BetterLesson is an edtech startup and our mission is to transform teacher development at scale.
Summary: There is a full time opening in our Cambridge, MA office for an experienced individual who will head up Master Teacher Project Operations and support teachers doing amazing work to benefit their peers! Master Teacher-created content feeds the BetterLesson PD product that, in turn, supports teachers across the country who want to drive their own professional learning. You will be helping thousands of teachers!
The Role: This role will:
- work with other senior team members to manage the vision, budgets, execution and evaluations of the Projects
- manage project associates to support the Operations work
- hire, train and support master teachers to: effectively create lessons on our site; connect virtually with their teams and coaches; share feedback/revisions around content as it’s being generated
- will foster a high-touch, highly productive relationship between Operations, BL’s instructional team, and the Master Teachers.
- understand and follow the latest trends in teaching and learning (ideally both in the classroom and in teacher development roles)
- are self-directed, diligent teammate with 5+ years management experience
- enjoy (don’t mind?) analyzing, extrapolating and responding to data
- produce compelling verbal and written communication
- listen closely but also participate in high-level strategy
- gel well with others who work calmly in a fast-paced startup environment :)
The “Nice to Haves”
- Well versed in the wonders of Google docs, Analytics, and Excel formula
- Experience with large scale budgets
- Previous classroom experience and/or knowledge of curriculum and instruction
Click here to apply!
On Wednesday, June 18, President Obama will host the first ever White House Maker Faire and meet with students, entrepreneurs and everyday citizens who are using new tools and techniques to launch new businesses, learn vital skills in science, technology, engineering, and math (STEM), and fuel a grassroot renaissance in American manufacturing. BetterLesson CEO, Alex Grodd and BetterLesson Master Teacher, Tommy Young, have been invited join the inaugural White House Faire in recognition of BetterLesson’s commitment to highlighting and scaling the work of exceptional STEM educators.
As a part of the effort to create a “nation of makers” and empower America’s Students and Entrepreneurs to Invent the Future, President Obama will announce an initiative to dramatically expand the number of students that have the opportunity to become Makers. BetterLesson joins the Department of Education and five other agencies; over 150 colleges and universities; more than 130 libraries; and major companies including Intel, Autodesk, Disney, Lego, 3D Systems, and MAKE in committing to create more Makerspaces, enlist more educators in teaching Making, and launch other programs that allow students access to the tools and mentors that will bring their ideas to life.
BetterLesson is committed to sharing “what works” in classrooms across the country. Our partnerships with the Gates Foundation and the NEA have allowed us to showcase the exceptional work of Master Teachers across the country. These teachers embrace tactile learning, and engage their students through hands on activities. As a natural extension of rigorous, Common Core aligned learning, they incorporate making and building into daily lessons.
Tommy Young, a 1st Grade Teacher, from Waitsfield, VT endows his students with the math skills to tackle rigorous challenges. In his lesson, Building Towers, his first grade students become architects of towers, in an effort to reinforce number sense. In Building Monsters, Tommy wraps up a unit on money, by having his students create a budget, develop a plan, and then build their own monsters.
While Tommy is being honored at the White House, many other BetterLesson Master Teachers have incorporated making principles into their lessons. These talented educators enable their students to become “makers” by giving them the mathematical tools necessary to tackle any problem.
In her lessons Build a Bird Nest Box Day and Build a Bird Nest Box Day 2, 3rd Grade Math Teacher, Diane Siekmann (Phoenix, Arizona) features an open-ended task that also builds on other disciplines as students research the needs of bluebirds, and design/build a nest box from cardboard.
In Real Life Measurement, an integrated math-science lesson, Cathy Skinner, a 5th grade teacher in Scottsdale, Arizona, has students design and build self watering plant containers for their seeds.
In this great lesson (Design with 9s) 3rd Grade Math teacher, Jennifer Valentine of Tuscon, Arizona, challenges her students to create designs inspired by their knowledge of 9 facts. In the follow up lesson, students use household items to create the designs.
