Tag: Professional Development

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Shifting the 21st Century Conversation

Screen Shot 2018-02-03 at 3.47.48 PMIt’s 2018 and we’re still having conversations about what it means to be a 21st Century Leader and Learner in education. We are still having conversations about what a 21st Century education should like. Nearly one-fifth of the way into the 21st Century, it’s time to shift these conversations and focus on the actions needed to ensure that we are providing a relevant education to today’s student that will prepare them for their tomorrow.

What exactly does this look like:

  1. Design learning experiences and spaces that will allow students to develop the skills they will need to be successful in careers that will take them into the 22nd Century: Adaptability, Communication, Creativity, Critical Thinking, Collaboration, Relationship Building.

     2. Understand that National, Global, and Digital Citizenship can all be rolled into one.             Citizenship. Being a person of good character stands the test of time.

     3. Engage each generation’s student in learning with the tools that are being used by             their generation.

Screen Shot 2018-02-03 at 3.50.49 PMMaking the commitment to being an educator is making a commitment to the future. It is making a commitment to empowering each generation with knowledge and skills.  The responsibility for educating children and students of all ages has always been an important one. Yet, our generation has been given the gift of living in a time marked by rapid shifts technological growth and in how the world does business.

The education system is still in its infancy in responding to the needs of the globally connected, digitally literate student. Courage is needed by educators, parents, community members, legislators, and students to move from accepting the transferring of past practice to digital formats towards practices that enhance and accelerate learning that is engaging and relevant.

We must bring an open mindset to our roles. We must embrace innovation and lead by investing in people. Teacher leaders invest in your administrators. Site and district office leaders invest in your support staff, classified staff, and classroom teachers. Educate parents, community members, school boards and legislators to bring an understanding of what it looks like to prepare students for their tomorrow. Share resources and professional learning that support the growth and adaptability of the education profession and the system that supports it.

Preparing students for their future is a call to action. Whether in a small school district or a large one, whether in a small school or a large school, whether in a small community or a large community, invest in, learn with, and educate. Shift the conversation. Embrace what is possible and make it happen.

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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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“Stepping Very Much Away from the Traditional”

I enjoy starting my mornings with a look at my Twitter feed. There’s always something there that is intellectually stimulating, thought provoking and entertaining. Some posts stand out more than others and some continue to resonate well after the initial reading of the post. Eric Saibel, assistant principal at Hall Middle School and author of the blog Principals in Training, shared the video A Tour of Copenhagen’s Noma with Chef Rene Redzepi this morning. The analogy of the chef’s observation of his professional field were stunningly similar to those of the education profession.

The story of Chef Rene’s kitchen begins as he describes the kitchen’s reliance on local resources, not unlike the classroom and the LCAP, as well as changes that have been implemented in his kitchen the past couple of years, not unlike changes occurring in our classrooms as the impact and possibilities available through the use of 21st Century tools are continuing to work their way into classroom pedagogy. There is a lesson in Chef Rene’s insight on the importance of the design of the working environment to support openness, light and creativity that can have a powerful impact on the learning environments we create for our students.

We almost ruined our own trade by making it too tough, too hard… People are entering our trade for the wrong reasons and are surprised when they work 85 hours and then they feel tired one day and they’re out. We need to change this.”

It is important to employees in all industries that they feel valued and invested in, yet it is not uncommon to see teachers’ passion for education being taken advantage of as evidenced by the recent economic downturn in which many of our schools survived because of the furlough days and pay reductions taken by the professionals in our field. A July 2014 report from the Alliance for Excellence in Education showed an annual turnover rate of 20% for teachers in the education profession correlating to 1 in 5 teachers leaving the profession every year. While the reasons vary among those leaving the profession, the most often cited reason is “dissatisfaction with working conditions.” This high rate of turnover is costly bringing with it a national annual price tag $2.2 billion to replace the vacated positions.

“We work a lot in the trade. There’s no way around it. You’re going to work your ass off and so do we, but with a little less of the pressure…”

There continues to be a myth that has run through generations that educators are done by three, have weekends off and enjoy long summer vacations. Every teacher will tell you about the late meetings they stay for, the committees they serve on, the lessons they plan and the papers they grade at home during the evenings and on weekends as well as the work they do over the summer to prepare for the upcoming year and investing in their own professional development. Yes, educators work their asses off which makes Chef Rene’s next quote also fitting to the industry.

