I have joined the #ObserveMe movement to promote transparency, encourage feedback, and model continuous improvement.  Based on my Mission Statement, I designed my #ObserveMe sign to gather feedback in the areas that are important to me as a leader:

  • celebrateWhen awesome things happen, we should celebrate – small things and big things.  It’s all about perspective – what is small to one may be huge to another.  I want to celebrate others for who they are and what they do.
  • honor – People should feel they are important.  They should be valued.  The alternative, feeling unimportant and not valued, is so detrimental and so challenging from which to recover, showing honor is not negotiable.  I want to honor people.
  • acknowledge – Recognition of others’ insight, perspective, time, and even presence matters.  I want to acknowledge other people, all people.
  • inspire – I want others to be better, personally and professionally, because they have interacted with me (short term or long term).
  • notice – The phrase I see you is worth its weight in gold!  It is so important to show a little kindness and think of others and notice people – sometimes those who should be noticed are right in front of us.  I want to notice others.

Robert Kaplinsky, Mathematics Teacher Specialist in Southern California, recently posted this challenge to his blog andincluded a template to use.  He says, “We can make the idea of peer observations commonplace.”

This sign is hanging in my office:



Scanning the QR code will bring you to this google form:


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Desmos: Number Lines

The amazing Desmos can be used to create number lines for our upper elementary learners.  After a few simple steps you can create a number line from a two-variable coordinate plane…

1. Access http://www.desmos.com.


2. Tap Graph Settings (the wrench tool) and uncheck the boxes for Grid and Y-Axis.



3. Check the box for Arrows.



4.  Add the point (a,0).


5.  Click the button to add a slider for a.


Press the play button and watch the point move between -10 and 10.  These are the default values.  You can adjust these values by clicking on the number and typing the value you prefer.

Now, the awesome part…

Press the pause button and ask what is the value?  Or, given a specific number, place the point on the number line.

Zoom in and out to adjust the minimum and maximum values or tap on Graph Settings (the wrench tool) to adjust precisely.


My New Favorite Digital Tools

Lately I have explored new-to-me digital tools for graphic design.  Canva, Freepik, and Typorama are definitely worth sharing.

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Canva is a web- and app-based design tool that uses a drag-and-drop feature to make graphic design possible for rookies.

Tip: Go to https://www.canva.com/templates/ and navigate through the free templates.  My favorite: Infographics.

Some of my Canva creations…

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Freepik is a website with free vector art, illustrations, photos, and more.  Using the freemium business model, Freepik allows for free use of the majority of its resources (as long as you credit the author).

Vector art is created from polygons to represent images in graphics.

Tip: You can edit vector files from Freepik by using Adobe Illustrator.  Generally, there are two layers in the AI file: the background layer and the main layer (called ‘objects’).  The main layer is where you can edit the text or other graphic features in the image.

One of my Freepik creations (edited with Adobe Illustrator)…

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Typorama is a typography generator App that is super user-friendly.

Tip: You can use images from your camera roll as backgrounds, so save some of your favorites from Pixabay or Freepik to use with Typorama.

Some of my Typorama creations…

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UbD, Rekenreks, and Number Bead Strings

This week I had the opportunity to spend time with two amazing groups of elementary educators, K-2 and 3-5.  Teamed with our Director of Science, Linda Cook, we devoted the first three hours of our time together to dive into the Understanding by Design model, including a focus on backward design and constructivist learning.  Throughout the professional learning, I created sketch notes on chart paper.  The final product…

UbD Sketchnotes

We also modeled formative assessment strategies by embeding them within the experience.  Again, I took sketch notes.  The final product…

formative assessment sketch notes

Our goal is to provide curriculum documents that include Stage 1 (transfer goals, organized standards, enduring understandings, essential questions, and knowledge and skills) and Stage 2 (performance assessments, other evidence, and formative and summative assessments) content.  We are making great progress in this undertaking and our new hires were relieved to learn they may focus their design time on Stage 3 (planning learning experiences).

