Today I drove to Formosa again (92 km one way). It was a beautiful spring morning and I had a coffee and CBC playing, so I enjoyed the drive.
Cheryl and I had a busy day planning, organizing and typing.
First, we had a debriefing session over coffee. We read the evaluations the teachers gave us about our project and PD sessions. We re-hashed a few worries and had a laugh. Then it was time to cull, shred and re-organize the "Dreaded Paper Trail". We had 2 huge boxes of stuff to sort through.
Next, we took awhile to fill in all the Board Office paper work related to ordering lunches each day, paying out mileage (to me for the hundreds of kms I've driven), etc. etc. This is always a terrible moment for me because I have to literally hunt in the backseat of my car to find all my receipts. They are in a folder, but for some reason they migrate under my seats! Perhaps the receipts are lonely and hoping to meet a stray chip or forgotten Lego robot? In any case, once this job was accomplished we moved on.
We spent a long time talking about what needs to be in our final project submission. It is our intention to create and bind a book with all the work from this year. It will includes the templates and the exemplars for all the future writing moderation sessions.
We also made a phone call to the Ministry of Education. We begged for an extension of the deadline and received it. Whew! Now we have a few extra weeks to wrap this all up.
Tomorrow, it is typing time. Cheryl and I will spend the day typing up all the work the teacher's accomplished during their moderation sessions, in preparation for the final book.
Wish us luck!
Wednesday, May 13, 2009
Here come the Primary teachers
On May 12th Cheryl, Francine and I gathered our Primary level French Immersion teachers for another round of teacher moderation.
We followed much the same format as we did with the Junior and Intermediate teachers on May 11th.
It all went remarkably smoothly. I worked with the grade 2 teachers for several hours. We took pieces of grade 2 writing and used a rubric to assess the writing's level and next steps for the student. There was an amazingly long and complex discussion about what can we reasonably expect 7 and 8 year olds to know about recycling, energy conservation and natural resource uses! Thanks girls, the discussions always intrigue and invigorate me.
Francine had the most interesting group this time. The Kindergarten teachers! It takes a special person to get a 5 year old to write in French! The Kindergarten teachers decided that our rubric (yeah, the one we've revised EVERY month since April of 2008) doesn't work for them. In retrospect, they are right and I'm not sure what we were thinking all these months! However, that means ALL the previously finished work for SK will have to be redone. ARGHH! Every piece of writing will have to be re-marked, and probably re-typed too. Boohoo. However, the group made the right choice about all this and we will get it done, somehow.
Once again, we looked at a video clip, read a monograph and celebrated our success. We had another retiree to honour too. And cake, always cake. Can't go wrong with cake.
So, thanks teachers for another crazy session of hard work and sticking your neck out. We really really appreciate it.
We followed much the same format as we did with the Junior and Intermediate teachers on May 11th.
It all went remarkably smoothly. I worked with the grade 2 teachers for several hours. We took pieces of grade 2 writing and used a rubric to assess the writing's level and next steps for the student. There was an amazingly long and complex discussion about what can we reasonably expect 7 and 8 year olds to know about recycling, energy conservation and natural resource uses! Thanks girls, the discussions always intrigue and invigorate me.
Francine had the most interesting group this time. The Kindergarten teachers! It takes a special person to get a 5 year old to write in French! The Kindergarten teachers decided that our rubric (yeah, the one we've revised EVERY month since April of 2008) doesn't work for them. In retrospect, they are right and I'm not sure what we were thinking all these months! However, that means ALL the previously finished work for SK will have to be redone. ARGHH! Every piece of writing will have to be re-marked, and probably re-typed too. Boohoo. However, the group made the right choice about all this and we will get it done, somehow.
Once again, we looked at a video clip, read a monograph and celebrated our success. We had another retiree to honour too. And cake, always cake. Can't go wrong with cake.
So, thanks teachers for another crazy session of hard work and sticking your neck out. We really really appreciate it.
Working with the Junior and Intermediate teachers
Well, it's over. That whooshing sound you just heard was a sigh of contentment! We did it.
On May 11 and 12th Cheryl, Francine and I pulled together our French Immersion teachers again. It was the last round of PD as part of our Ministry project and boy did it feel wonderful to be done!
On Monday we met for a full day to work with our Junior and Intermediate teachers. Once again, the teachers were amazing and really worked hard. First, we did a quick review of where we are at, and how to moderate pieces of student writing in a group, building consensus as you go. Then we broke into grade level groups.
