit,
but I need some more assistance.
And I always tell them we'reshooting for level threes and
(20:55):
level fours.
That level three means I'mcomfortable and I can do it on
my own.
But I tell them a level four iswhere you can go home and you
can teach that lesson that I didfor that day and I told them
that's the ultimate goal.
And so when we talk about thatat the beginning, it starts, of
course, with their studentaccountability.
Again, they are more investedin their learning and they want
(21:17):
to be at a level four and thenthey want to see that success.
But it also gives them time toreflect to reflect on did I
truly understand what Ms Grantjust got through teaching?
And if I didn't, then I knowthat I need extra assistance in
this which allows thatconversation for me and that
student to have and then for meto provide that extra support as
(21:40):
well.
And then we set goals.
We also set goals.
We're always setting goals ofwhat we can do better, how we
can improve.
But I also think one of themost important things is I tell
them I'm human, so I am alwayswilling to learn and grow myself
, no matter how much I have.
And so them seeing me as aperson that's like, oh well, my
(22:03):
teacher is learning and growingtoo, or she can learn new stuff
from me as well, then it justcreates a learning environment
where we're all cohesively asone.
Speaker 2 (22:15):
What are some of your reflective questioning or
statements that you have taughtyour students?
That they can immediately gettheir results and they
automatically go into areflective thinking and they
automatically go into areflective thinking.
Speaker 1 (22:35):
So let's say, for instance, if we were doing a
lesson today over central idea,then one of my questions I ask
them like we get up and I'mteaching and I'm using the
anchor chart, the display, andengage actually, and then I'm
like okay, does everybodyunderstand this?
Give me a thumbs up.
So we communicate a lot and I'malways constantly asking does
everybody understand this?
Give me a thumbs up.
So we communicate a lot and I'malways constantly asking
(22:56):
questions Is everybody good, isthere anything that I need to
clarify?
Okay, remember.
And then I just give them littletidbits along the way, so that
way, when they're workingindependently, they are, you
know, reflecting on thequestions that I ask.
Are you know, um, reflecting onthe questions that I ask?
(23:16):
Or I modeled the thinkingprocess.
So I'm like if I was you know,if I'm doing this problem or I'm
trying to figure this out forinstance, synthesizing, um, I
was like, okay, I originallythought that milk was, um,
yogurt we were talking aboutthat the other day that yogurt
was like spoiled milk, like, andactually I was like, but then I
had to go and I had to read andI was like, okay, yeah, kind of
(23:39):
, but not really, because theywarm it up and then they add
bacteria, so forth.
So I was like so then my changed, and so they were looking at me
, modeling my thought processbecause you know, I'm human too
and I'm learning.
And so they were like OK, I cando that, and then they apply it
(24:00):
.
So I just constantly askquestions to scaffold their
learning.
And then we have certainquestions that you know I might
be like OK, well, what do you dothat?
Or just extend on theirlearning.
It just basically depends onthe conversation that we're
having, so where sometimes Imight be like I don't know, I
got to go look that up, and thenit bleeds into them wanting to
(24:22):
stump me and ask questions.
So, it just, it just works.
Speaker 2 (24:27):
I love that.
And for the for the yogurt fanin your class, they're probably
like thank goodness it's notspoiled milk, cause.
You know one thing as humans,most of us have had some sort of
experience with spoiled milk.
I don't, I think it's somethingthat is a human bond.
Um, for those of us who aremilk drinkers, um, and I love
(24:48):
that you can, you've built thatinto your classroom to like.
Well, I don't know, let mecheck that out, let me read,
read further.
Tell me about a time I shouldsay, tell us about a time where
you were starting to set goalswith students and you were like
I don't know if, if, these oneor two students are
(25:10):
understanding how to set goals,and then they totally surprised
you and set one of the mostamazing.
You were like, okay, well,y'all do, y'all do have it.
Now let's go with it.
Speaker 1 (25:22):
So we utilize folders where the students actually do
set their goals and they tracktheir data.
So let's say, for instance, inmodule one they might have
scored a 75, just throwing thatout there.
Then they set a goal of okay,well, the next time I want to
score 90.
And I'm like, okay, well, youdo understand, you know, because
(25:44):
we usually set goals inincrements of three to five
points or percentage points, andI'm like that means that you're
going to have to work on this,this and this.
And then they do take theinitiative to work on that,
whether we're doing stationrotates, literacy centers or
when we're in small group.
And they have completelysurprised me that they made it.
But this expression on theirface I wish you guys could see
(26:07):
my face the expression on theirface when they do meet that goal
is like what, what we'reteaching for, um, because they
they've met that level ofsuccess, um, and I just keep
encouraging them, and sometimesso I mean it's just it's
encouraging is the environment,is the knowing that they can do
(26:28):
it, it's believing in themselves.
And so we also always start offwith our morning meeting where,
within our morning meeting,we're talking about the things
that we want to do todayself-reflecting, positive
self-talk, so forth.
So we tie all of that in towhat they're doing.
