Eric C. Sheninger's Blog, page 21

Differentiating in the Personalized Classroom

I love visiting classrooms around the country to not only support but to see educators in action.  In my opinion, I learn just as much, if not more, from them as they hopefully do from me.  During the spring of 2020, I connected with the Juab School District in Utah and began what would be two years of longitudinal work to help them take personalized learning to the next level.  The pandemic derailed our planned first face-to-face day. As a result, Royd Darrington, the assistant superintendent, asked me to create asynchronous models for the staff to watch at their own pace. The first was an overview of foundational instructional strategies and pedagogy, while the other five focused on voice, choice, path, pace, and place. 

During the summer, I worked with the entire staff and visited each school to make some observations while offering feedback to the principals. Recently I visited the district where I met with each school to visit classrooms and see how they were progressing with personalized learning. Little did I know that my visit to Red Cliffs Elementary was going to blow my socks off. Upon entering the 4th-grade classroom of Jordan Jones, I saw probably the best examples of differentiation I have ever physically seen in real-time.  One of the hallmarks of personalization is the purposeful use of data, which can be used to group, regroup, facilitate targeted instruction, or differentiate. Upon questioning Jordan, she was implementing all of these!  There was also choice in the form of a must-do and may-do that varied for each group. Below is the picture I captured.  

I could not contain my excitement and awe, so I decided to reach out to get her perspective on this activity. Below is her detailed explanation of what I saw and why she created this activity. 

I have done small group instruction for years. Although it felt differentiated, most of the time, each group was receiving nearly the same instruction. I had a hard time grasping how to personalize instruction to my students' needs because I didn't truly understand which skills they were missing. This year, I have been dedicated to using and analyzing data. This has completely changed my classroom. I can honestly say that I know my students this year better than any other group in past years. Learning how to read and understand student data is what started me onto this personalized learning path.

Starting out this year, my students were in 4 reading groups, similar to what I have always done. Students each went to the same groups, and when the timer went off, they would rotate to the next one. It worked, but it was far from personalized. I had data, and I knew what students needed, but I wanted to find a way to truly make my groups targeted and intentional.

This is when we (my teammate and I) came up with the Must Do; May Do idea. There are certain things that I want each student to complete each day, but these are different for different students. Each group has its own Must Do, and May Do activities. Must-Do activities are intentional activities that target individual student needs. May Do activities help reinforce content and skills that have been taught in class. Some activities stay the same each week, while others change. I have found that mixing up activities with different technologies has helped keep students actively engaged.

While students are completing these individualized activities, my instructional assistant and I can work individually or in small groups with students. In these groups, we use data to identify reading and/or phonics skills that students have not yet mastered and then teach them explicitly. Data is the most significant piece of the success of this format of teaching and learning. Groups are formed based on DIBELS data and data from our i-Ready Reading digital component. Students who are working on skills with myself and my instructional assistant are reassessed every three weeks. This helps me know whether the interventions and instruction that are being given are working if the student has mastered the skill, and what to teach next.

During the week that Eric visited my classroom, students completed a Padlet as a Must Do. On this Padlet, students had to write a character analysis paragraph about a character in a book that we have been reading. We chose a Padlet to complete this task for multiple reasons. The first was to help engage my students in a new way to complete this specific task. In class, we had written these on paper, as well as on Google Docs. The second reason was to allow students to see how others had written theirs. This gave students the ability to read their peers' writing and possibly use them as a model.

I have never felt so confident in my teaching. This year, I can honestly say that I am the best teacher I have ever been, and I am growing every day. I feel confident that my students are getting the instruction and practice that they need. My students have learned to make choices that help them learn the most. I had a student last week say, "I don't care how long it takes. I am here to learn. I like to learn."

A few days later, I learned that Jordan had a partner in crime on the 4th-grade team and collaborated on this activity.  So naturally, I needed to reach out to Crissa Peterson to get her take as well. Success is typically a team effort, and it was so refreshing to hear how shared goals are achieved by working smarter, not harder.  Below is Crissa's take on the activity. 

My teammate and I felt that we needed to create a personalized learning experience that was meaningful and engaging to our students. We didn't want our students just completing activities as busywork. We wanted all of the activities to have meaning and value for that specific student. In order to create our groups, we looked at a few different data points. We used DIBELS data, a Phonic Screener for intervention (PSI assessment) that aligns with 95% group phonic skill interventions; we also used the iReady reading diagnostic results and then teacher discretion. From these results, we grouped students with similar learning needs/levels.