The second half of the professional learning concentrated on content.  The focus for mathematics was on the developmental progression of learning math and the numeracy continuum.

The mission of the Coppell ISD mathematics program is to provide opportunities for learners to reason, collaborate and think flexibly by applying critical thinking skills and problem solving strategies in meaningful and relevant situations in order to prepare for a lifetime of successful problem solving.

Utilizing rekenreks, the educators explored Number Talks.  I shared What to Do with a Rekenrek, by Diana Saylak.  This multi-touch book in the iBooks Store includes 21 activities for educators from subitizing to fractions.

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We watched videos of elementary children using rekenreks to model mathematics.  Listening to learners’ thinking paints such a clear picture of where they are on the continuum.  I beamed with pride as my new educators pointed out pivotal moments like – when the children used counting on rather than counting up and when there was evidence of subitizing a structured set.   In one video clip a child arrived at an incorrect answer and one of my educators added, “if she would have answered that on a worksheet, I would have just counted it wrong – I would not know why. But, I can see there exactly what happened.”  Yes.  That’s it.  That makes me proud.

Then the educators had an opportunity to build a number bead string and we practiced formulating questions appropriate for lower and upper primary learners as well as discussed possibilities of using the bead strings as take home activities or a make-and-take during meet-the-teacher.


Materials needed per string:

  • 1 yard of #95 paracord
  • 60 red pony beads (or 50 for kindergarten learners)
  • 60 white pony beads (or 50 for kindergarten learners)

After cutting the paracord, either burn the end slightly or use tape to prevent fraying.  Then, string the beads in sets of 10, alternating red and white sets.  Allow a small amount of movement of the beads (an inch or so), then tie double knots on each end of the paracord.


Example Questions/Skills for Bead Strings:

  • Counting forward/backward by one
  • Skip counting by 2, 5, and 10 (Skip counting with sets of objects supports learners’ conceptual understanding – for example, skip counting by ten means adding ten objects each time.)
  • Greater than/less than (Use two bead strings and a clothes pin on each to identify a certain bead, then lay the bead strings side by side to compare the numbers.)
  • If each bead is worth…(Assign each bead a value of 2, 5, or 10 and ask, If each bead is worth ___, then what is this certain bead worth?)
  • Fractional values (Insert a black bead as a decimal point between any white and red sets and assign each bead a value of 1/10.  Then, identify the value of a certain bead.)

Planning for a few precious hours with new hires is challenging.  Prioritizing what content in what format for their first experience in our district is not taken lightly.  The wide range of needs exhibited by these educators are carefully considered and I am confident time spent seeing the forest (big picture mission and goals) as well as the trees (details of curriculum documents and implementation of strategies to support the numeracy continuum) were well worth it.

The anticipation of the start of school each year is so difficult to describe – it is exhausting and exciting at the same time!  I am looking forward to another great year!

Full Circle: Instructional Coaching

This week I had the opportunity to learn alongside other instructional leaders from Coppell ISD (campus Principals, Assistant Principals, Instructional Coaches, District Administrators) at our annual Principals Academy.  The great Ainsley Rose from Jim Knight’s Instructional Coaching Group led us through two days of collaboration and contemplation of our next phase of Instructional Coaching and one day of work on Principals as Communicators.  Powerful stuff.

My sketch notes from the three days are below.  Impactful thoughts worth remembering…

  • Teaching is so hard…it is never perfect…no matter how good a lesson is, it can always be improved.
  • When we do the thinking for them, they resist.
  • Help like a dog, not like a cat.
  • Own the misunderstanding.  Don’t blame the student.
  • Actions prove who someone is.  Words just prove who they want to be.
  • Be ambitious and humble.







Here’s the full circle part…Recently, I had the opportunity to accompany a team of colleagues to IBM for a day and a half of design thinking.  What came from one team’s work there that I will not soon forget was the realization of how burdensome, stressful, and exhausting a day in the life of a teacher can be.  I knew this, but to see it in light of our work is motivating.  What can I do to change this?  More coaching.  More empowering.  More support.  More celebrating.  More listening.  More empathy.  More trust.  More individualized attention.  More understanding.



