Now I want to share a bit of a deep dive about refinement of the Teacher Friday Workbox®. I find it ironic that we basically made up IEPs for the workboxes for teachers that create IEPs for students. Each teacher used their workbox differently due to their teaching knowledge, the way they learn and work, and the work they were responsible for. Jayme decided to purchase a red slash pocket for each student to help the teachers. This way each student had a designated spot for all the documentation each teacher needed for meetings and to qualify for the IEPs. It was also a great place to file away documentation of the student when they were caught being good. It is refreshing to sprinkle in a little positivity during the meetings!

Jayme was pleasantly surprised with the teacher’s transparency in their struggles. Some of these teachers were new to the school and all of them were new to special education. They were being very vulnerable with the principal in the room. Just because a training is mandated didn’t mean the teachers were going to talk or be as transparent! We discovered some teachers felt they were touching their red slash pockets too much while other teachers felt overwhelmed by the sea of red, like a glaring light of responsibility begging for their attention. I offered the solution to organize by frequency and quantity of intervention. We took this one step further and gave less frequent weekly interacting students different colors. Jayme added to file them according to the due date. This was a huge relief of stress for the teachers. 

The Teacher Friday Workbox® Is an Investment In the Teacher Not The Physical Workbox

We also uncovered that it would be beneficial for special education teachers to have an additional (portable) Teacher Friday Workbox®. These are a durable box and the school will likely not have to replace it. Invest in your staff or not, it will not cancel out the complexity of work a special education teacher carries or their cognitive load. These workboxes are there to provide organization for IEPs that the teachers are held accountable to the transformation of each individual student. There’s a lot to organize, ok? 

While yes, there is a physical box that goes with this personal development (and Jayme explained giving PGP’s; we call them CEU’s in Ohio), I see this as training, an investment in the person, the human. Some “powers that be” have questioned ownership of these teacher workboxes once the school or district/corporation purchases them. Yes, a teacher could quit and lots of times items the school has purchased for them get left in the classroom on the teacher’s last day. Jayme explained she could see it as an investment in the teacher and how some would see it as a physical product to be left behind. But the incoming teacher would have no knowledge of how to utilize the workbox. The training is like intellectual property now. And if the last scenario played out, the teacher could invest in a new workbox. There are teachers out there already purchasing their own workbox. But they can’t make the building or district change. The principal or superintendent - now that is someone who can encourage change in the building or on a larger scale!

Jayme’s building has noticed better communication across the board. Communication has improved due to transparency, work being made visible, teachers not feeling isolated, and work getting accomplished by dividing and conquering. 

EPISODE RESOURCES:

• Teacher Friday Workbox®

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On the Wednesday podcast, I get to talk with members of the Organize 365­® community as they share the challenges, progress, missteps and triumphs along their organizing journey. I am grateful that you are reaching out to share with me and with this community. You can see and hear transformation in action. If you are ready to share your story with us, please apply at https://organize365.com/wednesday.

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