We also wanted to create activities that emphasized what we had been working on during our ELA module and All-Block tasks. We knew that Padlet would be a great option because students can share ideas with one another and modify them later if needed. It gave them a chance to enhance their typing skills as well while reinforcing the ELA standards we had been working on during that unit. We also felt that Nearpod was a great way to assess learning. It is an engaging and interactive tool that provides instant feedback to our students.

In creating our groups, we wanted to give our students voice and choice as well. In doing so, we decided to make our groups using the "must do" and "may do" templates. Each group is assigned different personalized "must do" and "may do" activities," so this means students are doing a variety of assignments throughout the block of time. Using this platform also allows the students to work at their own pace, and it also will enable students to master a standard/skill before moving on. "Must do" activities are the activities that are required for students to accomplish. These are personalized for them based on their learning needs. If students have finished their "must-do" activities, then they can go to a "may do" activity for the last round.

Students often tell us that they love being able to choose the order they complete their tasks in and that the activities frequently change for them. I, as a teacher, love that it gives my students the freedom and accountability to finish their assigned activities while keeping them engaged. Most of all, I love that I am personalizing their learning activities based on their individual needs and providing them the opportunity to work at their own pace, all while using technology and interactive tools.

Personalization is about giving all kids what they need, when and where they need it, to succeed. The dynamic combination of differentiation, choice, and targeted instruction does this. By capturing Jordan's and Crissa's story, I hope that other educators will not only see that this is doable whether or not we are in a pandemic but results in an equitable learning experience for learners.  

8 Elements of Effective Coaching

I absolutely love coaching educators in small groups.  During these sessions, I get to see firsthand how they are implementing ideas and strategies into practice to grow.  While giving keynotes and facilitation workshops is something I love, both lack an on-going component, which is one of the most critical aspects of professional learning that leads to scalable results.  While one-and-done and drive-by events are great at establishing the why once the excitement dies down, people are often clamoring to figure out how to make what they just heard a reality in their specific context. Having multiple touchpoints and small groups allows for more engagement, personalization, mentoring, feedback, and the time to dive more deeply into concepts.  

There are so many ways to implement coaching effectively, but some specific strategies are listed below:

Ask questionsListen intentlyBe non-judgmentalAlign ideas to research and evidenceModel strategiesProvide honest feedbackCreate a safe environment that encourages conversationUtilize positive reinforcement

The other day, I facilitated a coaching session with leaders as part of a year-long partnership with the Kentucky Department of Education (KDE) on digital leadership.  The stage was set in separate large group sessions described below:

In order to fully understand the impact remote learning has on teaching and learning, we must be purposeful in the role we play in supporting and leading teachers in a digital environment. We must inspect what we expect. The only way to do this is to roll up our sleeves and jump into the digital learning environment with our teachers and students. To best assess our current levels of teaching and learning performance in a digital environment, we must understand how to collect the evidence that helps shape our overall understanding of learning now and in the future. 

Once we have gathered the appropriate evidence of teaching and learning in a digital environment, participants will be led through the process of analyzing and interpreting evidence collected in an effort to understand the current conditions teachers are creating, and students are learning in each day. Once there is an understanding of the current landscape, practical ways will be shared in how to coach teachers to keep sound instructional design at the forefront of teaching and learning.

During these touchpoints, I offered specific ways for leaders to successfully gather and interpret evidence of teaching and learning to be in a better position to lead pedagogical change. In between two major workshops have been many small sessions where participants have been tasked with bringing evidence to illustrate how they are successfully leading change in their districts and get valuable feedback.  Each coaching cycle has been designed to personalize the experience for all participants.  My facilitation partner from KDE, Ben Maynard, has been incredible at using Google Jamboard for participants to upload artifacts, ask questions, and brainstorm strategies that the leaders hope to implement in the near future.  

During one session, Jill Angelucci, an assistant principal from George Rogers Clark High School, shared an extraordinary artifact that resulted from professional learning that had been implemented throughout the year.  Since things have been challenging during the pandemic, her school wanted to move beyond the challenges and instead focus on the positives.  What they came up with was having teachers routinely present on what’s worked well. In my opinion, this was genius and not only shared effective practices but also built people up in the process.  

Teachers presented for approximately 30 minutes once a month on Thursday. Below you can see on example of what was created using Canva as a result of the sessions at Jill’s school. You can see all of them HERE. 