Speaker 2 (26:49):
Now, as we wrap up our conversation, if I'm new to
data talks and getting this inmotion, what's the first step I
need to take?
Speaker 1 (27:05):
One, making sure that they use their
self-understanding data isimportant.
Two, understanding that we'relooking at this as a process of
growth.
So we're looking at the thingsthat we're doing, well, that,
and the things that the areasthat we want to grow in.
So what, taking that into mindas a new teacher, new teacher,
(27:28):
new student?
Speaker 2 (27:30):
oh, I was thinking about it from a new, from like
not even just a new teacher, forfor many of us like data,
talking and building that in isstill something that we're
working on as instructional time.
So you know it, this should beconsidered instructional time,
do you agree?
Yes, it is instructional time.
Speaker 1 (27:49):
Um, in actuality, we built it in so much where our
kids want instant feedback.
Um, like even today, like theywere like, what score did I make
?
And I'm like, baby, you got togive me a.
In actuality, we built it in somuch where our kids want
instant feedback, like eventoday, like they were like, what
score did I make?
And I'm like baby, you got togive me a second because I got a
great constructive response.
But they're eager to know howwell they did and which
questions they missed and whythey missed it, and so forth.
(28:11):
So we automatically build indata talks every Friday.
Every Friday is our chance toconference with our students to
talk about what it is that theydid well, what they didn't do
well or areas that they need togrow in, and then how, what
we're going to do to make surethat they do grow in the area.
That's the thing that'simportant as well.
(28:32):
So, not just talking about it,but what are my next steps?
And so, with them and havingthat conversation and them
knowing this is what is expectedof me.
This is what I need to focus on.
This is what I need to practiceto help me get there is what
our data talks ends up beingabout.
And if, if you're just startingout, just start small.
(28:55):
Um, start with maybe your goal.
You might not be able to get tosee all your students on friday
, or you might do a rotationwhere you're seeing like five
students or you know, every sooften, however it is that allows
in your schedule um, but juststart small with having that
conversation, because once theysee that you're invested, then
(29:20):
they're becoming even moreinvested.
And, of course, with us andthird graders, they want to
please us and they want to makeus happy and they want to make
us proud.
And then I'm just extra,because then I do all this extra
stuff when they do meet theirgoals and even if they don't, I
still celebrate them for thegrowth that they did.
So it's just changing yourmindset of looking at all the
(29:41):
great things that they are doingand how they're climbing and
growing, versus so much focus onthe areas that they need growth
in.
Speaker 2 (29:50):
Sometimes, Solid, solid advice.
Now here's one last questionwhy teach third grade?
You've had, you've had a spanof experiences, but why third
grade?
Speaker 1 (30:09):
I chose third grade because I wanted a challenge.
For us in the state of Georgia,third grade is the first year
where they are taking a statetest and so for me, just
personally, I was like, okay, Iwant them to feel comfortable, I
want them to understand thatit's okay that they already got
(30:31):
it and they already know it.
And so then seeing the growthand the happiness and the
success at the end when they domaster the skills and they score
higher than they anticipated,and everybody's jumping and our
principals are excited and ourparents are like engaged and
like, oh my gosh, I was soworried, worried.
(30:52):
I'm like what you were saying,because I was a very good all.
So just that within itself ofknowing, hey, this is a
challenge and I need to get themhere, it also holds me
accountable, but they're alreadygoing to be prepared anyway
because it's a reading does thatfor us and it makes it so much
easier when it's time.
(31:14):
So that's why they're great andthey still love us.
They still love us and I stillget the notes.
So, yeah, that's why they'regreat.
Speaker 2 (31:24):
Well, thank you for that and appreciate your time.
Thank you for coming onTeachers in America and having
this conversation with me.
And guess what?
We'll be having anotherconversation with me.
And guess what?
We'll be having anotherconversation probably right
after this or, you know,definitely you know, in the
following weeks, because prettymuch Latonya and I get a chance
to talk every day and now I gotto bring her to all of our
(31:47):
listeners out there to ourpodcast.
So, thank you, latonya, have aand tell your family.
Thank you for letting us have alittle bit more of your time
today.
Speaker 1 (31:56):
I will Thank you for having me.
Speaker 2 (31:59):
Of course, of course, bye, bye.
If you or someone you knowwould like to be a guest on the
Teachers in America podcast,please email us at shaped at
HMHCOcom.
Be the first to hear newepisodes of Teachers in America
by subscribing on Apple Podcasts, spotify or wherever you listen
to podcasts.
If you enjoyed today's show,please rate, review and share it
(32:22):
with your network.
You can find the transcript ofthis episode on our SHAPE blog
by visiting hmhcocom.
Forward slash SHAPE.
The link is in the show notes.
The Teachers in America podcastis a production of HMH.
Executive producers areChristine Condon and Tim Lee.
Editorial direction is byChristine Condon.
(32:44):
It is creatively directed andaudio engineered by Tim Lee.
Our producer and editor isJennifer Carujo.
Production designers are MiaFry and Thomas.
Thanks again for listening.
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