THE FWSU STORY: Lead Learners and Luminaries: Notes On A Day with George Couros

In the bio section of his Twitter account, one of my colleagues, also a school principal, identifies himself as the “lead learner” in his building. As I thought about his carefully chosen words, I was struck by how such a simple phrase could so completely embody our work as educational leaders, designating the principal as both teacher and perpetual student.  

George Couros 4

Former President John F. Kennedy once said, “Leadership and learning are indispensable to each other.” Nowhere is that more evident than in Franklin West. FWSU prioritizes professional learning for all staff, including the cohort of FWSU teachers, principals and central office administrators who spent last Wednesday together.

And so began our day with George Couros, former teacher and principal turned author, educational consultant and public speaker. His book, The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity, outlines the attitudes and behaviors – the mindset – necessary for teachers and school administrators to inspire students and colleagues, and to nurture their natural curiosity to learn. 

The day was inspiring, filled with learning about the attitudes needed to maintain students’ innate curiosities. But, it wasn’t until I returned to my office later that day that I realized my notes from the session looked very different than they usually do after professional development. Rather than a tally of “do’s” and “don’ts” (with very few exceptions), my notes were substantially a running list of quotations, statements made by George that was intended to be thought-provoking, challenging and inspirational. Of course, there were some specific tools that we could go back to our schools and immediately put into place, but more than that, what I took away was, in many ways, a different way of thinking. The Innovator’s Mindset.

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In his book, and during our professional development, George spoke about the importance of making a connection of the heart before trying to teach anyone anything. He did just that, including photographs of his stories of his immigrant family and childhood. While the day was about teaching us, it was mostly done through modeling, igniting our own desires to learn, and making connections.

At first, I didn’t think much about the difference in my note taking that day. But, as I began to write about the day, I connected all of this with something that had happened that morning. George was using technology as part of his presentation. As he efficiently navigated the creation and use of documents, many of us the begin exploring the same. Throughout the day, George reminded us that he had not told us that we had to do anything, or couldn’t do something. Instead, he had shown us the value in what he was doing and that led most of us to want to do the same thing.

My thoughts reverted back to my colleague’s “lead learner” designation on Twitter. Roget’s 21st Century Thesaurus has more than 30 synonyms for the word “leader,” but my favorite by far is “luminary,” which is defined as “a person who inspires or influences others.” It struck me that the reason my notes from the day were vastly quotes, rather than a to-do-list, was because ideas had been illuminated rather than dictated, inspired rather than directed.

These quotes were particularly thought-provoking for me:

“What was once terrifying, is now the norm.”

“Relationships are by far the most important thing in education.”

“You’ve never had to teach a child curiosity.”

“Would you want to spend the whole day learning in your own classroom?”

“Hope is not a strategy.”

“Do kids create because of – or in spite of – school?”

“When you have a compelling reason, you can learn anything.”

“We need to make the positives so loud that the negatives are almost impossible to hear.”

“Showing someone the value of learning motivates them to do it.”

Thinking about my mindset – my attitude – was a very different experience than simply learning new “things to do.” It challenged my “being” as much as my practice. It caused me to think about the experiences that have led me to certain beliefs and values and challenged me to want to be an even more inspiring person and practitioner. And maybe someday, a luminary.

Chris and Jackson


Christopher Dodge is the Principal of Fletcher Elementary School and is a regular contributor to THE FWSU STORY. You can follow him on Twitter @FletcherFalcon

THE FWSU STORY: Setting the Stage in Fletcher: Benjamin Franklin, PBIS, and those Pesky Coals

You’ve probably heard Benjamin Franklin’s old adage, “An ounce of prevention is worth a pound of cure.”


But, did you know that the former inventor and scientist was actually referring to fire safety and not good health when he coined that phrase? In fact, he was advising readers not to carry hot coals from room to room or up and down stairs for fear that they might escape and cause a great tragedy. He wrote, “Scraps of fire may fall into chinks (an opening or crack) and make no appearance until midnight when your stairs being in flames, you may be forced (as I once was) to leap out of your windows, and hazard your necks to avoid being oven-roasted.”


Benjamin Franklin may not have known it then, but he was onto something big, not only preventing house fires but “behavior fires” as well, with his “ounce of prevention.”