She was able to model digital strategies and ways for teachers to incorporate voice, choice, and path into their learning. It created a second piece to the overall strategy of ‘Think Tank Thursday’ where they continually share and identify other strategies made available to all staff. This was all accomplished while students were remote and almost entirely through Google Meet sessions. An innovative use of space and time was made available, and they plan to continue this while kids return to the building.

The artifact above was one of many that have been shared during the longitudinal work with KDE.  The effective elements of coaching listed earlier in this post weren’t just used by me, but instead the entire group. It was a collaborative process where tangible outcomes were shared and analyzed.  Coaching takes the “why” and moves educators along a continuum of effectively leading change and what can be used to show success.

Digitally-Enhanced Exit Tickets

I love coaching as it provides a lens to see how teachers and administrators act on feedback to grow and improve. It also provides evidence that strategies aligned to research and sound instructional design are implemented in practical ways. Even though this year has been dramatically different as a result of the pandemic, I have found myself even more busy supporting districts through job-embedded and on-going professional learning.  Whether face-to-face, hybrid or remote, the elements of learning and good teaching remain the same.  

No matter where I am, one aspect of instructional design that I often identify as an area for growth is closure.   I have written in the past how important including this strategy is, no matter the grade level of students or the content being addressed.  Closure draws attention to the end of the lesson, helps students organize their learning, reinforces the significant aspects of the concepts explored, allows students to practice what was learned, and provides an opportunity for feedback, review, and reflective thinking. It is hard to determine the effectiveness of a lesson or whether learners understood the concepts presented without some form of closure.  

While there are many strategies out there, the exit ticket is probably the one that is utilized the most. While learners can solve problems or answer specific questions related to the content or concepts addressed, more general prompts can also be used, such as:

What exactly did I learn?Why did we learn this?How will I use what was learned today outside of school, and how does it connect to the real world?

A few weeks ago, I received an email from Dr. Nathan Hall, the Corinth Middle School principal in Mississippi.  I have been coaching in the district for over two years now and have written extensively about how the schools' staff have been open to innovative change with the evidence to back it up.  Below is a message that Lori Snyder, one of his 7/8th grade math teachers, sent him regarding using exit tickets for closure:

I had asked about a program for my exit tickets.  I need something like Padlet that allows them to enter their answer anonymously but will not show everyone's answer until I am ready.  I want to use it for real-time feedback. The trouble with Padlet is that they can see everyone's responses as they are posted, and some are copying others' answers instead of doing their own work. Mentimeter won't let them type in numbers. Canvas discussion is not anonymous. You had said something about asking Mr. Sheninger before he came for his next visit.

After thinking about it, I suggested GoSoapBox.  Dr. Hall then passed this along to Ms. Snyder, and her feedback is below:

When they are online answering, the barometer at the top tells me if they need help.  After seeing that some require the problem worked out, I add it to the exit ticket page.

It is always a great day when a teacher or administrator shoots me an email looking for ways to improve.  Little did I know that I would see the GoSoapBox exit ticket in action a few weeks later.  As I conducted my monthly coaching visit at Corinth Middle School, here is what I saw in Ms. Snyder's class:

Students solved math problems on dry-erase desks and then submitted their answers.Their work was added to their notebook, which both they and the teacher could refer to see where issues were.The teacher was able to see where misconceptions were immediately.Names were removed from public view, so students weren't embarrassed.The teacher was able to address issues that the majority of the class was having right away by modeling or re-teaching.Individual students who had misconceptions were emailed after school to maximize class time.

I am so proud of this teacher for looking for ways to implement exit tickets using technology.  From the bullets above, you can see the many positive outcomes one small, yet significant, change made.  The key lesson here is that there are always elements of practice that can be tweaked, adapted, or changed in order to improve.  Great educators never stop chasing growth. 

Extending Grace to Yourself

The shift to remote and hybrid learning has not been easy, and I don't think anyone would claim that the journey was smooth sailing.  As I continue to work with districts and schools on an on-going basis, I try my best to help them overcome continuous challenges and frustrations. Through it all, educators have risen to the occasion and have innovated their practice at a more frequent pace than any time in history. At least, that is the way I see it, but as the pandemic wears on, educators are still trying to figure things out.  I am here to tell you that you are not alone. Virtually everyone, no matter the profession, has and continues to experience challenges during this unique time.  Just take a look below at what this lawyer went through.

