Tag: leadership

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Designing With Not For

use-of-space-and-time-gearFive years ago this week, I posted the TedTalk, Teaching Design for Change by Emily Pilloton, on my Facebook page with the comment that the content of the talk was great advice for rural school districts. At the time of the posting, I was a principal with a great team overseeing the special education programs for a county office of education. Little did I know that five years later, I would be the superintendent of a rural school district that would pass its first bond measure, Creating Class A Schools, under my tenure and that I would be working with another great team of educators as well as a school board that exemplifies what it means to put students first. In addition to this, I would also be knee deep in becoming increasingly versed in what it means to design a Future Ready instructional program.

As our team dives into the design work of redefining learning spaces so that they allow for flexibility and the incorporation of today’s learning tools, combining the advice of Emily Pilloton with the Future Ready gears of Collaborative Leadership, Community Partnerships, Budget and Resources, Curriculum Instruction and Assessment with the Use of Space and Time couldn’t be more opportune. As we dive deeper and deeper into the process of working with the architect and his team, it is clear that the concept of “designing with not for” is more intuitive to some than others.

 

It is easy to take a look at designs for layout, furniture and infrastructure that have been implemented at other schools. It can even be tempting for professionals to suggest that a school or district use the work that was done elsewhere as their model. Yes, it’s easy, convenient and might even feel like it saves time. However, the perception of time saving and efficiency only applies to the front end. It creates far more work on the back if staff voie, student and community voice aren’t specifically and intentionally incorporated into the process. While schools have many similar characteristics and needs, each school design and culture has its own nuances. The location of a particular room or door can dramatically impact the flow and use of space. Classroom design and furniture layout may  impact student learning differently from year to year based on the characteristics of the students in each and the strengths of the teacher.

Bob Dillon, author of Redesigning Learning Spaces, gave some simple sage advice at CUE’s BOLD Classrooms event in Northern California to help prioritize instructional space design projects that can be applied to undertakings of all sizes. As schools dive into modernizing learning spaces, let us ask “What is neat to have and what is need to have?” as we move forward with construction and design projects. This concept applies both to things that we purchase such as furniture, lighting, flooring, whiteboards, screen technology as well as to how traffic flow and visibility will impact the use of spaces.

The California voter, this past June and November, has been generous to schools in passing both local bonds and a state school facilities bond. This allows for a great opportunity for schools to take a look at how facilities, infrastructure and learning tools engage today’s learners, prepare them for tomorrow’s careers and stay flexible to adapt to the needs of the next generation of student. This is a great opportunity to show leadership in bringing teacher, student and community voice to the table. This is a great opportunity for collaborative partnerships to leverage social media and professional learning networks to share their work to engage in local, statewide and national thought partner conversations to support wise decision making in design, use of time and space as well as budget and resources to influence curriculum and instruction. This is a great opportunity to invest in the future.

 

 

 

 

 

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Like Being in a Giant Candy Store

What an incredible learning experience!

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Concierge vs Coach

Relevant vs Worksheet

Engaging vs Compliance

Try-athlon vs Comfort Zone

Personlized PD vs One Size Fits All

Future Ready vs That’s the Way We’ve Always Done It

These are just some of the shifts in thinking being embraced by the 7000 educators who attended National CUE in Palm Springs. This amazing event is like a trip into a professional development candy store. That’s right, powerful, intense learning that, to use one of my favorite colloquiums, was “sweet!”

Three days of incredible learning at #CUE16 ended with these thousands of educators leaving with overflowing knowledge on how to be Future Ready, pedagocically innovative, how to improve their personal professional practices and how to share the inspiration they found with others. The goal for many, if not all…to begin or continue implementing an increased number of 21st Century educational practices that exemplify the redefining of once traditional worksheet based or one size fits all instruction into learning experiences that are relevant and engaging. All this while, most importantly, helping students develop the dexterity they’ll need to be successful in a workforce where the jobs and skills required continue to adapt to increasing automization and adapting technologies.

Sessions challenged educators ranging from first year teachers to experienced superintendents to up their professional game, covered topics from incorporating project based STEAM activities and 3D printing to gamifying both student instruction and educator PD, to innovatively applying Hattie and Marzano’s research.

One of the most powerful things that National CUE offers is that while providing opportunities to participate in learning that is deep and to listen to keynotes that inspire, there is also always a lot of fun. It’s hard not to enjoy the flying antics of Sharknado.

