Eric C. Sheninger's Blog, page 16

A Literate Learner

A great deal has changed since I was in school.  I vividly remember getting a TANDY laptop from my parents when I graduated high school.  It was a considerable upgrade from the Apple IIe that we all shared in the guest room.  I was mesmerized by the black screen with orange text, the fact that I didn’t have to toil over an electric typewriter anymore.  Simplistic games were also available that I could now play without being tied to a desktop monitor or television set.  Even though it didn’t connect to the Internet, as I believe it either had not been invented or was readily available yet, this was my first foray in becoming literate in a bold new world.  

As disruptive forces continually reshape and influence the world we all live in, being literate is of utmost importance.  For a long time, the term has referred to the ability to read and write.  While without question this is still accurate, we must expand our view and recognize that literacy also corresponds to competence or knowledge in a specified area.  UNESCO provides a relevant description below:

Beyond its conventional concept as a set of reading, writing, and counting skills, literacy is now understood as a means of identification, understanding, interpretation, creation, and communication in an increasingly digital, text-mediated, information-rich, and fast-changing world.

Future-proofing learning is contingent upon a focus on developing competencies as opposed to just skills.  I shared the following in Disruptive Thinking:

Skills focus on the “what” in terms of the abilities a student needs to perform a specific task or activity.  Competencies take this to the next level by translating skills into behaviors that demonstrate what has been learned and mastered in a competent fashion.  In short, skills identify what the goal is to accomplish.  Competencies outline "how" the goals and objectives will be accomplished.  They are more detailed and define the requirements for success in broader, more inclusive terms than skills do.  To succeed in the new world of work, students will need to demonstrate the right mix of skills, knowledge, mindsets, and on-the-job ability.  A skill is a practical or cognitive demonstration of what a student can do.  Competency is the proven use of skills, knowledge, and abilities to illustrate mastery of learning by solving problems. 

Learners of today, and tomorrow for that matter, need to be able to replace conventional ideas with innovative solutions to authentic problems.  Ownership and empowerment result when we create meaningful opportunities for kids to explore, interact, design, and create in real-world contexts while being about to think disruptively.  A pivotal question for any educator, school, district, or organization to ask is how is this being achieved, or where do we begin?  To bring more clarity to the concept of developing a literate learner I created the following chart in Disruptive Thinking.  

The chart identifies five key Learner Mindsets that will help learners prosper now and in the future.  Beneath each of the five overarching mindsets are five more specific Learner Behaviors our students need to acquire now and continue to refine tomorrow and throughout their learning and living journey.  To what extent are you developing the mindsets and behaviors depicted above within your learners?

The Role of a Leader in Building Capacity

When it comes to leadership, there is no one right way or quick fix.  Just like with learning, it's a process, not an event.  Another given is that no matter where your practice lies, or that of your staff, there are always areas to improve.  Herein is why I stated the following in Disruptive Thinking:

Chase growth, not perfection.

While honesty and vulnerability are necessities to get the ball rolling, action must follow to advance practice.  From a learning standpoint, this requires a focus on pedagogical leadership, something I learned over time when I was a principal, which required taking a critical lens to my practice if I was going to help my staff do the same. 

Even though I tried, the frequency of which I observed teachers rarely extended beyond the minimum expectation.  Not only was I not in classrooms enough, but also the level of feedback provided through the lens of a narrative report did very little to improve teaching and learning both in and out of the classroom.  If improvement is the ultimate goal, we as leaders need to focus on elements of our job that impact student learning.  While it is understood that management is a necessity associated with the position, it should not be something that comes at the expense of improving the learning culture. 

It is easy just to say how one should improve leadership or anything else for that matter.  In Digital Leadership I offered ten specific strategies implemented during my time as principal that you can adopt now, which you can read about below.