I can't help but laugh every time I watch the video above and never even knew that there were avatar filters available in Zoom. However, there is a fundamental lesson here. We are still in a constant state of flux.  So much of what we are attempting to do is new, or other challenges materialize out of the blue.  Professional learning can most certainly help, but that has been placed on the back burner in many cases.  Thus, it often falls on educators themselves to figure things out.  Then there is the fact that students and colleagues are in desperate need of support so that natural reaction is to put individual needs on the back burner to help others.  While this is admirable and the right thing to do, it is imperative that educators extend some grace to themselves. 

It seems simple, but the reality is that extending grace to yourself isn't easy or something one aspires to do because it just doesn't feel right. Nancy Fulkerson explains why it is essential to do so.

When you feel like your day is unraveling or you've been hard on yourself for whatever reason, "giving yourself grace" is about giving yourself that kindness you often deserve. Sounds awesome. The type of thing you'd want your best friend to do for herself because you don't want to see her breakdown.

The fact of the matter is that what you have done and will continue to do matters. During tough times giving yourself some grace can make all the difference. Here are five ways to do this:

Dedicate an hour doing something you are passionate about.Give yourself a pat on the back or even look in the mirror while stating that you did well today.Engage in something that is all about YOU.Close your eyes and take a deep breath when something doesn't go right.Begin and conclude your workday with self-affirmations.

Things will not always go as planned, and adversity will always be around the corner.  Continue to always show grace to others while remembering that you need it as well. It is more than ok to give yourself a pick-me-up when needed.  Please know that your dedication and commitment are truly appreciated. 

Adapting Ideas to Drive Real Change

One of the joys and challenges of blogging regularly is trying to come up with original content that has substance. I can tell you firsthand that this is no easy feat as it seems like virtually everything has been written about in some form or another.  In many cases, content and ideas are remixed into something that is or seems, new. My angle has always been to use coaching experiences in classrooms and schools to illustrate how specific strategies are successfully integrated resulting in changes to practice.  Without these opportunities of working side by side with educators, I would have run out of things to write about years ago.  However, this doesn’t imply that it is still easy to come up with blog ideas. 

With the onset of the pandemic, new ideas began to percolate as remote and hybrid learning quickly became the norm.  These were foreign areas for most of us, especially in relation to PreK-12 education.  Thus, since Mach 2019, almost all of my posts have been dedicated to this topic because, quite frankly, there weren’t really any applicable content or practical strategies out there.  While I have focused on sound pedagogical techniques that have just as much value now as they did before COVID-19, I explored emerging aspects of personalization to provide a relevant angle that could help educators implement remote and hybrid learning with fidelity. In particular, one post addressed the challenge of managing face-to-face and remote learners at the same time.  As a result of my work with a school, I developed a template for educators to use or adapt as they see fit.  Below is what I created.

It has been fantastic to hear how the above image is being used in classrooms around the world.  The other day I received a message from Kate Tinguely on Twitter, which led to a conversation on how she adapted it for a recent lesson. Here is her take:

This year has been so full of change, adjustment, and anticipation of the unknown due to COVID-19. As a specialist, I have had to completely change the way I approach my lesson planning due to the frequency of times the classes come to me, the arrangement of my space & materials (for social distancing), being new to the school, and keeping in mind how I can foster connections with my students.  Your template and ideas were so helpful and inspired me to act on what I was hoping would be a change for the better. 

I was humbled, to say the least, by what Kate shared, so I asked for a visual as to how she tweaked the template.  You can see what she created below:

Here is how the lesson was structured in her words:

Beginning Connection: I always begin class with a question to help connect with my students, give them a chance to share, and learn all of their names. The question was to name one animal they know that hibernates in the winter (first grade). They can answer or say pass.Then I read Bear Snores On (with the Novel Effects app)Station one: Seesaw activity (Animals in the Winter)Station two: Polar Bear Arctic Virtual Field Trip    Wrap up: Think-Pair-Share one fun fact they learned about winter animals or polar bears.The lesson the day before was all about algorithms and coding, so the stations had to do with those concepts involving Kodable and a Seesaw Activity.

It is great to see how educators like Kate are innovating their practice during these difficult times.  Information was used to construct new knowledge and then actively apply it to practice. Since this is what we want from our learners, it is critical that adults model this as well.  On a personal note, her message about why and how the template was used provided validation for why I blog consistently in an attempt to share valuable information.  The lesson learned here is that ideas are great, but it’s what we do with them aligned to effective strategies that truly matters.