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Click here for the video: https://youtu.be/QuFuJUacL3Y

Then there is the always entertaining and inspiration on steroids of Jon Corippo who along with Mike Vollmert hooked CUE affiliate meeting attendees on attending this summer’s LDI (Leadership Development Institute) with this gem:

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Find this video at: https://youtu.be/j-cxvTqxJP0

But, my favorite part of this year was definitely getting to hear from the creator of Kid President, Brad Montague and being reminded that the messages and that the actions that make the biggest difference are usually the simple ones:

You’re Awake, You’re Awesome, Live Like it                                                                                   Be Somebody Who Makes Everybody Else Feel Like Somebody                                                 Love Never Fails                                                                                                                                       Throw Kindness Around Like Confetti                                                                                                                                                                              -Kid President

 

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Personalized Professional Learning

It’s here! #CUE 16 and I’m looking forward to presenting the Future Gear of Personalizing Professional Learning. Click on the gears to learn more about creating a personalized approach to professional learning for your district.

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Interested in where to find Twitter chats, Blab conversations or blogs to follow? Click here for a listing of EdChats on Twitter or check out some hashtags such as #kidsdeservit, #TLAP, #caedchat, #edcamp, #NGSS, #CommonCore. Have something you want to learn about or a group of people you want to connect with? Just get on Twitter and see what you find when you add the hashtag. Looking for some blogs? Check out these recommendations by Edublogs and EdTech Magazine. Who should you follow on Facebook? Start with Edutopia, Elementary Librarian and the Buck Institute for Education as well as the authors you enjoy or professional organizations you belong to. Check out Joe Sanfelippo and Tony Sinais on Blab. Prefer a podcast? Take a look at the recommendations Edutopia has to offer. Start playing, start exploring and have fun creating your own personal learning plan.

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What Would You Do If You Could Break the Rules?

imagesI’ve been blessed with an incredible PLN (Professional Learning Network). Through applications such as Voxer, Blab, Google+ and Twitter I enjoy daily doses of inspiration, insights into the behind the scenes thinking of some very successful school administrators, professional development providers, teachers and influencers. Two of the strongest influences on my professional practice are Jon Corippo and my absolutely fabulous LeadWild group. You can find most of us under #LeadWild on Twitter.

Last November, we started a conversation about grants which led to Jon throwing out the idea, “What if we were able to get a grant, not for money, but for one that gave us permission to break the rules?” Ooooooooh, what if? Then I realized, as both the Superintendent and the Principal of our school and district, I can do this. I can give staff permission to break the rules. Well, a lot of the rules.

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First SketchNote by Jeremiah Blackwell – @Teach_MrBwell

The first Monday of every month in our district is an early release Monday which allows for a couple of hours of monthly professional development. For today’s early release time, I chose to take a flipped approach to part of our professional learning and sent out some links to all staff, yes this includes all classified staff as well, about 20 Percent Time and Genius Hour. I asked them to read the articles, talk to each other and come up with ideas on what they would do if they could be given time to work on a project of their own choosing with the idea of doing something that would have a positive impact on the school in some way. Come up with something you feel passionate about that would improve the school for students, for employees, for the community, for yourself. Think about what you would do if you were not limited by your job description, a bell schedule, grade levels or any of the rules you think apply. I have to say it was really fun to watch the faces as I said I would like to give them a grant in which the rules don’t apply and you were given on the clock time to complete the project. Well, again, most of the rules.

Some of the ideas that came forth were building an outdoor sensory gym, creating a peace garden, creating a Minecraft Lab, getting a 3D printer to use with students, redesigning classroom learning spaces and from the custodian – working with the middle school art class to paint a mural in honor of those who serve our Country. As a school that serves military families, this project incorporates community, students, teachers and classified staff.

The staff meeting ended at 3:30. I thought we had a great conversation, came up with some great ideas, had clear parameters for next steps and had wrapped up nicely. Half an hour later, I looked up at the clock and noticed in was 4:00. No one had left! We were all still talking, brainstorming, making plans and encouraging one another. Another half an hour later most of the staff was still on campus in different classrooms continuing their sharing of ideas and plans.