I ended up working with the wonderful grade 6 teachers. What a great bunch. Everyone brought samples of their student's work, collected the previous week using a pre-determined prompt. We began by looking for level 1,2,3 and 4 pieces of work and carefully using the rubric to build a complete rationale. Part way through the grade 6 teachers pointed out that the prompt that was sent out to them was the wrong one! Grrrrr! This mistake lies entirely with my team, not with the grade 6 teachers. So, we wrote a new prompt and agreed to administer it again later this week. Quite the set back since this means the grade 6 writing samples are NOT ready for typing up and refining until much later than the others.
Things went much smoother for Cheryl and Francine's groups. They were able to complete the moderation in the allotted time.
Next, we looked at a video about using Data Walls and setting reasonable targets. The video was in French and it was neat to see the teacher jargon used in French. Next, we looked carefully at a monograph from the Literacy and Numeracy Secratariat. The discussion generated was rich and the monograph confirmed that the work we have been doing is aligned with what the Ministry of Education is looking for.
At the end of the day we took a half hour to celebrate. We thanked everyone for their hard work. We gave out some prizes and some new writing resources. We had cake. We honoured our retirees. The last order of business was having everyone complete an evaluation sheet.
So, all in all, a productive and fun day. We ladies worked late into the evening to get ready for the next day's PD session. Thanks teachers! We appreciate your hard work.
On May 11 and 12th Cheryl, Francine and I pulled together our French Immersion teachers again. It was the last round of PD as part of our Ministry project and boy did it feel wonderful to be done!
On Monday we met for a full day to work with our Junior and Intermediate teachers. Once again, the teachers were amazing and really worked hard. First, we did a quick review of where we are at, and how to moderate pieces of student writing in a group, building consensus as you go. Then we broke into grade level groups.
I ended up working with the wonderful grade 6 teachers. What a great bunch. Everyone brought samples of their student's work, collected the previous week using a pre-determined prompt. We began by looking for level 1,2,3 and 4 pieces of work and carefully using the rubric to build a complete rationale. Part way through the grade 6 teachers pointed out that the prompt that was sent out to them was the wrong one! Grrrrr! This mistake lies entirely with my team, not with the grade 6 teachers. So, we wrote a new prompt and agreed to administer it again later this week. Quite the set back since this means the grade 6 writing samples are NOT ready for typing up and refining until much later than the others.
Things went much smoother for Cheryl and Francine's groups. They were able to complete the moderation in the allotted time.
Next, we looked at a video about using Data Walls and setting reasonable targets. The video was in French and it was neat to see the teacher jargon used in French. Next, we looked carefully at a monograph from the Literacy and Numeracy Secratariat. The discussion generated was rich and the monograph confirmed that the work we have been doing is aligned with what the Ministry of Education is looking for.
At the end of the day we took a half hour to celebrate. We thanked everyone for their hard work. We gave out some prizes and some new writing resources. We had cake. We honoured our retirees. The last order of business was having everyone complete an evaluation sheet.
So, all in all, a productive and fun day. We ladies worked late into the evening to get ready for the next day's PD session. Thanks teachers! We appreciate your hard work.
Monday, April 13, 2009
Mentor Texts PD session
Every fear, every sleepless moment...unnecessary! The PD session went just fine.
On Thursday I gathered together all the Primary French Immersion teachers for my PD session on Mentor Texts. We met at the Board office and after a coffee and some snacks we got down to work.
Once again I have to say our French Immersion teachers are amazing! They were interested and interesting. They had great questions, super ideas and contributed so much to the discussion.
First, we looked back at how this whole TLLP process got started...long, long ago. We then talked about how we are currently using mentor texts in our classrooms and Lucy Calkin's writing curriculum. Teachers shared books that they had had previous success with and their frustrations at finding good quality mentor texts in French. We looked at some sample mentor text lessons plans, frameworks and a video showing Best Practises with Mentor texts.
AND then...I handed out their NEW, SPARKLING mentor texts. Ah the happy looks on their faces! It was worth all the hard work this year. We then broke out into grade level groups and started to work with the texts.