The Lengths Teachers Will Go For Kids

While the challenges schools have faced during the pandemic are often portrayed in the media, some notable changes to practice have occurred. Each day I am in awe as I see innovation in action shared on social media, especially in the areas of blended, remote, and hybrid pedagogy.  It goes without saying that there has also been a significant uptick in the purposeful use of technology. All successes, big and small, should be celebrated.  In my work with school leaders, one of my goals is to push them to unearth these exemplars while also supporting teachers to grow and improve.  

Recently I was facilitating some longitudinal coaching work with administrators from Paterson Public Schools in NJ. Leaders had been broken up into four different cohorts (elementary, middle, high school, and district supervisors).  During a previous session, I assigned each leader some meaningful homework, which consisted of bringing an artifact to share with the group that showed growth in the area. During each conversation, it was empowering to see and hear the progress educators made in their schools.  Therein lies what separates effective vs. ineffective professional learning.  The latter is defined by one-and-done and drive-by touchpoints, while the former is ongoing, job-embedded, laden with feedback, and substantiated with evidence.

While each group shared amazing artifacts, I was blown away by the supervisor cohort. In particular, those who oversee Pre-K teaching and learning shared as a team with concrete examples. Then Stephanie Wright, the Supervisor of Early Education, provided us all with a bird's eye view of what Sofia Kadrmas was doing with her pre-K class.  In a nutshell, she had replicated her real classroom in terms of how it looked and felt before the pandemic into a vibrant virtual environment. As I immersed myself in the experience, it was like I was in the classroom myself. I immediately begged Stephanie to get me permission from Sofia to view and share.  Below you can see her work of art. The interactive classroom can be accessed HERE. 

I was blown away and feel that this is the best example of a remote learning environment that I have seen in the field.  Once I got access to it, I immediately set up a call with Sofia to ask her some questions and commend her on her efforts.  My first question was in regard to how she learned to create this in Google Slides. She explained that she taught herself and always had a knack for technology.  The other, probably obvious, question was how she had the time to create such a masterpiece.  Her response was invigorating and the essence behind why teachers do what they do for kids.  Sofia explained that she is passionate and motivated to help her students in any way that she can.  Her goal was, and is, to create a fantastic experience for kids during this difficult time. She saw an opportunity during the pandemic and ran with it.

Below is Sofia's story in her own words:

When it was announced that our school district would begin the 2020-2021 school year fully remote, I knew it would be a challenge to engage my Pre-K students remotely while still adhering to developmentally appropriate practices and maintaining fidelity to our curriculum. One day I woke up with the idea that I could convert my physical classroom into a virtual format. As you will see in the Slides that have been shared with you, I've created a virtual classroom that accurately resembles Room #204 of Paterson Public School #28, complete with the same area rug, furniture, and interactive whiteboard. It also features a replica of the Tri-Fold Choice Time "Planning Board" I created last year. Clicking on it will redirect the viewer to an enlarged version of the board, including visual representations of the Interest Areas (or "centers"), which contain images of most of the same toys and materials that can be found in my classroom. The realistic aspect of my virtual classroom was intended to provide my students with a sense of familiarity with the physical classroom that they would hopefully someday enter in person.

My goal from the beginning was to create a virtual learning environment that would not only engage my students but also give them a reason to look forward to logging on for class each day. I do feel that I have accomplished this goal, as I have had several parents reach out to me in the last five months to express how much their child loves the resources I post daily. One of my students begs his mother to help him play the "games" that I post on my Daily Google Classroom Agenda almost immediately after the end of our live sessions. These are activities aligned with our curriculum that I have converted into Google Slides to draw my students into the lesson. I use them daily as my primary method of instruction so that both students and parents can efficiently utilize them outside of our live sessions as an extension of learning. I also heavily rely on the Google Translate Chrome extension to make these Slides equally accessible to my bilingual students' families and have posted many of my Google Classroom resources in three different languages. 

It is essential to remind ourselves that these are unprecedented times we are living in currently. It's during times like these, especially when we must open ourselves up to the possibility that continuing to teach in the way "we have always done" may not be what's in the best interests of our students.  Our profession is one that requires us to be lifelong learners. That includes the willingness to adapt to, as well as adopt new teaching practices as the world continues to transform around us. That is precisely what I set forth to accomplish this school year. I adapted. 