I’m ready to say yes to their ideas, to connect them with resources and to give them the time they need to make their ideas a reality. Here’s to seeing what happens next. It’s hard to start breaking the rules after a lifetime of following the rules. As the culture adapts to the flexibility that allows staff time and resources to make their thoughts and dreams a reality, it will be exciting to see what they come up with.

 

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Start the New Year by Making a Difference

Three months ago a young man in one of our neighboring communities was severely injured in a football game. The local community, including several towns in the county, responded with the prayers and financial generosity the American spirit is known for quickly raising over a $100,000 to support his medical care and family expenses.

This past week another local athlete, a freshman soccer player, appeared on GoFundMe. Jose is a young man I got to know while working at Flamson Middle School in Paso Robles, CA. He has been diagnosed with cancer. He also epitomizes the best of what immigrants to the United States can bring to our country. He is a hard working young man, a big brother who keeps a close eye on his younger sibling to make sure he does right. He is an athlete and a scholar with an eye on going to college. He earned his way into the high school AVID program through good grades and teacher recommendations. He is a young man worth investing in.

Yet, the community that responded so quickly and generously to Facebook posts and the GoFundMe account set up for another local high school athlete has not been as quick to respond. What could cause an anglo football player to get such a different response than an hispanic soccer player?

I hope that as you read this blog, you will consider joining me in a making a very big difference in the lives of Jose and his family by donating to the Cancer Medical Fund set up in his name. Please share this opportunity to give with friends and family and let’s see if together, we can begin this New Year by making a difference.

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In My Humble Opinion – The Best EduBlog Post Ever!

Jon Corippo has done it again!

 

EduMagic

 

I’ve been blessed to have Jon as a close partner in my professional learning and always appreciate his ability to get us to think outside the box. I appreciate his ability to bring simple analogies to help us see the folly in some of the Edu practices that our profession has held dear for generations. I appreciate his ability and willingness to call it as it is. I particularly appreciate his passion and dedication to not only focusing on what’s going to be best for kids, but what’s best for our profession. What’s best for our profession, is what’s best for our kids. When we take care of and invest in our number one resource, our people, our education staff will make magic happen with our students. Thanks for this great post via Alice Keeler’s blog Jon –  Top 10 #2016eduwish by @jcorippo

 

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http://www.alicekeeler.com/teachertech/2015/12/21/top-10-2016eduwish-by-jcorippo/ via @alicekeeler

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Has Your District Taken the Future Ready Pledge?

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The United States Department of Education with the backing of the White House launched the Future Ready Initiative a year ago in which superintendents have been asked to commit their districts to a culture of digital learning. To support districts in making this commitment #FutureReady has put together a robust support system including an interactive planning dashboard, a Future Ready Schools Framework and a multitude of industry partnerships. The resources are designed with intentionality to provide a strong vision for the future of education in the United States and as well as an actionable plan with supporting tools.

The first year of the Initiative brought 120 superintendent’s from across the United States together in the East Room of the White House. Summits were held across the United States bringing leadership teams together to connect and plan for 21st Century instruction in their schools based on the seven gears of the Future Ready Framework.

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The benefits of taking the pledge are many. Take a look at the FAQ to find out what could be in it for your district. Has the the superintendent of your district taken the pledge? If so, be sure to thank them and acknowledge their forward looking leadership. If not, share this opportunity with them and ask them to join this network of education leaders taking action to redefine the way we think about education.

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Tools of the Professionally Connected

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My Professional Learning Network continues to grow and I’m loving it! I noticed on my Twitter profile page today that I’ve been active on Twitter since April 16, 2011 – four years. Four years, 4,674 tweets, 1,763 followers, 1,760 following, 3,079 favorites, eight lists and numerous weekly edchats. While my venture into the PLN began with Twitter and Twitter continues to be my favorite source for connecting with like minded professionals and for professional learning, I’ve been enjoying my Google+ and Linkedin Connections as well and have mostly recently added Voxer to the mix.

Voxer has added a whole new element to professional learning and relationship building with colleagues who share the same passion for education, technology and leadership. Jon Corippo (@jcorippo) recently introduced me to the Rule of 150 which originated with anthropologist Robin Dunbar and was made more widely known in Malcolm Gladwell’s book Tipping Point. The Rule of 150 is based on the premise that 150 is the threshold for the number of relationships we are able to maintain within any subgroup. So, while I love the growing numbers of my Twitter PLN, I also know that my regular interactions are with a much smaller subset of followers.