Positive Behavior Interventions and Supports, or PBIS, follows Franklin’s sage advice. It’s a vastly proactive approach to student behavior that begins with the establishing and teaching of school-wide expectations. In Fletcher, those expectations include being respectful, responsible safe and caring, and it’s our fourth full year explicitly teaching them. While the expectations are taught, practiced and modeled all year long, the first days and weeks of school serve as a particularly important time in setting the stage for successful months to come.


Classrooms approach the teaching of school-wide expectations in a variety of ways. Many teachers bring their classes to different locations around the school – such as the cafeteria, playground, bus, and library – to talk about what each expectation looks and sounds like in that specific area. This teaching is supported by Fletcher’s PBIS Expectations Matrix, which clearly defines the expected behaviors in 12 different school settings. The matrix includes elements such as voice level, safety requirements and expectations for courtesy. F.E.S. also kicked off the school year with a whole-school gathering during which students worked in teams to discuss examples of how they meet behavior expectations.

Daily classroom Morning Meetings also provide an opportunity for teachers to incorporate social-emotional learning. Each Meeting includes a Greeting, Sharing, Activity and News and Announcements chart. Throughout the year, the school-wide expectations are purposefully integrated into Morning Meeting and other parts of the day.

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Throughout the year, the adults continuously teach and revisit the expectations, particularly in the days leading up to and following longer school vacations, which can be a lightning rod for limit-testing by students. We also use data collected from this year and previous years to proactive head off any negative behavior trends.

A recognition system is also an important part of the year’s start-up and ongoing PBIS work. It is important that students know and repeat the specific behaviors that meet school-wide expectations. To accomplish this, the adults at school recognize students with specific teacher language that names the student, the expectation they met, and their specific behavior. This allows students to clearly connect their actions with the expectations so that their positive behaviors are repeated. During the recognition process, the adult gives the student a small paper token that gets added to a classroom chart. When the class reaches 50 tokens, there is a small celebration such as an extra recess or board games in the room. Recognition is intermittent, which means students are recognized only occasionally, not each time they follow the rules. Each classroom celebration earns a paper falcon that is placed on the hallway bulletin board. 25 falcons (our mascot) results in a school-wide celebration.

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The proactive teaching of behavior expectations using the PBIS approach is intended to prevent any “hot coals” of behavior from smoldering throughout the year, thereby maximizing time for teaching and learning.

Benjamin Franklin was no stranger to constantly putting out fires. He founded the Benjamin Franklin Bucket Brigade, Philadelphia’s first fire department, in 1736. However, he recognized that prevention was a much more successful model than constantly reacting events. After all, he said it best when he said, “It’s better to prevent bad habits than to break them.”

Thanks, Mr. Franklin, for setting the stage for PBIS and a positive, productive school climate.



Christopher Dodge is the Principal of Fletcher Elementary School and is a regular contributor to THE FWSU STORY. You can follow him on Twitter @FletcherFalcon

THE FWSU STORY: Fletcher Elementary Welcomes New Teachers

The Fletcher Elementary School welcomed several new teachers to the school this fall, and they have begun the school year with tremendous enthusiasm and energy.


We are fortunate to add the following professionals to our school:

Blythe Baskette is our new preschool special educator. Ms. Baskette earned both a Master’s Degree in Education from Saint Michael’s College, as well as a Certificate of Advanced Graduate Study in Special Education. She has extensive experience in the field of Early Childhood Education as a childcare director and teacher. She has been a special educator and teacher at the elementary level for several years, as well as a behavior interventionist. Welcome, Ms. Baskette!


Emily “Lisa” Coale joins our school as the new school counselor and PBIS coordinator. Ms. Coale earned a Bachelor’s Degree in Islamic Studies and Arabic from Middlebury College, as well as a Master’s Degree in Education with a concentration in School Counseling from George Mason University. She completed counseling internships at JFK Elementary School in Winooski and Colchester Middle School. Ms. Coale was a kindergarten teacher in the DC Public Schools for two years and received Middlebury College’s Kathryn Davis Fellowship, an award that recognizes students who build cross-cultural connections and international peace through language. Welcome, Ms. Coale!


We welcome Jennifer McConnell to F.E.S. as our school’s music teacher. Ms. McConnell earned a Bachelor’s Degree in Church Music and Voice from Moody Bible Institute in Chicago and a Master’s Degree in Music Education from Castleton State College. She has been the elementary music teacher at Franklin Central School since 2004. Ms. McConnell also taught in Sheldon as the general music and chorus teacher for several years. She will share her time between Franklin and Fletcher this year. Ms. McConnell enjoys composing music and being part of a small, tight-knit community. Welcome, Ms. McConnell!