Calm Down Corner

My final piece of advice to all teachers in my position is this: Don't resist the change. Face your fears. Ask for help when you need it. It's never too late to learn a new skill, and you will never truly know the extent to which that newly acquired skill could benefit your students until you try it. The last several months have proven to me, beyond any doubt, that my "new way" of teaching is highly effective. My students are learning and growing every day, but most importantly, their smiles and laughter show me that they are having FUN in the process! That's more than enough motivation for me to keep pushing forward. 

During the pandemic, so many teachers like Sofia have gone to great lengths for their kids.  They have persevered in the face of adversity while embracing innovative approaches. Their example is to be celebrated. 

Tips for the Socially Distanced Classroom

Schools have either made or are about to make the transition to some sort of hybrid model. The transition is not an easy one. Just ask those who have already been through it. In the midst of adversity and limited training, educators have valiantly risen to the occasion like they always have.  With the proper safety measures in place, students have been welcomed back into classrooms.  For many, this was desperately needed as the distractions and challenges at home impacted their learning.  They wanted and needed their teachers. I would also wager that the adults felt the same about them.

Depending on the hybrid model selected, different challenges arise.  However, no matter the path taken, one consistent element is the need to social distance to keep everyone safe. I have noticed in several schools where I am coaching that a natural reaction has been an emphasis on the whole group. Desks are arranged in rows to take precautions, while the primary strategy is direct instruction. Under the current circumstances, I am not saying this is an ineffective means to facilitate a lesson. However, there is a need to ensure that learners are both engaged and empowered during whole group.  Getting all students involved, both face-to-face (F2F) and remote, is essential.

Below are some strategies that can be implemented right away when using direct instruction:

Facilitate checks for understanding or closure through the use of mini-whiteboards or technology. Students would need access to one or the other, but this is a great way to foster student voice as a high-agency strategy. Some excellent digital options are PearDeck, Nearpod, and Mentimeter.  You can even use self-graded Google or Canvas Forms.Randomly call on kids (both F2F and virtual).Integrate movement using tools like Go-Noodle. F2F students can stay by their desks while remote learners can dance away in the comfort of their own homes.  Keeping kids distanced doesn’t mean we can’t find ways to get them up and moving.Utilize conversational strategies such as think-pair-share and turn & talk facilitated through videoconference breakout rooms.  Even in a hybrid model, getting kids to talk to one another through essential questions is critical.  The use of breakout rooms keeps kids socially distanced while also creating an equitable environment where remote kids get the same experience. After the activity, digital tools can be used where all kids can share their responses.

While there is a tendency to rely more heavily on one-size-fits-all methodologies, educators can still use effective pedagogies that were commonplace prior to the pandemic. Once whole group elements are finetuned, educators can begin to integrate more personalized options to empower learners while keeping them safe. While most will be done independently, the digital space provides the environment for cooperative experiences. Here are some ideas to consider.

Differentiate tasks to meet the needs of each learner while moving away from a blanket approach.Facilitate collaboration through the use of digital tools.  There are so many options out there, but Padlet, Jamboard, and Google Docs are always good choices.Develop pedagogically-sound blended learning through either choice boards or playlists. These can be used to differentiate but also free up the teacher to provide targeted instruction or one-on-one support. Both strategies allow learners to work in a self-paced format.Leverage any adaptive learning tools that have been purchased. Look at some free options. HERE you can find a list.

Social distancing does place an added stress on teachers. The good news is that many effective practices that were used before the pandemic have just as much value, if not more, in the current environment.  Engaging learners and ensuring they are all actively involved during direct instruction will mitigate off-task behavior while setting the stage for increased motivation.  From here, the stage is set to implement some personalized strategies that support various learning modalities and needs.

Stay safe, everyone, and keep up the great work.  Your efforts are appreciated.

A Message to School Leaders

A great deal has been written on the heroic efforts of teachers during the pandemic. I, for one, have penned my fair share of posts that highlight the exceptional work they have and continue to do under extraordinarily challenging conditions.  They continue to overcome daily obstacles as every day feels like a trial by fire ordeal. It’s tough to understand the challenges they are going through unless you walk in their shoes for a day. We owe them all a debt of gratitude that should extend well into the future after the virus has been controlled.