End of Year Teacher Gifts: Promoting Classroom Libraries

As a former classroom educator and current parent of young children, I wish to express my sincere appreciation for the work of the teachers throughout the year.  At the end of the year, I see it as one last time to say thank you for their patience, kind words, support, long hours, intentional lesson design, feedback, and celebrations they share with my children (and all of the children they serve).

This year, my daughters and I decided to intentionally select one book for each of their teachers to contribute to their classroom library.  I can hardly explain the joy the girls experienced at the bookstore, hunting for the perfect book for each one.  Many of the books were decided upon long before the trip to the bookstore – as was the case for Rosie Revere Engineer and Madeline.


Truly, the gesture of appreciation was not the book.  The gesture was the note the girls wrote to each teacher to attach to the books.  My youngest is in Pre-K and these were her words…


“Dear Ms. Dowden, I hope you love the book.  Love Stella”

This was my way of showing appreciation for teachers this spring.  Everyone shows appreciation differently.  That’s ok – as long as you do.

Sometimes my appreciation is shown through kind words (a gift is not always necessary).  I sent this email to my daughter’s science teacher last spring.  It was my hope that her teacher knew the impact she was making on a regular day – not Teacher Appreciation Day, not the Last Day, and not her birthday, but a regular Monday.

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I appreciate teachers.




Teacher Appreciation

In honor of Teacher Appreciation Week, I would like to take this opportunity to thank teachers.  Specifically, I would like to thank my teachers.

I have had a very positive educational experience, thanks in part to each of the educators at districts in which I have been a student, teacher, and administrator.

This is me in 1st grade at Laura Jenkins Elementary in Midlothian ISD. This child thanks you, in advance, for the positive experience I will have as a result of your dedication.  I appreciate you, my teachers.  I hope to make you proud.


Ms. Nancy BergvallDirector of Instructional Technology & Library Services, Midlothian ISD

Ms. Bergvall was one of my elementary teachers in Midlothian ISD and instilled in me a love for school.  Ms. Bergvall is a learner at heart.

I appreciate you, Ms. Bergvall, for helping me love school.  I remember the layout of your classroom, how you had our desks arranged in a big horseshoe.  I loved that.  I remember your smile, too.  It’s the little things. And the big things.

Mr. James SmithPrincipal, Midlothian High School (Retired)

Mr. Smith was my middle school Earth Science teacher at Midlothian Middle School.

I appreciate you, Mr. Smith, for teaching me to love science.  I will not soon forget my rock collection, organized in an egg carton.  You encouraged us to bring in our collection early so you could provide help, if needed.  When I opened my carton, you announced, “gravel, gravel, gravel” as you pointed to each rock.  Then you encouraged me to look beyond my driveway for rocks.  You also tried to convince us that the sprinklers in the science lab were actually cameras, watching our behavior.  You loved science and I do, too.  Thank you.

Ms. Marthalu Dieterich, Spanish Teacher, Midlothian High School

Ms. Dieterich was my high school Spanish Teacher.  More than Spanish, Ms. Dieterich taught me to be kind.  I miss you, Ms. Dieterich, and your class.

I appreciate you, Ms. Dieterich, for instilling in me a love of Don Quixote, conjugating verbs in Spanish, and being kind.  You were an amazing teacher who dedicated class time to Random Acts of Kindness.  Thank you for teaching me to be kind.

Ms. Beverly Malke, Secondary Instructional Coach, Red Oak High School, Red Oak ISD

Ms. Malke was my AP Calculus teacher at Midlothian High School.  It was during her class that I applied and was accepted to Texas A&M University to enroll in the Department of Mathematics.  

I appreciate you, Ms. Malke, for presenting Calculus in such a way that I fell in love with the subject.  I became a Math Teacher because of you.


Ms. Susan Bailey, Girls Athletic Coordinator, Highland Park ISD

Ms. Bailey was my track coach at Midlothian High School.  