Michele Michalski is a new first and second-grade teacher. Ms. Michalski earned a Bachelor’s Degree in Liberal Studies from California State University – Bernardino and a Master’s Degree in Education with a concentration in Reading and Language Arts, also from California State University. Ms. Michalski has completed a variety long-term teacher substitute assignments, most recently in third grade at BFA Fairfax as a third through fifth-grade academic interventionist. Ms. Michalski has taught all elementary grades, as well as preschool. Welcome, Ms. Michalski!


Kathleen Pellegrino joins the F.E.S. team this year as a first and second-grade teacher. Ms. Pellegrino earned a Bachelor’s Degree in Elementary Education and Multidisciplinary Studies with a minor in Science from Castleton University. Most recently, Ms. Pellegrino has served as a long-term substitute in third grade in Fair Haven and first grade in Sheldon. She comes to F.E.S. with a wealth of experience with young children including being a volunteer mentor for 10 to 12-year-olds. Welcome, Ms. Pellegrino!


We are welcoming Phyllis Quarles as our new speech-language pathologist. Ms. Quarles will be half-time each at Fletcher and Georgia Elementary and Middle School. Ms. Quarles graduated from the University of Colorado – Boulder and alternated between working part-time and raising her family. She likes to mountain bike, dance, be in nature and is committed to the practice of meditation. Welcome, Ms. Quarles.


Welcome to Justin Wills, our new sixth-grade teacher. Mr. Wills is a graduate of B.F.A. Fairfax, followed by earning a Bachelor’s Degree in Philosophy with a minor in Music from UVM. Additionally, Mr. Wills earned a Master’s Degree in Teaching with a concentration in Middle-Level Education from UVM, and a Master’s Degree in Philosophy from Concordia University in Montreal. Mr. Wills has taught middle school math, science and language arts at Browns River Middle School was a grade 5-8 middle school teacher in Williston and a sixth-grade classroom teacher in Swanton. Mr. Wills has served as a volunteer in a children’s hospital in Boston, as well as a mentor and Odyssey of the Mind coach here in Vermont. Welcome, Mr. Wills!


We are also excited to have a few existing staff members in new positions this year.

Lorrene Palermo, a long-time classroom teacher here at F.E.S., will become our school-wide math and literacy interventionist. Ms. Palermo will work with students needing support in those academic areas four days per week. On her fifth day, she will teach library classes to all of our PK to grade six students.


Denette Locke, who most recently has provided both academic intervention and teacher support with science, technology, engineering and mathematics (S.T.E.M.), will become a full-time instructional coach. She will be dedicating her time to supporting teachers in providing the highest quality instruction possible in S.T.E.M. and Literacy. Denette will not be directly responsible for student instruction other than that provided as part of teacher coaching.


We are excited to be working with our new colleagues. Here’s to a great year!


Christopher Dodge is the Principal of Fletcher Elementary School and is a regular contributor to THE FWSU STORY. You can follow him on Twitter @FletcherFalcon

THE FWSU STORY: Traveling Exhibit Teaches Fletcher Students Math Through Art

Students at the Fletcher Elementary School were greeted by winding staircases, intricate stone castles, and majestic soaring birds as they kicked off the new school year on Tuesday. 

E5The images are part of a traveling exhibit by Dutch artist MC Escher, whose mathematically-inspired work is being used to welcome students back to school in a creative and exciting way, and to help them make connections between art and a variety of other academic areas. 


“The traveling exhibit is a really captivating and intriguing first exposure to the new school year for our students,” Instructional Coach Denette Locke said. “The moment students came through the door they began analyzing the artwork and noticing elements of symmetry, reflection, and dimension, which are all very important concepts in art, math, science and beyond.”


The exhibit consists of three large tapestries that include five well-known Escher works, as well as biographical information about the artist. This is the third year that Fletcher Elementary has opened the school with a traveling art show. Previously featured artists have included Vincent Van Gogh and Claude Monet.

“The artwork is interesting because it’s not what you would normally expect to see,” third-grader Donovan Austin said. “You really have to look at it because some parts are either upside down or flipped on their side. It’s unusual and shows you that different people see the world in different ways.”