“It’s a business where you work so much for very little money that it needs to be very inspiring, it needs to be very cool. It needs to be family. It needs to be a tight team.”

What would happen if we truly invested in the on-going professional development of educators allowing teachers to take the lead in the decision making of the direction of their professional growth? What if we designed classrooms and teachers lounges to support 21st century tools? Would they become, as Chef Rene describes of his staff, more confident? Would they make more decisions, be less afraid to try new things, to be creative and innovative? What can we do to make our industry/our passion cool? How do we create tight teams that feel like a close and supportive family so that members don’t want to leave?

“It’s the cook that cooks the food that creates the magic it’s not the recipe.”

translated…

It’s the teacher that the teaches the lesson that creates the magic, it’s not the script.

There are quotes throughout the interview that are open to analogies with the education profession. I hope you enjoy watching the video, consider sharing your favorite quote and it’s analogy to our profession and your ideas for making life in education “cool” so that we grow together as we educate each group of students that come through our classrooms.

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Leading Edge Certification – A Reflection on the Learning

1371694787This week brings the culmination of the IEASC Spring 2014 cohort Leading Edge Certification in Online and Blended Learning. The learning throughout the process of earning this certification was tremendous. Each module brought a specific focus that increased the knowledge base of members in this cohort. I, however, found three areas that proved to be most transformational in my personal development as an instructor.

I entered the course feeling like I was bringing with me a pretty solid foundation and understanding of assistive technology (AT) and universal design for learning (UDL). I’ve spent the past couple of years working closely with and supporting the work of an occupational therapist and speech language pathologist who have real expertise with AT and engaged in a two year Assistive Technology Project. This course however got me to dive in and start creating and embedding accessibility features into my websites, videos and presentations. I learned a lot about what it takes to create accessibility features and grew in my understanding of how many people can benefit from their incorporation into instruction. It is essential that we provide pedagogically sound programs to all of our learners whether they come to us with typical cognitive and physical functioning abilities or with disabilities.

I appreciated the focus the course placed on the four primary roles that an online/blended learning instructor engages in. Ed Hoostein describes the roles of social director, program manager, technician and instructor in his blog post, “Wearing Four Pairs of Shoes: The Roles of E-Learning Facilitators.” There continues to be discussion in the education community about the integrity of online coursework and how it measures up in quality and accountability to traditional brick and mortar instructional environments. Diving into a deeper understanding of how these four roles are interwoven into a strong program gave me an understanding of what to look for in evaluating online and blending learning courses and their pedagogical soundness.

Finally, a review and self reflection of the iNACOL Standards for Quality Online Instruction proved to show me just how much room for growth I continue to have. As I finish the requirements for the Leading Edge Certification, I am cognizant of the need to continue my professional growth as an educator interested in incorporating digital literacies into the curriculum for both adult learners and students in the K-12 education system. The role of the technician as referenced in the four roles of the online/blended learning instruction in the blog post by Ed Hootstein, as well as ongoing inquiry into developing software that supports student learning, will continue to be an area of focus. Embedding the use of the tools society uses in everyday life into instruction are an essential component of providing students with an education that will allow them to be contributing members of society.

 

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Developing Fluency in “New Literacies”

slide-1-638The growth of Information and communication technologies (ICT) is causing a shift in what are and will be deemed best instructional practices in our schools. Many of today’s educators participated in a school system that was based on the printed text and have had to adjust their own learning and teaching practices to incorporate “new literacies.” New literacies such as blogs, wikis, Snapchat, SnapStories, Twitter, Facebook, Pinterest and Instagram are a part of the learning, employment and social realms of the students in our classrooms today. Add to this that new forms of communication continue to develop and enter mainstream society and we see a real need to prepare our students to be literate in a wide array of forums ranging from the traditional textbook to being able to access and analyze online content to participating in Twitter chats, Snap Chats, Instagram and discussion boards as well as wikis and blogs. The list is open ended. As ICTs continue to develop, our school systems will have to stay current and incorporate responsible and effective communication skills in the varying platforms. It is therefore necessary to instill traditional literacy skills in our students as well as newer digital information and communication skills, and to be able to adapt to and fluent in yet to be developed literacies.