Visit Classrooms Routinely

This seems so easy yet is a constant struggle.  Consider increasing the number of formal observations conducted each year and commit to a schedule to get them all done.  We formally observed each of our teachers three times a year regardless of experience.  Another successful strategy is to develop an informal walk-through schedule with your leadership team.  I mandated five walks a day for each member of my team, and we used a color-coded Google Doc to keep track of where we visited and the specific improvement comments provided to each teacher. 

Streamline Expectations and Eliminate Ineffective Practices

Think about establishing a shared vision, language, and expectations for all teachers.  We did this by using the Rigor Relevance Framework.  This will provide all teachers with consistent, concrete elements to focus on when developing learning activities.  Get rid of the dog and pony show ritual of announced observations.  If lesson plans are still collected, ask for them to demonstrate what will be done two weeks into the future.  Consider less of a focus on lesson plans and more on assessment by collecting these two weeks into the future. 

Improve Feedback

Provide at least one suggestion for improvement, no matter what is seen during an observation or walk-through.  There is no perfect lesson.  Suggestions for improvement should always contain clear, practical examples and strategies that a teacher can implement immediately.  Timely feedback is also essential.

Be a Scholar

Being a scholar helps you as a leader to improve professional practice and puts you in a position to have better conversations with your teachers about their own improvement.  This adds a whole new level of credibility to the post-conference.  I made an effort to align every point of critical feedback to current research.  As you come across research that supports the types of effective pedagogical techniques you wish to see in your classrooms, archive it in a document that you can refer to when writing up observations.  I spent each summer as principal reading, researching, curating, and adapting this for use during the school year.  It saved me time when it came to writing up observations and greatly improved my relationship with my staff as the lead learner. 

Model

Don't ask your teachers to do anything that you are not willing to do yourself.  This is extremely important in terms of technology integration in the classroom and professional learning to improve practice.  If a teacher is struggling with their assessments, don't just say you need to work on building better ones.  Either provide an example that you have created or co-create an assessment together. 

Make Time to Teach a Class 

This can be accomplished regularly during the year or by co-teaching with both struggling and distinguished teachers.  During my first couple of years as an administrator, I taught a section of high school biology.  This is leading by example at its best.  It also provides a better context for the evolving role of the teacher in the digital age.  A leader who walks the walk builds better relationships with staff and will be in a much better position to engage staff in conversations to improve instruction. 

Constantly Seek Out Ways to Grow

Attend at least one conference or workshop a year that is aligned to a significant initiative or focus area in your school/district (the annual Model Schools Conference is a fantastic option).  Try also to read one education book and another related to a different field such as leadership, self-help, or business.  So many powerful lessons and ideas can be gleaned once we venture outside the education silo.  To complement traditional means of professional learning, work to create or further develop a Personal Learning Network (PLN).   

Reflect Through Writing

Writing has enabled me to process my thinking resulting in a more critical reflection of my work in relation to teaching, learning, and leadership.  Our reflections assist us with our growth and can also be catalysts for our staff and others to reflect on their practice or grow professionally.  Having teachers write a brief reflection prior to the post-conference is an excellent strategy to promote a conversation on improvement that isn't one-sided.

Integrate Portfolios

Portfolios were a requirement for my teachers and complimented our observation process nicely.  They provided more clarity and detail on instruction over the entire course of the school year.  Portfolios can include learning activities, assessments, unit plans, examples of student work, and other forms of evidence to improve pedagogical effectiveness.  They can also be used to validate good practice.

Co-Observe 

During the first quarter of each year, I co-observed lessons with members of my administrative team.  This was invaluable for many reasons.  For one, we were able to utilize two sets of eyes during the observation, as some things will always be missed when done solo, no matter how much experience you have.  This also allowed me to work with my team to help them improve their leadership.  It also helped me grow as every conversation helped me further reflect on what I saw.

There is nothing more important than ensuring quality learning is taking place in our classrooms.  The ten strategies presented can be implemented immediately to improve your leadership while enhancing the practice of those you serve. 