BetterLesson’s commitment to the Maker Movement will include future Master Teacher Projects as well. Building off the success of previous Projects, the Science Master Teacher Project and the Blended Master Teacher Project will create a critical body of knowledge around the Next Generation Science Standards and highlight strategies for successful blended learning.
In focusing a project around Science and the NGSS, BetterLesson (in partnership with the NEA) will spotlight science educators who embrace the ethos of the Maker Movement, and employ strategies in their classrooms that unlock the maker spirit in their students. The Next Generation Science Standards place an emphasis on engineering practices. This emphasis on engineering skill-building dovetails perfectly with the Maker Movement.
The Blended Master Teacher Project, created in partnership with the Learning Accelerator, will detail the effective techniques of teachers working in a blended environment. These educators who skillfully flip their classrooms and individualize learning give their students more space and time to be Makers. This project will emphasize this critical element of successful blended learning.
BetterLesson is thrilled to join the White House in celebrating the first ever “Day of Making”. We will be joining the #NationofMakers in celebrating the the power and ingenuity of Makers!
NEA Master Teacher Dr. Erik Sussbauer leads his Grade 11 ELA classes at Mohawk Trail Regional High School in Shelburne Falls, Massachusetts. However, you don’t have be one of his students to learn from him. You can find Erik responding to users’ questions and comments with rich explanations on CC.BetterLesson.
Below, you can see a teacher reaching out to Erik for more information after reading his lesson “Revisiting Writing / Comparing Rhetorical Appeals”.
|Alyssa Fligge: Hi Erik, Great resources! Thanks for sharing. Do you by chance have your Rhetorical Analysis essay assignment sheet and rubric posted on this site? I would love to see what you do with you students for writing within this type of content. Thanks! -Alyssa|
|Erik Sussbauer, Ed. .D.: I just posted the prompt (modeled after the AP prompts for writing a rhetorical analysis), and the rubric (I only have exemplary and proficient categories listed so I can provide comments in the last box, including if that standard is less than proficient) in the resources of revisit rhetorical analysis essays (the lessons for that unit will eventually be available here as BetterLesson continues to add content).|
In the comments of Erik’s lesson “Close Reading Review”, a teacher compliments the articles used as supplementary resources in the lesson. Erik responds by referring to the types of texts he selected and why.
|Susan Caddell: I really like the articles you are pulling to discuss a true education. I’ve done a synthesis essay with my AP Lang juniors two different years from The Language of Composition text, unit four (I think) on education, and part of the big question for the unit is defining a true education.|
|Erik Sussbauer, Ed. D.: Responding to Susan Caddell I also use the Language of Composition, 2e and in fact the next unit after this one is writing the synthesis essay, where students write on defining true education (that’s why so many of the lessons here are about “entering the conversation” to model that idea before they do it in writing). Some of these articles from the Atlantic and other sources helped contextualize the philosophical pieces for the students (and happened to be published at the same time I was teaching the unit!).|
Check out all of Erik’s lessons on CC.BetterLesson. When you’re logged in you can leave him some feedback which will likely lead to a conversation with the Master Teacher himself. Hurrah for teacher learning!
The user wrote: “Nicole, I love this lesson and would love to duplicate the vocabulary bookmark for the novel I am starting. Is it possible for you to send it to me in a word document so that I can modify it? Thanks so much for sharing!”
Nicole responded: “Hi Colleen! I’m so glad you’re finding the vocabulary bookmark helpful! Please send me your email, and I’d be glad to send you the word doc. Thanks so much! -Nici”
Further along in the week’s adventure, another user praised how inspiring Nicole’s teaching is in the Community Feedback section of “Dark Day in the Deep Sea – Day Four”.
The user wrote: “Thank you so much for this wonderful series of lessons and resources. I am very grateful for your expertise and generosity. What great ideas, art work, in-depth resources and inspiration. THANKS!”
Nicole responded: “Hi Mary Ellen! I really appreciate your nice comments. I’m so happy that you’ll find this set of lessons helpful with your group of students in Oregon. That is one great thing about the Common Core, we are all working toward the same goals, and can share ideas across the country. Thank you so much! Take care. Nici”
Nicole’s inspired instruction doesn’t end there. Check out all of her creative lessons when you log in to CC.BetterLesson and leave her some feedback of your own.