I appreciate you, Coach Bailey, for instilling in me a love of exercise, healthy habits, and commitment.  I have run 5 half marathons and 3 full marathons and can still hear you in my ear yelling – pull that rope!

Dr. Robert Capraro, Co-Director of the Aggie STEM Center and Professor Mathematics Education in the Department of Teaching Learning and Culture at Texas A&M University

Dr. Capraro served on my committee and supported me through many classes, writing my Thesis, and entering the teaching world.  

I appreciate you, Dr. Capraro, for your support through my time in graduate school. Thank you and Mrs. Dr. Capraro, as we respectfully referred to your loving wife, for nurturing me that year and a summer.  I won’t soon forget dinners with my classmates at your house.  Opening your home meant a lot to all of us.

Dr. Al Hemmle, Principal, Midlothian High School, Midlothian ISD

Dr. Hemmle hired me with zero experience to teach 8th grade mathematics at Midlothian Middle School in 2002.  The very next year he named me as department chair and brought me to a TASA conference to hear from the Schlecty Center about Working on the Work.  Little did I know I would have the opportunity to work side-by-side with John Horn from the Schlecty Center 13 years later!

I appreciate you, Dr. Hemmle, for convincing me to choose middle school over high school at that point in my career.  Thank you for allowing me to start my teaching career in my hometown.  There’s no place like home.

Dr. Norbert K. “Dutch” Ohlendorf, Adjunct Professor, University of Houston Clear Lake

Dr. Ohlendorf, a member of the Junction Boys and proud Texas Aggie, supported me through my Principal Internship.

I appreciate you, Dr. Ohlendorf, for your kind demeanor, thoughtful feedback, and one-on-one conversations I will not soon forget.  Thank you, also, for modeling commitment to a cause.


Dr. Nyla Watson, Senior Assistant Superintendent of Instructional Programs, Pearland ISD

Dr. Watson hired me in 2004 to teach Algebra I at Pearland Ninth Grade Center, then later to serve as Middle School Mathematics Specialist and High School Mathematics Specialist at the district level.

I appreciate you, Dr. Watson, for having faith in me.  I grew so much under your leadership and that set me up for the success I have experienced now.  Thank you for understanding when it was time for my family to move back to the DFW metroplex.  I will never forget something you told me that day – you said, “When you speak, people listen.”   I hope I have valuable things to say and an audience to listen.

Dr. Marilyn Denison, Assistant Superintendent for Curriculum and Instruction, Coppell ISD

Dr. Denison hired me in 2013 to serve as Director of Mathematics in Coppell ISD.

I appreciate you, Dr. Denison, for believing I could successfully steer this ship of K-12 Mathematics.  Thank you for nurturing the Coach in me.  A growth mindset is the cornerstone to success in yourself and your team.

This is me now. I thank you for the positive experience I have had as a result of your dedication. I appreciate you, my teachers.  I hope I have made you proud.


Review: Switch by Chip & Dan Heath

Switch provided clarity to the need to dig deeper when faced with a change problem.  The bright-spot philosophy  (“What’s working and how can we do more of it?”) sums up my daily perspective.  Rather than dwell in the doldrums of ineffectiveness and doubt, I challenge myself to use counterintuitive thinking and maximize success.

Switch clearly articulates three surprises about change:

  • What looks like a people problem is often a situation problem – though we must realize the environment does not stand apart from hearts and minds (p. 5)

We must shape the path.

  • What looks like laziness is often exhaustion – we must realize that self-control is an exhaustible resource (p. 10)

We must motivate the elephant.

  • What looks like resistance is often lack of clarity – we must be specific and concrete – more like 1% milk and less like the Food Pyramid (p.63)

We must direct the rider.

I appreciate the action verbs in the chapter titles – such as Shrink the Change or Tweak the Environment.  This challenges me to take action to make a change.  As an instructional leader, I wonder how I can use what I know about change to help others… remove friction from the trail to make the journey more accessible, make the right behaviors a little easier and the wrong ones a bit more difficult.

My notes from my reading are below.