Leading With a Swiss Army Knife Approach

How would one define great leadership?  What are the characteristics of influential leaders?  Each of these questions leads to various responses.  I am sure that each of you reading this post can develop a quick list of critical characteristics or behaviors that one must utilize to help move people to where they need to be to improve culture and performance.  Sure, some might naturally rise to the top, but the fact of the matter is that one is not necessarily better than the other.  Influential leaders tend to be great because they understand each situation requires a different approach.  Kendra Cherry provides an excellent synopsis below:

The situational theory of leadership suggests that no single leadership style is best.  Instead, it depends on which type of leadership and strategies are best-suited to the task.  According to this theory, the most effective leaders are those that are able to adapt their style to the situation and look at cues such as the type of task, the nature of the group, and other factors that might contribute to getting the job done.

Let me summarize the statement above.  There is no one best way to lead.  The landscape is changing at a frenetic pace, and this requires a multi-faceted approach, as detailed in Digital Leadership.  The key is understanding when and how to apply what is needed in different situations, and there isn’t a better analogy, in my opinion than a Swiss Army knife.  As a kid, I had one of these and loved the multi-functionality it provided.  While I tended to use some of the tools more than others, different problems or challenges required a different gadget.  Knowing what tool to select and when to use it helped to achieve success, even if it was just sawing small branches to make a habitat for all the creatures my brother and I collected as kids.  It was always reassuring to know that one device could do so many things. 

Leadership is a lot like a Swiss Army Knife.  First, leaders need to understand what strategies are the most critical in leading change, improving outcomes, and developing a thriving culture.  Second, they need to know when and where to employ these strategies based on the situation. Here is my attempt at creating the analogy. 

Communication (the right information at the right time the right way)

Consensus (sharing decision-making to build collective efficacy)

Storytelling (motivating and inspiring)

Modeling (practicing what is preached), Feedback (providing ways to grow and improve), and Support (professional learning, resources, empathy, time)

Research and Evidence (justifying changes to be implemented and validating strategies used to improve outcomes)

Vision (articulating where we are headed, how we’ll get there, and why)   

Reflection (thinking about what we do, why we do it that way, and how it can be done better)

Delegation (building capacity by empowering others)

To be effective, great leaders understand that they must be flexible if success is the goal.  While many of the elements above can happen simultaneously, different situations require a specific approach or strategy.  Leading with a Swiss Army approach empowers leaders to identify the context or challenge and readily adapt to employ a personalized approach to solve a problem, move an innovative idea forward, or improve culture.  In the words of Richie Norton, “That challenge you have right now...it’s not a wall; it’s a door.  It's meant to be opened.  Get a handle on the situation and open it.” Sometimes you need a different key to open the door. 

Strength in Vulnerability

“Vulnerability is the core, the heart, the center, of meaningful human experiences.” - Brené Brown

Change is hard.  It is even more challenging to sustain.  While there are many obstacles to individual or system growth, fear and comfort tend to lead the pack.  Both work to stymie a desire to improve for different reasons.  Often, we are afraid of taking risks or embracing new ideas because they might not work out, resulting in a decrease in performance, outcomes, or morale.  What might be will never be experienced if we are not open to trying.  Then there is comfort, which is typically the enemy of progress.  Hugh Jackman said something to this effect in The Greatest Showman.  What can materialize is a false sense that our current actions or practices are still effective.  

I shared the following in Disruptive Thinking:

Complacency has an insidious ability to inhibit our growth.  When we are in a state of relative comfort with our professional practice, it is often difficult to move beyond that zone of stability and, dare I say, “easy” sailing.  If it isn’t broke, why fix it, right?  Maybe we aren’t pushed to take on new projects or embrace innovative ideas.