We would like to help you remind your students that Memorial Day is more than just a day off of school. So we’ve compiled some thoughtful and relevant lessons from CC.BetterLesson that you could use to inspire your students to think about what Memorial Day really stands for.
“Mission Impossible: Mission Complete!” is an Algebra II lesson taught by Jarod Hammel. In this class, students are assigned two missions by the Air Force. Here’s one of them. Pretty intense, right? Each mission gives students the opportunity to assess data and problem solve in a unique and fun role play.
Paula Stanton guides her Grade 9 class through writing reflective poetry about 9/11 in her lesson “Remembering the Sights and Sounds of 9/11 Through Poetry”. It’s a two day lesson that culminates in a gallery walk of the students’ work.
Tim Pappageorge’s lesson “Mapping a Place: Afghanistan at a Crossroads” puts forth the question ‘Why is Afghanistan important?’. In it, students use both fiction and non-fiction texts to broaden the inquiry and exploration of Afghanistan and its place in world history.
We hope you enjoy the long weekend!
Please take the time this weekend to remember the heroes who fought for our country.
Well, the 2014 AP Calculus AB Free-Response exam questions have been released, and lively conversation among calculus teachers is guaranteed!
One of this year’s questions stands out for me. It is fairly difficult, but I feel confident my students scored well on it. Question 2c asked students to setup an equation involving integral expressions for locating a vertical line that divides the area of a region in half. Here is an image of the problem:
When I saw my students on Friday after the exam, several students said the free response questions had a “cookie problem”. They were referring to my Cookies and Pi lesson, in which I had students plan three vertical cuts to divide a Black & White Cookie into four equal pieces, equal with respect to the amount of cookie and the amount of chocolate and vanilla frosting on each piece:
This lesson includes scaffolds and differentiation for lowering the floor to ensure viable entry points for all students, and extensions for students ready to delve more deeply into variants of this problem.
My lesson connects nicely with this AP problem because while students immediately recognize that the first vertical cut should be through the center of the cookie, they then need to plan their next vertical cut. Before giving the radius of the cookie, I develop students’ intuition with predictions for where the cuts should be made, supported by this GeoGebra applet for why the middle pieces need to be narrower and taller than the outer pieces.
Later in the Cookies and Pi lesson, given a 5 cm radius for the cookie, students set up several different equations with integral expressions and make sense of other students’ setups that approach the problem in different ways. Each equation can identify the location of the correct vertical cut.
Here are some of the equations students might generate:
corresponding to the area of white frosting in one piece of cookie
The following lesson, Accumulate This!, continues our work from the Cookies and Pi lesson by investigating variable limits of integration from a graphical perspective. All in all, the rigor and depth of these lessons gives me confidence that my students scored well on this question. It is a good feeling to have at this point in the year.Check out more from Jason here!
Why does our DJ keep playing Cat Stevens?
Cats seem to be everywhere. They’re even on CC.BetterLesson.
Many of our Master Teachers have looked to felines to create fun lessons for their students.
Tim Marley’s Grade 12 Math class learns life lessons inspired by cats.
Mr. Marley’s students are introduced to matrix operations when they analyze cat toy sales at the “Purrrrrfect Cat Toy Company”. They also learn linear programming by applying the abstract math concept to a tangible project. In this case, that project is the lesson “Building Cat Furniture”.
Cats help students learn how to use exponential models in Master Teacher Tiffany Dawdy’s class. Her Grade 12 Math lesson “Cat Island – (Day 1 of 2)” examines the growth of cat populations on an island filled with tabbies.
If you’re a scaredy cat, this next lesson is not for you.
In Amy Coughanour’s Grade 6 ELA lesson “Reading for Meaning”, students learn how to collect evidence to support their claims based on the story Ghost Cat. Yikes! Students begin the lesson making general predictions about the story. As they read the text, they look for facts to justify their initial claims. I predict that this lesson is a lot of fun.
Whether you’re a dog person or a cat person, you have to admit that these lessons have nine lives.