For every mentor text we read through it, put sticky notes in it and wrote lessson ideas. We looked at the French Immersion grammar for each grade level and picked places in the books to stop and teach it. We picked out Inferencing, Predicting, Questioning and Making Connections spots in the books. We considered the teaching foci we would use for writing with each book, including good openings, suspense, creating rime, using dialogue, using pictures to advance the story, "showing, not telling", small moments, non-fiction text elements, word choice and even metaphors and similes. It was so fun to see the teachers happy to get new resources and happy to have time to plan using the new resources.
A few of the mentor texts I choose were a real hit. Everyone was pleased with the poetry and fiction and non-fiction "all about" texts. Harder to find and not as well received were the biography books for Grade 3. Although the teachers remained very kind about the biographical books I chose I knew right away that those books hadn't met their needs. That's okay. I can live with one failure, since I believe that by and large the PD session was a success.
At the end of our PD session we had about 20 minutes. Ever thinking ahead, Cheryl had brought all the resources we needed to write the prompts for Term 3 of our group TLLP project, so we got that done too! Each grade level group wrote their own prompts for round 3, in May.
All in all, I feel pretty good about the outcome of this TLLP project. It has been a long and crazy process, with lots of mistakes, bumps and yes, triumphs too.
Thank you to everyone that helped me to succeed in this journey. This includes my family who put up with piles of books in every corner of our house, hours of Mom reading and working on this project, and a few burnt dinners. (It's really hard to read a book and cook too!)
Now, we "just" have our group project to wrap up.
On Thursday I gathered together all the Primary French Immersion teachers for my PD session on Mentor Texts. We met at the Board office and after a coffee and some snacks we got down to work.
Once again I have to say our French Immersion teachers are amazing! They were interested and interesting. They had great questions, super ideas and contributed so much to the discussion.
First, we looked back at how this whole TLLP process got started...long, long ago. We then talked about how we are currently using mentor texts in our classrooms and Lucy Calkin's writing curriculum. Teachers shared books that they had had previous success with and their frustrations at finding good quality mentor texts in French. We looked at some sample mentor text lessons plans, frameworks and a video showing Best Practises with Mentor texts.
AND then...I handed out their NEW, SPARKLING mentor texts. Ah the happy looks on their faces! It was worth all the hard work this year. We then broke out into grade level groups and started to work with the texts.
For every mentor text we read through it, put sticky notes in it and wrote lessson ideas. We looked at the French Immersion grammar for each grade level and picked places in the books to stop and teach it. We picked out Inferencing, Predicting, Questioning and Making Connections spots in the books. We considered the teaching foci we would use for writing with each book, including good openings, suspense, creating rime, using dialogue, using pictures to advance the story, "showing, not telling", small moments, non-fiction text elements, word choice and even metaphors and similes. It was so fun to see the teachers happy to get new resources and happy to have time to plan using the new resources.
A few of the mentor texts I choose were a real hit. Everyone was pleased with the poetry and fiction and non-fiction "all about" texts. Harder to find and not as well received were the biography books for Grade 3. Although the teachers remained very kind about the biographical books I chose I knew right away that those books hadn't met their needs. That's okay. I can live with one failure, since I believe that by and large the PD session was a success.
At the end of our PD session we had about 20 minutes. Ever thinking ahead, Cheryl had brought all the resources we needed to write the prompts for Term 3 of our group TLLP project, so we got that done too! Each grade level group wrote their own prompts for round 3, in May.
All in all, I feel pretty good about the outcome of this TLLP project. It has been a long and crazy process, with lots of mistakes, bumps and yes, triumphs too.
Thank you to everyone that helped me to succeed in this journey. This includes my family who put up with piles of books in every corner of our house, hours of Mom reading and working on this project, and a few burnt dinners. (It's really hard to read a book and cook too!)
Now, we "just" have our group project to wrap up.
Wednesday, April 8, 2009
T Minus 12 hours and counting....
Yes folks. Tomorrow is the day. The day my Mentor text project reaches it's end. I think I hear the music to "Chariots of Fire" playing. You know, the theme music that plays whenever the guy runs in slow motion.
I'm soooooo nervous. And terrrified. Oh and anxious too. I will be leading a full day PD session at the Board office, for the French Immersion teachers, without my sidekicks Cheryl and Francine (cuz it's not their project this time around).
Tomorrow I will ....
either...crash and burn OR passably resemble a competent teacher OR shine like a star.
Wish me luck. And say a prayer.