While there is no silver bullet when it comes to change and growth, both become harder to achieve when we are not vulnerable.  While the standard view is that this is a sign of weakness, it is precisely the opposite.  Strength comes from stepping into the unknown and putting yourself in a position to tackle adversity head-on as a means to an end – getting better!  Vulnerability as a catalyst for change and springboard for growth comes from:

Stating you don’t knowAsking for helpAdmitting you were wrong Sharing mistakesNot hiding emotions (it’s ok to shed a tear)

The list above is all about being human and using perceived weaknesses as a bridge to not only build powerful relationships with others but also to actively overcome fear and complacency as a result of comfort.  As I mentioned earlier, change will be even more difficult, or in some cases impossible, if vulnerability isn’t seen as an asset.  Maz Dela Cerna shares the following:

Putting yourself out there, taking that leap, and showing vulnerability take a lot more courage and strength than to keep quiet and do nothing.  It shows strength when you can swallow your pride and ask for help.  It’s perfectly natural to experience tough times and to not always be on a high.  It takes guts to put yourself out there and launch an idea.  While you may be vulnerable and open yourself up to failure, you may also succeed.

I recently joined Tom Murray on the Future Ready podcast to share some of my thoughts on the topic, which you can view below. 

There is absolutely no shame in being vulnerable when it comes to change.  In the words of Brene Brown, “Vulnerability is about showing up and being seen.  It’s tough to do that when we’re terrified about what people might see or think.” If growth is an individual as well as a collective goal, which it should be, then embrace vulnerability and be the change you wish to see in education.  

Don’t Use a Lot Where a Little Will Do

The title of this post is a well-known proverb that carries a great deal of weight during times of adversity, struggle, or uncertainty.  I don’t know of a single person who really wants to take on more work, especially during a pandemic.  Pie in the sky strategies, fluffy concepts that are dead on arrival because they ignore critical context or lengthy books with little tangible examples do little to alleviate stress.  There is no better time than the present to pause, reflect, and focus on simplicity as a means to improve practice.

In Disruptive Thinking in Our Classrooms, I honed in on research-based strategies that have withstood the test of time in addition to emerging strategies such as personalized learning.  While I was afforded the opportunity to go into depth in the book, the fact of the matter is less can be genuinely more.  

Clarity

It is critical that students understand not only what they are expected to learn but also why they are learning the concept(s) and how it will be used outside of school.  A straightforward way to set this stage is to unpack the standard(s) into a learning target.  I shared the following in Disruptive Thinking:

These frame the lesson from the students’ point of view and are presented as “I can” or “I will” statements.  They help kids grasp the lesson’s purpose—why it is crucial to learn this concept, on this day, and in this way.  Targets help to create an environment in which students exhibit more ownership over their learning.  Critical questions framed from the lens of the learner include:

Why is this idea, concept, or subject vital for me to learn and understand?How will I show that I have learned, and how well will I have to do it?What will I be able to do when I’ve finished this lesson? 

Tried and True Strategies

While a learning target is a significant step to ensure clarity, it is the use of effective pedagogical techniques that lead to meaningful learning.  Reviewing prior learning, checks for understanding, and closure have and always will be valuable components of a lesson.  Be sure to check out this post on the topic that adds context to the image below.  

Fewer Tools for More Impact

It’s not how much technology you use in the classroom that matters, but the degree to which students use it in a purposeful way.  Too much of a good thing tends to have drawbacks, which tend to increase when not aligned with sound pedagogy.  When it comes to technology, less is definitely more.  Consider settling on one or two tools to complement and enhance the instructional strategies you use daily.  For a list of some of the tools I see teachers use the most with a high degree of efficacy by instructional strategy, click HERE. 

Toned Down Choices

I am a huge fan of personalization through blended learning as a way to ensure equitable learning in and out of the classroom.  All of the schools I coach in have found ways to successfully implement these strategies with a high degree of efficacy.  One stumbling block is time.  Educators love choice boards and will spend hours creating them with either six or nine options.  While these can be very effective in empowering learners, the fact is that you don’t need a full-fledged board.  Consider having only two are three options for them to choose from to complete.  You can also consider utilizing must-do/may-do or a playlist with only a few options. 