Born Maurits Cornelis Escher in the Netherlands in 1898, the graphic artist is best known for his woodcut, lithograph and mezzotint prints that feature mathematical objects and operations like infinity, symmetry, geometry, and reflection, to name just a few. He is also well known for his tessellations, works that are made up of shapes that fit together perfectly to create a design. Escher, who struggled in school and repeated two grades, found inspiration in architecture, prompting a newfound interest in art and math.


“Even though he wasn’t good in school he found something that was really important and interesting to him,” Austin said. “When he found something he really liked, he did it and it made him happy and famous. He found out that he was really good at art and he could share that talent with everybody.”


“Escher is a perfect example of how, when students find their passion, it is energizing and inspiring, and can be used as a conduit for other learning. Imagine if Escher’s teachers had personalized his learning through the lens of art, how much more successful in school he might have been. As Fletcher teachers, we try to find every student’s jumping off point for learning.”

In addition to touring the exhibit and discussing Escher’s work, many students have begun creating their own tessellations inspired by the artwork and identifying tessellations all around them in a variety of settings.


“We got to look at and eat real honeycomb and I saw that all of the hexagons in the honeycomb made a tessellation. They all fit together perfectly. I bet that was as much work for the bees as it was for Mr. Escher,” Austin said. “I think the honeycomb is that shape because it makes it a stronger place for the honey. I learned from this that the shape of something can tell how strong it is.”

“There are so many mathematical concepts in Escher’s work,” Locke said. “Everything from identifying shapes to thinking geometrically about how they fit together. Escher uses a great deal of problem-solving in his work, which makes him a terrific role model for the young problem-solvers we work with every day.”


Along with the exhibit, Fletcher’s annual First Day Family Breakfast was themed on Escher’s work and life, including geometric waffle staircases and fresh fruits native to the Netherlands.

“This opportunity is all about students making connections,” third-grade teacher Tracey Godin said. “The more chances students have to experience a concept across settings, the more likely they are to generalize their learning and be able to apply it to real-world problems when it counts most.”E1The MC Escher traveling exhibit will be on display at the Fletcher School through September 7. Visiting is free and the public is encouraged to drop by. Both the First Day Family Breakfast and the art exhibit were generously sponsored by Friends of Fletcher Elementary (FOFE), the school’s parent group.

Learn more about Fletcher’s MC Escher exhibit here.



Christopher Dodge is the Principal of Fletcher Elementary School and is a regular contributor to THE FWSU STORY. You can follow him on Twitter @FletcherFalcon

THE FWSU STORY: Fletcher Community Honors Retiring Veteran Teacher Jenny Blackman

Mrs. Jennifer “Jenny” Blackman has taught Kindergarten at the Fletcher Elementary School for the past 13 years and is beloved by her students, their families, her colleagues and the community at large. She will retire from teaching in on Monday, with the tremendous respect of all who have had her as a teacher and those who have worked with her.

Jenny Blackman and Melissa Sargent-Minor

Jenny Blackman and Melissa Sargent-Minor

Present and former students, families, and colleagues honored Mrs. Blackman at a reception earlier this week, where the Fletcher School Board presented her with an apple tree, which she and her husband, Oliver, promptly planted near their pond at their Waterville home.

The Apple Tree

The Apple Tree

Mrs. Blackman has exemplified what it means to be a lifelong learner, graduating from Champlain College with her Master’s Degree in Early Childhood Education in the spring of 2016. She took great pride in sharing her extensive knowledge both with student teachers and with colleagues, including those at regional and national conferences such as the National Association for the Education of Young Children. She is a strong advocate for play as a learning tool and outdoor learning in the natural world. No matter who or what she is teaching, her strengths include honoring the natural curiosity of the student and balancing the academic and social curriculum.


Mrs. Blackman served as the Co-Chair of the Lamoille North Standards Board, supporting the certification and relicensure of professional educators. She was a Lamoille North Literary Magazine judge, Upward Bound Instructor and Assistant Postmaster in Waterville. She has been a School Board Member, Lister, Welcome Baby Home Visitor for Waterville and Belvidere, Community Literacy Team Member, a member of the Vermont Philharmonic Orchestra, Johnson State College Concert Band and the Morrisville Military Band.

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Mrs. Blackman in her classroom with her students.

In 2004, her then Superintendent, Bob McNamara, wrote the following in his recommendation to the Fletcher School Board about Mrs. Blackman as she applied to join the F.E.S. staff.