Flying under the radar in many cases are school leaders.  The pandemic has also placed immense stress on them as they balance support for teachers and meeting the demands of stakeholders. As I work with schools on hybrid learning, I see firsthand the immense pressure on leaders to solve what seems like endless challenges that come from every direction.  During a recent coaching visit, the time was spent strategizing ways to support students who are struggling as well as figuring out how to get remote learners to attend classes. These issues are not new by any means but have been amplified as the pandemic has worn on over time.

Many leaders are desperate for ideas that can help their staff and students.  You might not see it, but many are at a breaking point. Here are both a message and recommendations based on what I have witnessed and learned firsthand in schools since the onset of COVID-19:

Don’t think you need to do it all yourself.Prioritize time, standards, and SEL needs.Continue to advance learning and equity in your schools with professional development.Know and appreciate the impact you have.

No one has all the answers or even the best ones.  Keep in mind that strong leaders ask for help and admit when they don’t know something. In this day and age, it is critical to rely on our best resource – each other.  Leveraging other leaders, both externally and internally, to assist with overcoming challenges just makes plain sense.  Consider tapping into the expertise of a global network through a Personal Learning Network (PLN). When appropriate, delegate tasks to build capacity on others while lessening the load on yourself. Finally, focus energy on the most vital tasks.

Keeping our sanity while reducing both stress and anxiety are paramount.  Prioritizing what is truly important sends a powerful message to teachers.  In a recent post, I outlined specific give and take strategies that can be used to free up time, focus on the most critical standards students need right now, and address mental health concerns.  The latter is so important for teachers and students.  When looking out for others, please don’t forget to address your own social and emotional needs.  Taking care of yourself allows you to do the same for others, but your own family will greatly thank you for it.

In the midst of adversity, opportunity arises.  We have seen so many educators innovative their practice in such a short period of time, especially regarding the purposeful use of technology.  Many valuable lessons have been learned during the pandemic that has set the stage for scalable change that benefits all learners. One of those is the embracement of more personalized approaches to ensure equity where all learners get what they need, when and where they need it.  While progress has been made in many schools, there is always a desire and a need for job-embedded professional learning that is practical and on-going, something that I emphasize in Digital Leadership.  Learning is the fuel of leadership. Effective leaders engage in it continually while also providing options for their staff to do the same.

Finally, it is difficult at times to realize the impact that a leader has when every decision either doesn’t feel right or is second-guessed.  There are no easy or straightforward solutions.  Focus first and foremost on creating a nurturing environment for all kids.  Ensure you are there for your staff by listening to concerns and addressing them to the best of your ability.  Take needed action on behalf of those who you serve.  Showing up and trying is more important than you know.  Believe in your abilities and the impact that you have. You might not see it, but the rest of us do.  Thanks for your efforts, and keep up the great work.

All Hands On Deck Approach to Connecting with Families

The pandemic has brought to light numerous challenges, many of which were known prior to the rapid spread of COVID-19, that have rocked our world.  Equity, primarily digital, might be at the top of the list. More than ever, schools realize that to facilitate learning in equitable ways, they must provide all learners with personalized supports.  Another pressing challenge is engagement both in and out of the classroom.  Having the right pedagogy in place is a critical step in keeping those who are attending classes, either remote or face-to-face, engaged. However, it is impossible to overlook the need to assist further those who are currently failing or not showing up at all. 

A great deal has been researched on this topic over the years and has provided some crucial aspects to remember. Regardless of family income or background, students whose parents are involved in their schooling are more likely to have higher grades and test scores, attend school regularly, have better social skills, show improved behavior, and adapt well to school (Henderson & Mapp, 2002). Engagement strategies need to start early and be sustained. During elementary school years, parent partnerships build a strong foundation for student success and future engagement opportunities (Dearing et al., 2006). The goal is to have kids engaged in class, but we need to ensure that they are actually attending.  Even after accounting for grade level and previous absences, students with engaged parents report fewer days of school missed overall.

There is a great deal more research out there that makes the connection between student outcomes and family engagement.  As leaders are experiencing difficulty with engaging families across the globe, an “all hands on deck” mentality in terms of the strategies utilized should be embraced.  In a recent post, I provided some detail on ideas that have gained traction during the pandemic.  While these are definitely useful, I am always on the lookout for even more to assist the district and schools I work with on an on-going basis.  Below are some additional strategies to employ for your consideration:

Houses of worshipParent-Teacher Organizations (PTO’s)Local businessesAlumni networksMainstream mediaTips from learners who are thriving

Houses of worship are an untapped resource. While many families are not engaging with their schools, they are still attending religious services. Herein lies a great opportunity to provide important messages for families that the leader of the service can read. This idea also solves a problem with language barriers as many houses of worship speak in the native language depending on the denomination.  Another community resource is local businesses.  When I was a principal, I always left paper flyers on the checkout counter and even asked to display some in the windows.  If you have not tapped into these two resources, I hope you now will.