Chunked Professional Learning

Time is the most precious resource for educators these days.  Lengthy workshops or being pulled out of schools for even a day isn’t always practical or beneficial.  Just like with direct instruction, chunking professional learning allows for needed support that is more targeted and specific.  Single concepts or strategies can be presented, as well as modeled, in twenty-minute blocks.   Creating an asynchronous course in a learning management system (i.e., Canvas, Schoology) or Google Classroom is another excellent way to chunk learning into manageable pieces. 

In the words of Leonardo da Vinci.  “Simplicity is the ultimate sophistication.” It also helps ensure that an idea, strategy, or implementation helps achieve its intended goal. 

Model What You Expect

One of the most powerful teaching and leadership strategies is the act of modeling.  It goes beyond just telling people what to do by instead showing them how to do it as a means to either support learning or change.  In the classroom, modeling aids in making concepts clear where students learn by observing.  I shared the following in Disruptive Thinking in Our Classrooms:

Modeling is a pedagogical strategy whereby the teacher or student(s) demonstrates how to complete tasks and activities related to the learn­ing target.  It describes the process of learning or acquiring new infor­mation, skills, or behavior through observation rather than through trial-and-error attempts or direct experience.  Learning, in many cases, results from observation (Holland & Kobasigawa, 1980).  Modeling is one of the most effective ways to learn any new skill or knowledge (Bandura, 1986).  Showing learners how to solve a problem or tackle a concept is often much more helpful than merely telling them.

There is an array of strategies that can be used.  Below is a quick list:

I Do, We Do, You DoThink AloudsExplicit Modeling

In terms of leadership, example is everything when it comes to empowering people to change.  Telling people what to do might work in the short term but can lead to instability down the road.  While the "why" might initially motivate, the "how" empowers others to take action.  I shared the following in Digital Leadership:

Effective leaders don't tell people what to do.  Instead, they take them where they need to be.  Modeling is one of the most powerful strategies to initiate and sustain change. For example, if you want your staff to use a communications tool like Remind regularly to keep students and parents abreast of assignments, then you should be using social media daily to communicate with stakeholders.  This is just one example.  Leading professional learning, teaching a lesson, participating in a PLC (professional learning community), or flipping a faculty meeting are all ways that leaders can model the same practices that they want their staff to embrace.

I have been doing a great deal more modeling in my coaching role as of late.  Whereas in all my keynotes, presentations, and workshops, I provide evidence (pictures and videos) from the field that illustrate changes to practice, a coaching cycle gives me more time to roll up my sleeves and model.  The bottom line is that if I can only talk about it, then I shouldn't be coaching or leading the professional learning.  In my opinion, this statement pertains to any author or speaker.  As I late, I have successfully modeled the following:

Taught multiple 4th and 5th-grade classes to demonstrate how technology can be used to empower student voice as part of an SEL lesson.Created and taught a model lesson to K-12 educations on voice and choiceDeveloped and had educators engage in a personalized learning task.  The options included a choice board, playlist, or one-on-one conferencing with me to get feedback on lesson and unit plans.  This was a direct follow-up to the model lesson for educators.Worked with a high school principal to create an asynchronous course in Google Classroom on personalized learning.  I created a template while providing sample activities and questions as a foundation.  Creating the course was in response to how time-strapped educators are while also expressing a desire for meaningful professional learning.Conducted numerous non-evaluative observations and walk-throughs to illustrate how I would provide feedback to teachers.

No matter your role, always look to model what you expect of others.  In the words of Frank Sonnenberg, "You send a message by what you say and what you do.  If words aren't supported with consistent actions, they will ring hollow." 

Supporting and Rewarding Teachers with Time

If it’s true that life is a test, then the COVID-19 pandemic represents the most challenging one education and everyone in the field has ever faced.  The impacts are far and wide.  Not a single person is unaffected, and everyone needs help in some form or another.  However, one group, in particular, stands out as they are on the front lines every day working with kids – our teachers.  I don’t have to go into specifics as they are well known, but many of the issues include quarantined students, skeleton classes, concurrent teaching, covering classes, abrupt shifts to remote or hybrid learning, increasing demands, and personal exposure to the virus.  As a result, the workload and stress just keep piling up.  If something is not done and soon, I fear, as many others do, that there will be a mass exodus from the profession.  