I'm soooooo nervous. And terrrified. Oh and anxious too. I will be leading a full day PD session at the Board office, for the French Immersion teachers, without my sidekicks Cheryl and Francine (cuz it's not their project this time around).
Tomorrow I will ....
either...crash and burn OR passably resemble a competent teacher OR shine like a star.
Wish me luck. And say a prayer.
Saturday, February 14, 2009
Typing up a storm...
AND...it's off to Formosa again! This time not to lead PD sessions, but to work on all the amazing stuff we gathered at the last 2 PD sessions.
So, Cheryl and I slogged through heaps and piles of paper these last 2 days. It was much, much easier this time however! Poor Francine was home sick so we took over her lovely corner office, the one with the nice chairs, carpeted floors, huge windows, phone lines and internet connections. Ah bliss! I'm far too used to working in my classroom, with no space and no comfy chairs and 10000 interruptions!
First, we had a sit down planning session where we looked at what needed to get accomplished. Then, we dove in. Fortified by Valentine's day cake, chocolates, coffee, and left over chili, we worked long and hard.
We managed to:
-fix the rubric (yes again...I'm starting to HATE this rubric!)
-sit with Claire and moderate another SK piece of writing
-sit with Scott and moderate another 2 Grade 8 pieces of writing
-type up all the rationales the teachers gave us for each piece of writing for each grade level . If you're keeping track that's 4 rationales for each grade.
-photocopy the student work onto paper with proper heading. This often meant shrinking the work down to size, cutting it with scissors, taping into onto the proper paper and photocopying it.
-fill in mileage sheets
-fill in paperwork to be reimbursed for office supplies, prizes and pop
-fix and send out the prompts for the next writing tasks
-download pictures to the blog
-clean up poor Francine's office
And then we also managed to do all these things that are not related to the project, but that fell in Cheryl's lap because she was the Teacher in Charge, (seeing as Francine was sick!)
-re-organize the Valentine's dance so that the Gr 8's at the school were happy
- triage a variety of sick children who arrived at our office door
- do yard duty
-do bus duty
-deal with several behaviour issues
-speak to some kids about a bus issue
-fix up some supply teacher problems
-figure out creative ways to get Claire and Scott released from their classrooms so they could help us to moderate for awhile. At one point Cheryl was even teaching Scott's class, so Scott and I could wrap up some stuff.
The only thing we didn't accomplish was to PLAN FOR TEACHING OUR CLASSES when we get back to school next week! I guess we'll have to do that on the weekend!
So, Cheryl and I slogged through heaps and piles of paper these last 2 days. It was much, much easier this time however! Poor Francine was home sick so we took over her lovely corner office, the one with the nice chairs, carpeted floors, huge windows, phone lines and internet connections. Ah bliss! I'm far too used to working in my classroom, with no space and no comfy chairs and 10000 interruptions!
First, we had a sit down planning session where we looked at what needed to get accomplished. Then, we dove in. Fortified by Valentine's day cake, chocolates, coffee, and left over chili, we worked long and hard.
We managed to:
-fix the rubric (yes again...I'm starting to HATE this rubric!)
-sit with Claire and moderate another SK piece of writing
-sit with Scott and moderate another 2 Grade 8 pieces of writing
-type up all the rationales the teachers gave us for each piece of writing for each grade level . If you're keeping track that's 4 rationales for each grade.
-photocopy the student work onto paper with proper heading. This often meant shrinking the work down to size, cutting it with scissors, taping into onto the proper paper and photocopying it.
-fill in mileage sheets
-fill in paperwork to be reimbursed for office supplies, prizes and pop
-fix and send out the prompts for the next writing tasks
-download pictures to the blog
-clean up poor Francine's office
And then we also managed to do all these things that are not related to the project, but that fell in Cheryl's lap because she was the Teacher in Charge, (seeing as Francine was sick!)
-re-organize the Valentine's dance so that the Gr 8's at the school were happy
- triage a variety of sick children who arrived at our office door
- do yard duty
-do bus duty
-deal with several behaviour issues
-speak to some kids about a bus issue
-fix up some supply teacher problems
-figure out creative ways to get Claire and Scott released from their classrooms so they could help us to moderate for awhile. At one point Cheryl was even teaching Scott's class, so Scott and I could wrap up some stuff.
The only thing we didn't accomplish was to PLAN FOR TEACHING OUR CLASSES when we get back to school next week! I guess we'll have to do that on the weekend!