Screen Shot 2015-04-06 at 7.33.26 PMVoxer, which allows users to send texts, voicemails and pictures has been a great tool for breaking down this larger network into more manageable subgroups. While this tool is still relatively new to me, I’m enjoying the more specific and funnier conversations that can be had with a smaller group that also isn’t posted publicly on the web. I’ve been able to connect with a subset of of innovative school administrators doing great work around the country, empowering teachers and having a blast engaging students. I’ve been able to connect with a subset of female education leaders who let the girl and the bling shine through in this venue. Next, I’m hoping to connect our SLO CUE professional network in some smaller ongoing conversations around the great work teachers are doing in local classrooms and finally I’m looking forward to trying Voxer out with family as we share pictures and voice messages and take our current texting conversations to the next level.

I invite you, the reader, to check out Voxer on your mobile device and share ideas for using the app both professionally and personally.

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Implementing a Blended Learning Approach to Professional Development

Screen Shot 2014-07-19 at 1.05.00 PMAs an administrator with responsibility for providing professional development (PD) for certificated and classified staff,  I had the opportunity to be part of a team that implemented a blended model approach to PD the last few years. Working with a county office of education, I had staff located throughout a 50 mile radius. In addition to the challenges that come with being separated by so many miles, staff also had different areas of expertise. While there are many similarities to good teaching across specific student populations, there are also distinct differences to be found in best practices for students who are deaf or hard of hearing, visually impaired, emotionally disturbed or diagnosed with autism. By implementing a blended learning approach to professional development, staff were able to engage in more personalized learning focusing on skills and curriculum that would best support the success of their students. Additionally, this provided staff with greater flexibility to engage in learning and developing their individual areas of expertise at times that worked best for them. It also provided staff who were interested in engaging in further development, resources to guide their learning.

This blended model of professional development incorporated the study of online modules, video, Google presentations, Google forms and Google documents. Teachers and classified staff whose expertise was being developed in supporting students with moderate to severe handicaps chose evidence based practices to study from AIM (Autism Internet Modules. Teachers chose two practices a year that all staff would study and one to two evidence based practices (EBPs) that they would study individually. This course of professional development was supported by two monthly in person meetings.

One meeting was a presentation style lecture led by a guest speaker, expert in developmental disabilities, and the other meeting was a small group gathering with a specific monthly format that allowed teachers to share what was working and not working within their practice in addition to sharing examples and materials from EBPs being used in their classrooms. This approach allowed for a shared base of instructional knowledge on the part of all staff while also allowing teachers the opportunity to develop expertise in areas that were of specific interest to them. Classified staff were provided with the access to the same materials as certificated staff, were invited to the larger monthly meetings and were provided with follow up training by the classroom teacher that focused on the specific implementation of evidence based practices that supported their classroom instruction.

As individual teacher expertise began to grow, a coaching component was added to this model. When a teacher would develop an interest in an area that a colleague had expertise in or encountered a student or situation that would benefit from a another teacher’s area of expertise, release time would be provided for the two staff members to conduct observations of each other’s classrooms and to work together to incorporate the new evidence based practice into the classroom’s instructional model.

In addition to the internet modules, Google presentations and videos were created and presented via an online format. For example, staff studied the evidence based practice of video modeling this past year. The video modeling presentation was was made available for all staff to view and review as per their preference. The presentation  was easily modified to offer suggestions applicable to general education classroom instruction and to provide a guide to consider when creating video models. This presentation was supported with researched based articles for staff to read as well as steps to guide the process of creating a video model for students. The unit ended with a brief reflective assessment and submission of videos that were shared with all staff to use as fit their needs.

The outcome of implementing a blended learning model was a highly skilled and motivated staff who had confidence in their specific areas of expertise, foundational knowledge in over 30 evidence based instructional practices as well as in person and digital resources to access to supplement further learning. Teachers engaged in higher order thinking skills as they evaluated which evidence based practices their students would benefit from the most. They synthesized their knowledge to design instructional programs that incorporated these strategies into the curriculum while creating materials based on the practices they had learned. Additionally, staff began to create video models to support increased student learning.