If we burn out teachers our education system will never meet the needs of learners. This, in turn, will dramatically impact society and not in a good way. They are people and have limits.

— Eric Sheninger (@E_Sheninger) January 19, 2022

As someone who is in schools on a weekly basis and working side by side with educators under these conditions, I always ask what could be done to make their professional lives a little bit easier.  The response is always the same no matter where I am in the country, and that is time.  Some might say that this is easier said than done.  Still, districts across the country have made innovative changes to the school calendar and amended contracts to provide uninterrupted time to plan and collaborate.  That means no meetings, phone calls, emails, or mandated professional development.  However, professional learning support is also imperative, and there are other time-sensitive strategies that can be implemented.  Below are some ideas broken up into two categories:

Uninterrupted Time

One day per month for planning and collaboration (no kids in school): I have seen more and more school districts moving to this model, which has been celebrated by teachers, administrators, support staff, and students.Half-day per month for Professional Learning Communities (PLCs): We took this route in my former district, where I was a principal.  We don’t want PLCs to become “just another thing” teachers have to do.  By providing time, they inherently become more powerful and something that is valued.  On a side note – administrators should be in their own functioning PLC as a way to model. Extend holiday breaks for mental health: I have seen a few superintendents across the country take this route resulting in a win-win scenario.

Time for Professional Learning

Add professional learning days: My opinion is that it is best to frontload these at the beginning of the school year to alleviate distraction and pressure.  Another idea is to build in back-to-back professional learning days during the school year so concepts and strategies can be explored in more detail. Job-embedded coaching: Teachers want to grow and improve but pulling them from their classes and trying to find subs or coverage creates additional headaches.  Job-embedded and ongoing professional learning support uses the time that is already in the schedule to provide needed growth opportunities.  This model uses staff meetings, team time, and non-instructional duty periods to facilitate targeted sessions on strategies that can be implemented immediately.  Additionally, by observing classes and PLC meetings, valuable feedback can be provided either synchronously or asynchronously.  All of my coaching cycles aligned to longitudinal work with schools worldwide involve this approach. Asynchronous modules: There is no better way, in my opinion, to align current context to sound pedagogy than developing personalized options for teachers to engage in at their own pace.  Scaling professional learning is hard.  It is even more challenging during a pandemic.  I recently coached John Orcutt, the principal of Arlington High School in New York, on creating an asynchronous course on personalized learning in Google Classroom.  It came out great!  Now teachers and administrators can work through the activities at their own pace, apply them to their practice, and receive professional learning hours.  Since I am in the district once a month supporting schools, I will be providing targeted coaching and feedback to everyone who has taken the course. 

Please note that these are only suggestions, but each has been successfully implemented in a district or school.  Changes to the school calendar and, in some cases, staff contracts have to be made.  In collective bargaining situations, a compromise must be reached.  Where there is a will, there is a way.  Teachers have earned the attempt to at least try. 

5 Ways to Unleash Your Leadership Potential

Leading is not easy.  I am a believer that leaders are not born but instead develop over time based on both the environment and learned experiences.  No matter where you are on your journey, there is the opportunity to grow and evolve.  Your potential is not set in stone.  It can be unleashed by being cognizant about where you currently are and taking the necessary steps to get to where you want, and others need you, to be.  Here are five ways to unleash your potential now and beyond. 