Mrs. Blackman with students on a field trip earlier this year.

“I find Jenny to be an active and engaging teacher. Her instructional goals are clear and her presentation is crisp and engaging. She holds the students’ attention and encourages them to actively engage in their learning.”

Students engage in many hands on learning activities in the classroom.

Students engage in many hands-on learning activities in the classroom.

Mrs. Blackman’s teaching has stood the test of time. As she says farewell to our school and teaching, her smile, humor, skill, and compassion become her legacy that lives on in the hearts and minds of those she taught.

Mrs. Blackman's smile and humor will be missed!

Mrs. Blackman’s smile and humor will be missed!

Thank you, Mrs. Blackman. 

THE FWSU STORY: Running Club, Mini-Marathon Promote Health and Fun for Fletcher Students

It may have been called the Mini-Marathon, but the efforts of 24 Fletcher Elementary School athletes were anything but small Saturday. The kindergarten through sixth-grade students donned blue t-shirts sporting the school’s falcon logo and the words imagine, believe, and achieve, as they ran half-mile, mile, and two-mile courses on Burlington’s Waterfront.

Fletcher Running Club

“Just being outside and seeing how fast you can run is the best part,” fourth-grader Eli Tinker, who finished the two-mile course in 15 minutes 51 seconds, said. “It’s competitive and I feel unstoppable when I’m running.”

Eli Tinker raced alongside his older brother, sixth grader Jack Tinker, who finished the two miles in 14 minutes 40 seconds and placed 15th in his overall age category. The competition includes 4 to 14-year-old participants from Vermont and out-of-state.

“It felt longer than it was,” Jack Tinker said. “I just kept telling myself to try my hardest, have a good time and do my best. I am really proud when I run.”

Fletcher Running Club

This year’s Mini-Marathon was the 18th annual youth running event offered by RunVermont, the group that also coordinates the Vermont City Marathon, as well as a variety of health and fitness events each year. The Mini-Marathon marked the culmination of Fletcher’s school-based Running Club, during which many students spent about 20 minutes every Monday and Friday for several weeks in the spring running or walking on the school fields. The effort was led by kindergarten teacher Jenny Blackman and parent volunteers Carey Gillilan and Jensen Welch.

According to Blackman, the idea for a school-based running program was the brainchild of Fletcher parent Elizabeth Sargent and herself seven years ago, as they chaperoned a whole-school field trip to the Smuggler’s Notch Water Park.

Fletcher Running Club

“We were standing guard in the wading pool talking,” Blackman recalled. “We wanted something that the entire school could join, and we wanted to promote running as a fun sport that’s easy to start. Our school fields offered the perfect place to run. It’s just about one mile to go all the way around.”

And just like that, Fletcher’s Running club was born. It wasn’t until a few years later that students would begin attending Burlington’s Mini-Marathon as a culminating event.

“I love the Running Club,” parent Kayla Wright said. “I look forward to my boys coming home and telling me how many laps they did.” I can barely get anything out of them about how their days at school are, but when they have Running Club they can’t wait to tell me about it.”Fletcher Running Club

“Running Club is a good way to get some exercise and be outside with friends,” Gillilan said. “It’s a good way to make friends. You’re not doing this alone. We do this as a group, our school family. It brings an awareness to those who want to exercise and just don’t know how to go about it. We are all getting outside, teachers and students. You don’t have to run in the race. As long as you’re moving, you’re awesome.”

Blackman agrees that both the social and exercise components of Running Club are important “Even in rural areas like ours, many students do not get outdoors much. We are showing them how much fun an activity like running can be. We have all grades from preschool to grade six running and visiting together,” she said.RC8

The Mini-Marathon had all the trimmings of the larger, adult event. Students registered and received their bib, complete with participant number and name. While many children sported shirts representing their individual schools or organizations, each also received the official marathon shirt. Upon completion, participants received a medal.

“The Mini-Marathon is a great experience because tons of kids from other schools come out and you meet other kids,” Gillilan said. “You also get a sense of achievement when you cross the finish line and realize all of your hard work. You receive a medal and your finish time that you worked so hard for and earned. That experience is just awesome.”

“There is nothing better than seeing your child be active just for fun,” Wright said. “This event is something we look forward to every year.”