The question arises, “How do we provide on-going systematic professional development that allows teachers and school administrators to stay current with continually developing literacies?” The need for an open mind set ,as characterized by Carol Dweck in her book Mind Set, and job embedded professional development have taken on a new level of importance. Consider that students entering preschool this year will be retiring around 2080. The skills these students will need to navigate jobs that may not even exist yet are challenging to imagine. We can however work with the business industry to stay knowledgeable about the types of literacies skills they are looking for in their employees. It is also important that we teach our students to be good digital citizens, that we teach them how to use social digital literacies in a way that reflects their individuality while presenting themselves to be of sound of character.

I had the opportunity to read a couple of articles on the development of New Literacies and how they can impact instruction. In the April 2004, fifth edition of Theoretical Models and Processes of Reading published by the International Reading Association, Leu, Kinzer, Coiro and Cammack in their work entitled “Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies,” offer strong historical background on the development of various literacies throughout history and how society has adapted to and adopted new methods of communication. Challenging to our society today is the rapid rate in which new technologies are influencing our knowledge and communication.

Part of the answer to the question, “How do we provide on-going systemic professional development that allows teachers and school administrators to stay current with continually developing literacies?,” can be found in David Warlick’s article “The New Literacy.” Warlick offers a nice foundation of knowledge about what are being referred to as “New Literacies” as well as an outline of to develop a strong instructional program that supports the development of these skills among our students. I’ve started to read his book Redefining Literacy for the 21st Century. In his introduction which he also refers to as a User’s Guide, Warlick provides an excellent word of caution as we look to modernize our classrooms for 21st Century learning. While redesigning our classrooms and curriculum to integrate technology has become a national, if not international focus, many of us have the process of modernization backwards. We should really be focusing on redefining what 21st Century is, what it looks like and then using technology to integrate these skills.

It is incumbent on each of us in the field of education to stay current with the types of communication being used by society. It is also important to keep in mind the historical contexts that have brought about different types of literacies as well as the reasons different groups and leaders have chosen to suppress the knowledge that allows a society to become literate. What will the impact on society be if we do not clearly define what 21st Century literacy is and teach students how to use these skills responsibly? It falls upon education leaders, teachers, administrators, politicians, parents and community members to work together to create a culture that embraces professional development that supports teacher expertise with information and communication technologies that allow the field of education to maintain current literacy practices as they evolve.

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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.

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Investing in Motivated Lead Learners

Screen Shot 2013-10-12 at 2.44.34 PMInvesting in teachers, support staff and their professional development is one of the most important responsibilities of the educational leader. I have been blessed to work in an organization that believes in people in the number one resource for student success and when hiring uses the motto, “Hire for character, teach for skill.” This philosophy has created a culture of motivated adult learners who continually seek to improve their professional practice and knowledge base.

Four  years ago, under the vision of a gifted program specialist and assistant superintendent who believed in investing in employees as professionals, what is now referred to as the Core 7 Professional Development Model began. The goal was to develop teacher expertise in evidence-based practices for students on the autism spectrum. (See the National Professional Development’s Center AIM Resources – http://www.autisminternetmodules.org/user_mod.php). Since the onset of this vision, the program has grown to include one full release day per month for morning teacher collaboration directed by the teachers themselves. This is followed by an afternoon of group training which includes the expectation that management staff participate in the learning of the practice being focused on for the month. In addition, monthly staff meeting time has become a focused professional development session on the topic of the month. Parents, community members and educators from other districts are invited to attend as well as classified staff who are paid for their time.

One of the greatest discoveries of diving into these practices was finding out that these effective strategies are not limited to success with students on the spectrum. Rather, these practices are a foundation for good teaching in general. For example, looking at classroom structure as an antecedent based intervention to support positive student behaviors is effective in all educational environments. We see evidence of video-modeling across skill and subject matters as the Flipped Classroom grows in popularity, not to mention how often youtube videos are used on a daily basis by the average learner to support picking up skills such as learning how to tie a tie.

It is now the fourth year of implementation of the Core 7 Model. The results are a certificated and classified staff of motivated adult learners, as well as the ability to attract highly motivated applicants for open positions. During the interview process, when we begin with the question, “Tell us about why you are interested in this position?” it is not uncommon to hear responses such, “I’ve heard that you in invest in the professional development of your people and they’re trained to be successful.” “I want to work with children and I heard you have good training that would be help me do a good job.” These results and responses serve as a powerful testimonial of the importance of investing in our educators as Lead Learners who are than able to collaborate, coach and train with each to become expert educators.