Be present

People by nature are very distracted creatures, and it has only gotten worse over the years.  Keeping one’s attention in the digital age can be an arduous task.  Just watch people in public places for a few minutes, and you will see countless individuals glued to their devices.  Social media and constant connectivity have evolved into both a blessing and a curse.  While you might not be able to control the actions of others fully, you can work to ensure that you are fully present during conversations, meetings, and professional learning events.  Listen intently when warranted, ask questions, avoid interrupting, use non-verbal language, and most importantly, stay off your devices.  An engaged leader is one who empowers. 

Don’t overreact

Emotions are often hard to control.  I know that I, like many others, grapple with how to hold them in check.  Losing your cool can alienate the people who are closest to you while also raising questions about your ability to lead.  The fact is that things will go wrong no matter how much you prepare.  A well-thought-out action plan will never prevent emergencies or rogue personalities from chaos every now and again.  Even though it is easier said than done, try to remain composed and not overact when something does not go your way.  The job of a leader is to help others remain calm in the face of adversity. 

Model authenticity 

People can sniff out those who are fake in both intentions and actions.  The same can be said when weaknesses are continuously masked with excuses.  Authentic leaders not only talk the talk but strive to walk the walk.  I shared the following a few years back:

Be true to yourself and others.  When you fail (and you will), showcasing your learning side will only help to strengthen the bonds with those you work with.  Being human is more important than being right all the time.  You will never have all the answers or solutions needed to move large change efforts forward.  Look to others to find answers to questions and help you achieve your change goals.  Continue to improve in ways that push you outside your comfort zone.  With authenticity on your side, finding success will be much easier.

In a world where exponential advances in technology are the norm, there is nothing more authentic than being a digital leader. 

Embrace curiosity

There are certain truths when it comes to leadership.  Not a single person has all the solutions or even the best answer to many situations.  There is immense power when a leader acknowledges that they don’t know.  It’s not always about being right or wrong but instead seeking out ways to make the best decisions for the people you serve.  Curious leaders inspire while also breaking down traditional barriers when it comes to transforming culture.  Francesca Gino shared the following after exploring research on the topic:

When curiosity is triggered, we are less likely to fall prey to confirmation bias (looking for information that supports our beliefs rather than for evidence suggesting we are wrong) and stereotyping people (making broad judgments, such as that women or minorities don’t make good leaders).  Curiosity has these positive effects because it leads us to generate alternatives.

Curiosity fuels a more collaborative and vulnerable approach that works to empower others to join the cause.  

Take action

Passiveness rarely leads to change and can negatively impact when it comes to motivating the masses.  While there are certainly times for consensus, sitting on one’s laurels when crucial decisions need to be made is something that many people often complain about when it comes to their leaders.  Navigating the change process and ushering in innovative practices requires decisiveness.  As I stated in Digital Leadership, the desire and drive to act is all that matters.  When it is all said and done, leadership is about action, not position, title, or power. 

Your potential is not set in stone.  In the words of Ralph Waldo Emerson, “The only person you are destined to become is the person you decide to be.” 

Tips for an Abrupt Shift to Remote or Hybrid Learning

The other day I was with one of my partner districts as part of ongoing longitudinal work that will last at least two years.  As I was facilitating a model lesson near the end of the school day with a group of teachers and administrators, a staff member came by the room to inform everyone that the district would be going remote the rest of the week.  An email was also sent informing all educators to plan for an asynchronous day of learning on Thursday and synchronous on Friday.  Naturally, I ended the session a little early so they could begin to map out the rest of the week, but I also had planning to do in terms of converting my face-to-face sessions with the leadership team to virtual that was scheduled for the next day.

Unfortunately, what I have described above has become quite common as of late.  COVID-19 has roared back with the highly transmissible Omicron variant resulting in scaled disruption.  Schools are having immense trouble staffing their buildings or even getting kids to school as bus drivers must go out on quarantine.  In this case, the result has been an abrupt shift to remote learning.  The other scenario that has panned out has been many children succumbing to the virus and being quarantined or families keeping their kids home as a safety measure.  In this scenario, a decision to move to hybrid learning has been made.