According to third-grader Cody Savage, his initial nervousness of running in the marathon quickly passed. “I felt a little scared at first but that quickly changed to feeling like I achieved something great when I finished,” Savage said. “I just put my mind and body to work and pulled through.”

Classmate Serein Marcotte agreed. “I was really excited to run both at school and at the marathon,” he said. “Exercising so that you can get stronger is really important. I also learned that I can do anything that I work hard at and believe that I can do.”

Fletcher Running Club

Fletcher Running Club participants met Champ!

Blackman, who will retire next month after nearly 30 years of teaching, says that helping to start Running Club is one of the accomplishments she is most proud of in her career.

“I have seen that getting exercise and being outdoors is becoming more and more of a challenge for all ages,” she said. “People are so busy, and we have many electronic distractions that keep us sitting indoors. Running is the perfect solution. Being alongside friends, adult staff, and volunteers makes it even more fun. Perhaps many of our students will continue to run and exercise throughout their lives. I hope we all do.”


Christopher Dodge is the Principal of Fletcher Elementary School and is a regular contributor to THE FWSU STORY. You can follow him on Twitter @FletcherFalcon

THE FWSU STORY: Fletcher Elementary Produces Award-Winning Technology Video

MC Baker, Art Educator at the Fletcher Elementary School, has worked with students to produce an award-winning video featuring the technology tool, OSMO, and to showcase students’ use of the cutting-edge computer accessory with students.


OSMO works with students’ iPads and utilizes a small reflector that covers the device’s camera to allow the iPad to recognize moveable objects in front of it. Students can use the technology to learn everything from drawing and music to coding and core academics like math and reading, through hands-on games and activities. OSMO creators call the technology, “tangible learning.”

“Having our video selected as the winner by OSMO really validates how we have incorporated OSMO into our students’ learning,” Baker said. “It recognizes that technology tools are not separate and apart from academic content. Rather, they go hand in hand to support and enhance each other and offer engaging learning opportunities that would not otherwise exist. We are redefining the way students learn, and they love it.”


According to Baker, the making of the video provided students with a new and different way to showcase their work and demonstrate proficiency with academic skills.

“It was important to me to create the video with my students, not for my students,” Baker said. “It gave them an opportunity to use another art form – video – to tell the story of their academic learning to the world. That’s real integration. Each layer of the project was one more teaching and learning opportunity and allowed students to think creatively about how they show their skills.”

Fletcher students in grades three through six are currently part of the school’s “one to one” iPad program, ensuring that students have immediate access to a device when learning calls. Younger students share moveable iPad carts that may be brought into the classroom or used in the library.


Baker is one of a handful of teachers across the United States, known as OSMO Ambassadors, who participate in monthly challenges posed by the makers of OSMO. The video creation is the result of one such challenge. She frequently corresponds with the company to give feedback on the product, as well as to share and receive new ideas for its use in the classroom. Last year, Baker accompanied several students to Dynamic Landscapes, a technology conference at Champlain College, where they demonstrated OSMO and mentored fellow students and adults in its use.


“MC’s work as an OSMO Ambassador is important because there are many, many classrooms and schools that are resistant to trying new things, particularly when the new things involve expensive, fragile equipment like an iPad,” said Kira Westbrook, spokesperson for OSMO. “With the help of educators like MC, we can show other educators that not only is trying new things okay, but it’s necessary. MC does a fantastic job of that.”

“There are many different ways to learn and just as many ways to prove what you have done,” fifth-grader Lily Sweet, who helped create the video, said. Sweet and Baker collaborated to plan the major themes of the slightly more than two-minute documentary before Sweet took over videotaping and interviewing her peers and taking pictures of them using OSMO in the classroom.

The Fletcher video was selected from entries submitted to OSMO from across the country. According to Westbrook, “promoting and supporting educators, like MC, who have open minds and an eagerness for the future of education, will make a huge difference in the lives of students and teachers alike.”


As recognition for the award-winning video, Baker will receive an all-expense-paid trip to the International Society for Technology In Education (ISTE) Conference in Chicago in June, where she will showcase her use of OSMO with students

“This is a great opportunity to be proud of one way that Fletcher is integrating technology into its classrooms in a meaningful way,” Superintendent Ned Kirsch said. “It’s a bonus that they have received this recognition about technology, using technology to showcase their efforts.”

In January 2017, the Fletcher School began showcasing its work with OSMO through the FWSU Blog, Fletcher Students Explore Tangible Learning with OSMO.