Tuesday, February 10, 2009
Two days of Teacher Moderation
Well, we had a productive 2 days with our teachers, leading them through another round of Professional Development workshops. Once again the French Immersion teachers rose to the challenge.
First, on Monday we led a teacher moderation session with the Primary teachers. We began with a very intense and important discussion about how to structure the reading and writing blocks. We clarified some important issues revolving around how to complete the required paperwork. Cheryl had one of her students read aloud to the group and we did an error analysis. This was an exercise that we have been encouraged to practise every time teachers get together.
The Primary teachers had a quick 10am break and then we dove into moderating (or team marking) one writing sample. Once again, the discussion was rich and valuable. At times, it was also frustrating, especially when we decided to revise the marking rubric once again! However, no one felt the time we spent discussing the rubric was a waste.
Lunch was a yummy lasagna with garlic toast and salad (a favourite of all), then we broke up into grade level groups to moderate several pieces of writing. Again, the dialogue was valuable and we all felt listened to and respected.
Great job Primary teachers and we can't wait to see the final results on the 25th!
On Tuesday, the Junior and Intermediate teachers met. We followed essentially the same format as Monday. As always, there were wonderful questions, rich discussions and some healthy disagreements. I am always amazed by the depth of knowledge of the teachers in our Board. They truly take ownership for their learning. Great job Junior/Int teachers!
Tuesday was a tough day, for our project team. We made some mistakes, had to revise and rethink. We had to back track, re-type, and be highly flexible. This had nothing to do with the teachers in the session, and everything to do with the nature of the beast. Arghhh! I will admit to feeling highly stressed and somewhat overwhelmed. I know my team members felt the same. When you are working on a time line, with a tight budget, and huge project goals it is inevitable that some days will be better than others!
Thank you team for being positive and keeping the momentum rolling. Thank you to all the teachers who have been open to the process and have brought their genuine enthusiasm to the table every day. Our team relies on you to make our project a success.
First, on Monday we led a teacher moderation session with the Primary teachers. We began with a very intense and important discussion about how to structure the reading and writing blocks. We clarified some important issues revolving around how to complete the required paperwork. Cheryl had one of her students read aloud to the group and we did an error analysis. This was an exercise that we have been encouraged to practise every time teachers get together.
The Primary teachers had a quick 10am break and then we dove into moderating (or team marking) one writing sample. Once again, the discussion was rich and valuable. At times, it was also frustrating, especially when we decided to revise the marking rubric once again! However, no one felt the time we spent discussing the rubric was a waste.
Lunch was a yummy lasagna with garlic toast and salad (a favourite of all), then we broke up into grade level groups to moderate several pieces of writing. Again, the dialogue was valuable and we all felt listened to and respected.
Great job Primary teachers and we can't wait to see the final results on the 25th!
On Tuesday, the Junior and Intermediate teachers met. We followed essentially the same format as Monday. As always, there were wonderful questions, rich discussions and some healthy disagreements. I am always amazed by the depth of knowledge of the teachers in our Board. They truly take ownership for their learning. Great job Junior/Int teachers!
Tuesday was a tough day, for our project team. We made some mistakes, had to revise and rethink. We had to back track, re-type, and be highly flexible. This had nothing to do with the teachers in the session, and everything to do with the nature of the beast. Arghhh! I will admit to feeling highly stressed and somewhat overwhelmed. I know my team members felt the same. When you are working on a time line, with a tight budget, and huge project goals it is inevitable that some days will be better than others!
Thank you team for being positive and keeping the momentum rolling. Thank you to all the teachers who have been open to the process and have brought their genuine enthusiasm to the table every day. Our team relies on you to make our project a success.
Friday, February 6, 2009
Split personality
I had a full day today to work on both TLLP projects. I felt like I was wearing three different hats today or like I had a split personality. I had a lot to do for my own project (Mentor Texts), a tonne to accomplish for Cheryl and Francine with our group project AND I was doing all this in the staff room of my school. This meant I was in my classroom 5 or 6 times for various reasons. My supply teacher was awesome but I had some things to do that I just felt she couldn't manage...ah...the life of the perfectionist. Silly stuff, like checking up on permission forms, and marking a dictee, and giving out new "at -home" reading books to everyone.