Undoubtedly, this is a very stressful time for educators, but their resilience and flexibility have, and continue to, shine through to make things work.  Remember, we have been here before, and there is no need to reinvent the wheel.  I have been going back through some of my most-read posts ever, and many of them are on the topics of remote and hybrid learning.  You can access all these curated on a Pinterest board HERE.  Below are some straightforward tips that will help you get through this without losing your mind:

Adapt what you already have planned (don't reinvent the wheel)Update your learning management pages (LMS) such as Canvas, Schoology, or Google Classroom so kids can seamlessly access all assignments and tasksUse breakout rooms in replacement of face-to-face discourse activities Integrate digital tools to increase engagement and empower learnersLeverage personalized strategies for asynchronous work such as choice boards, must-do/may-do, playlists, and flipped lessons.Be realistic (substance over quantity, prioritize standards)

There is nothing inherently new in the tips provided above.  The key is to remember pivotal lessons learned during the great remote and hybrid experiment of 2020 and parts of 2021 to power through what I hope is only a couple of weeks.  Effective leadership in these unpredictable times is not only needed but greatly appreciated.  Finding additional resources for staff and freeing up time to plan are two quick wins that won’t go unnoticed.  Together, you’ve got this, and if there is anything I can do, please don’t hesitate to reach out (esheninger@gmail.com). 

Hitting Curveballs

If only everything could be simple.  Life is anything but an easy journey.  While this, for the most part, has been manageable in the past, the pandemic has upended professional and personal lives.  Just when there is a glimmer of light at the end of the tunnel, a new variant materializes.  For now, Omicron is the current curveball.  As I write this post on the first day of 2022, I can't help but reflect on the resilience educators showed the year before.  They stepped up to the plate every time for kids and each other because that is in their DNA.  As the curveballs kept coming, they hit them.  In the midst of immense adversity, they persevered. 

What the future holds, no one can know for sure.  Many schools have or will be making the decision to revert back to some form of remote learning.  While this can be frustrating and challenging, educators have been here before.  The silver lining is that lessons learned in the past can be leveraged to make it a smoother process.  There were many successes when it comes to remote learning that have value now and will for years to come.  I made sure to capture these in chapter 6 of Disruptive Thinking in Our Classrooms.  Good teaching and leadership shine through no matter the circumstance.  If you are in need of remote learning resources I have you covered. Just click HERE. 

For schools that do not go back to remote learning, the curveball will be high rates of absenteeism.  In the case of students being out, we will most likely see hybrid learning come back into the picture.  Just like in the case of remote learning, educators have been there and done that to ensure learning continues.  Throughout the pandemic, I captured successful hybrid learning strategies from the schools where I was coaching on the topic.  You can access those HERE.

Another curveball comes in the form of the emotional and physical impact on educators.  While they valiantly and selflessly continue to serve students, the pandemic has taken its toll on them.  I shared the following in a previous post:

Educators are also in desperate need of social and emotional support.  Many teachers are at their wit's end, and who could blame them.  Morale and mental health are suffering as board meetings spiral out of control, and the pandemic rages on.  Administrators can lessen staff load by offering mental health days, covering classes, getting rid of meetings, providing grading grace periods, and eliminating non-instructional duties.  Grace and empathy can be shown through electronic polling to see what they need.  Bigger lifts include finding ways to add additional time for planning or securing outside counseling services. 

We cannot ignore the other educators who need social and emotional support, including counselors, coaches, instructional aides, administrators, or anyone else who serves students.  While they are typically more behind the scenes, some are suffering as well.  Here is where Central Office, boards of education, families, and community members can step up.  Extending breaks, thank you cards, substituting, or food items can go a long way to help all educators cope a little bit better. 

A systematic approach employ's a Maslow's before everything else lens.  If we don't take care of all of our people – students, teachers, support staff, administrators – our education system could be damaged in ways that will be felt for generations.  

With 2021 in the rear mirror, one can only be more hopeful for the year ahead.  There will be curveballs, but educators will keep hitting them.