The blended approach solved several of the logistical challenges of having staff spread across such a significant geographical area. It engaged staff as adult learners, provided flexibility for staff to engage in learning at their convenience while also capitalizing on their professional knowledge of their students’ needs and interests. This supported the implementation of instructional strategies to maximize student’s individual success. Added bonuses to using 2.0 tools and having materials available on the web were that parents and substitute teachers started to access the resources as well. This allowed for greater than expected fidelity of instruction when substitute teachers were in the classroom, particularly when staff was out for coaching. All in all, the implementation of the blended learning model to support professional development proved to be a resounding success with a positive impact on student learning.

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An Online/Blended Teaching Approach to Staff Meetings and Professional Development

teacher_cartoon-257x300After spending seventeen years of my career as a classroom teacher, four years ago, I was hired for my first administrative position. Nevertheless, I continue to find that at the core of my being, I am a teacher. Having had the chance to mentor both new and experienced teachers in my administrative role, I have become aware of the skills and insights that I have as a part of my repertoire and how to share these with other educators. I am also highly cognizant of the fact, that once out of the classroom we, as educators, must stay knowledgeable with current as well as innovative practices that have the potential to be “disruptive” to our profession. Disruptive is used here to reference the work of both Clayton Christensen and Michael Horn, both of the Christensen Institute, who have collaborated to explain how new technologies can enter a market such as education. Through success with a previously untapped base, “disruptive” technologies and practices can grow to introduce effective innovations in a market that previously may have been inaccessible.

Online and blended teaching models have been a “disruptive” force in education. These models have tapped into students who have experienced struggles with the more traditional brick and mortar school system and traditional lecture style approaches to education. Online programs tapped into the market of students requiring credit recovery to graduate from high school. Given the opportunity to learn at their own pace, at a time that worked for them and with access to a computer and the internet, online learning made a significant impact in assisting students to earn their high school diplomas. This same approach was used by students who were receiving home school instruction or who required accelerated course work.

The successes did not go unnoticed and educators began to incorporate online learning within the more traditional education structure. Thus the blended learning model was born. As I reflect on how I might incorporate a blended model of instruction into my own practice as an administrator in the field of education, I see the opportunity to use this pedagogical structure to enhance professional development opportunities for staff and model how to incorporate a blended approach to a previously more traditional classroom.

Let the days of boring staff meetings be gone. Let those of feelings of our time as educators being wasted disappear. Welcome, the blended model of teacher professional development and staff meetings. I believe face to face time with staff and as a group continue to be essential components of site based communication and identity, however, using a blended approach, similar to the rotation model of a blended learning environment, could allow staff to more effectively use their preparation and professional development time. Let’s give staff access to announcements via video (and let’s make those videos entertaining), engage in discussions through a Google+ Community and focus on personalized learning to enhance individual teaching practice via internet modules and readings. In-person meetings and professional development or guest speakers via Skype or Google Hangout can be enhanced through back-channeling via Twitter discussions or by using Today’s Meet to comment and ask questions. Staff can comment, ask and answer questions for one another and share resources without ever interrupting the flow of a presentation. The level of engagement increases dramatically when the learner has the opportunity to actively engage in a presentation. These approaches offer a more effective method than the previous, “Write your question down on a piece of paper so you don’t forget it and wait until the end of the presentation,” expectation.

In order to engage staff in a blended approach to staff meetings and professional development, it is essential that the staff know how to access and use each of the technologies that will be incorporated. This requires planning and training in addition to well prepared materials to present to staff. It was not uncommon in my teaching experience to hear from the principal during lunch on a staff meeting day that the agenda for the afternoon had not yet been set. This led to the perception that administration did not place a high value on the opportunity to meet with the staff which was often reinforced by overly general agendas with a lot of “discussion” topics being made available at the time of the meeting. By incorporating a blended approach to staff meetings and PD, administration has to engage in thoughtful planning. Creating a rotation to include activities such as meeting as a large group, taking on online courses, creating an innovative lesson to share in an online community or reading an article and discussing it in a community create opportunities for increased engagement and personally relevant PD.

The intention would be that by modeling the skills and strategies used in an effective blended model of staff development and communication, staff would feel positive about their higher level of engagement as well as feel increased respect for their personal expertise within the profession. This would allow for discussion on how students could share in the same experience. Using the tools of the blended model, part  of the PD would be to learn, discuss, create and share lessons and ideas for relevant, rigorous and engaging learning.