In addition to all this I also had to plan for next week. I will be out of my class for 4 full days, while we undertake another round of Teacher Moderation and PD sessions in Formosa. I had to make lesson plans for each day. I also have a high school co-op student starting her new placement on Monday, in my class (and 2 others) . So I had to plan for her, despite the fact I'll be in Formosa.
So what exactly did I accomplish? First, I worked on the Mentor text project. I organized all the books into bins and made up lists of what each teacher was receiving. I revised my agenda for the PD session that I will be leading. I typed a prayer that we will use during the PD session. I reviewed all the materials I will need to lead the PD. I reviewed my budget (gulp!). I previewed a CD with a video of a teacher leading children in a Mentor text lesson. I had 4 cups of coffee.
Next, I worked on the group project that I have undertaken with Francine and Cheryl. This was actually kind of funny. We had agreed that I WOULDN'T drive to Formosa for a 1/2 day of planning. Formosa is far, the weather is bad and besides I can work just as well in Owen Sound. BUT this also meant that Francine, Cheryl and I "spoke" on the phone or by email MANY MANY times during the course of the afternoon. They gave me tasks to accomplish. I asked questions. They clarified. I worked on the tasks and then asked what was next. It was silly really but it worked really well. So what was I responsible for? First, finding a suitable prayer and making copies for all. Second, drawing up the agenda on chart paper. Next, photocopying sample student work. Next, readying a few necessary resources for the PD sessions. Last, purchasing highlighters and prizes for the teachers. (I didn't get this last job done yet, but I will.)
In the meantime, Cheryl and Francine were working hard in snowy Formosa. They had a long list. First, email everyone and remind them to come to the PD session. Second, photocopy a Running Record, then find a video and locate a monograph. Next, re-confirm the snacks and lunch delivery. Last, plan the rest of the PD session down to the minute details. ( This was partially done already, but we teachers like to revise and edit and re-think).
At the end of day, we all emailed eachother saying "Whew! Enjoy a glass of wine tonight and see you on Monday!"
So...on Monday we hold the first of our next round of PD sessions. 4 days in Formosa...should be a movie title!
Thanks ladies for another productive work session, even if I was working from a remote location.
In addition to all this I also had to plan for next week. I will be out of my class for 4 full days, while we undertake another round of Teacher Moderation and PD sessions in Formosa. I had to make lesson plans for each day. I also have a high school co-op student starting her new placement on Monday, in my class (and 2 others) . So I had to plan for her, despite the fact I'll be in Formosa.
So what exactly did I accomplish? First, I worked on the Mentor text project. I organized all the books into bins and made up lists of what each teacher was receiving. I revised my agenda for the PD session that I will be leading. I typed a prayer that we will use during the PD session. I reviewed all the materials I will need to lead the PD. I reviewed my budget (gulp!). I previewed a CD with a video of a teacher leading children in a Mentor text lesson. I had 4 cups of coffee.
Next, I worked on the group project that I have undertaken with Francine and Cheryl. This was actually kind of funny. We had agreed that I WOULDN'T drive to Formosa for a 1/2 day of planning. Formosa is far, the weather is bad and besides I can work just as well in Owen Sound. BUT this also meant that Francine, Cheryl and I "spoke" on the phone or by email MANY MANY times during the course of the afternoon. They gave me tasks to accomplish. I asked questions. They clarified. I worked on the tasks and then asked what was next. It was silly really but it worked really well. So what was I responsible for? First, finding a suitable prayer and making copies for all. Second, drawing up the agenda on chart paper. Next, photocopying sample student work. Next, readying a few necessary resources for the PD sessions. Last, purchasing highlighters and prizes for the teachers. (I didn't get this last job done yet, but I will.)
In the meantime, Cheryl and Francine were working hard in snowy Formosa. They had a long list. First, email everyone and remind them to come to the PD session. Second, photocopy a Running Record, then find a video and locate a monograph. Next, re-confirm the snacks and lunch delivery. Last, plan the rest of the PD session down to the minute details. ( This was partially done already, but we teachers like to revise and edit and re-think).
At the end of day, we all emailed eachother saying "Whew! Enjoy a glass of wine tonight and see you on Monday!"
So...on Monday we hold the first of our next round of PD sessions. 4 days in Formosa...should be a movie title!
Thanks ladies for another productive work session, even if I was working from a remote location.
Subscribe to:
Comments (Atom)