PTOs and alumni groups are also excellent pathways to get information out. Since each group has unique relationships with families, I leveraged them to distribute emails, paper flyers, and social media posts.  While each group was impactful in its own way, the mainstream media had a different type of influence that could not be overlooked. As such, I was always reaching out to newspapers, radio stations, and televised news networks to get powerful stories out there that would improve connections with families.  Do you know what makes a great story that can be shared with the media and through your own channels? Tips and ideas from learners who have excelled during the pandemic!  Getting their insight is invaluable, in my opinion.

Digital leadership calls for a multi-faceted approach to engage families where they are the leads to some form of two-way communication.  Please don’t discount any strategy that can help make a connection, as the impact could be priceless if it helps our learners. I hope you will consider sharing in the comments below specific actions that you have taken that have led to a positive outcome with families.  Stay safe, everyone, and know that your work really matters. 

Epstein, J.L., & Sheldon, S.B. (2004) Getting Students to School: Using Family and Community Involvement to Reduce Chronic Absenteeism. School Community Journal, 14, pp 39-56.

Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. B. (2006). Family involvement in school and low-income children’s literacy performance: Longitudinal associations between and within families. Journal of Educational Psychology, 98, 653-664.

Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory

Modeling Hybrid Learning to Support Educators

Hybrid learning continues to be on the minds of schools and districts.  Either they are beginning to get ready to shift from remote learning, or challenges have arisen after meticulously planning for a smooth rollout. In either case, I commend them for seeking out assistance for staff to ease concerns and ensure sound pedagogical practices are in place.  These models were never meant for K-12 education, and there is no definitive playbook available as things seem to be in a constant state of flux during the pandemic.  Educators have admirably risen to the occasion, but that doesn’t mean they don’t deserve continuous support, practical strategies, and timely resources. Investments now will serve to provide needed assistance while paving the way for sustainable changes to pedagogy in the future. 

To this end, I hit the ground running to begin the new year by traveling to Oklahoma to work with Sapulpa Public Schools. Like virtually every district and school, educators were experiencing some challenges with hybrid learning. During my first session of the day, I worked with administrators to best support their teachers.  As I was on-sight with them in a socially distanced cafeteria, I facilitated a more traditional workshop.  I combined practical strategies aligned to the current situation combined with multiple opportunities to discuss essential questions and then share responses using digital tools. However, something was off as I felt that I really wasn’t showing them the reality of what their teachers were expected to do in their classroom with remote and face-to-face students simultaneously. Thankfully this changed for my next session.

I knew that I was going to have the opportunity to work with all district teachers on hybrid learning and encouraged them to attend the session as well. In my mind, this was the perfect opportunity to model pedagogically-sound hybrid learning in a way that was manageable yet effective. The scenario turned out to be perfect as I had approximately 200 teachers join remotely on Zoom and had another 50 or so socially distanced in the auditorium. I was pumped to do my best to replicate what teachers experience currently in their classrooms with hybrid learning in order to address challenges and lessen anxiety.  I cannot overstate the importance of modeling strategies for teachers and administrators under the same conditions that they deal with daily.

Using a toolbox of ideas and strategies developed during the pandemic in my work with schools, I facilitated the workshop using effective instructional strategies, essential questions, breakout rooms, and digital tools in ways that I outlined in my last post.  I stressed how I wasn’t doing anything radically different from what successful teachers did prior to the pandemic throughout each activity. For example, I chunked the content shared and infused numerous interactive tasks for discourse and collaboration. As they worked in groups, I moved about the room and monitored progress physically while also checking in on the remote learners.  After a set amount of time, all of the attendees shared their responses and reflections using various digital tools. After focusing on practical pedagogy, we ended with some ideas on transitioning to more personalized approaches through blended learning.

The feedback afterward presented validation for how I structured the workshop.  First and foremost, I wanted everyone to understand that the key to any hybrid learning model is creating an equitable learning experience.  Whether an attendee was with me remotely or face-to-face, they all were engaged and empowered through the same activities.  I can state how critical this is for our learners. We need to make them feel a part of the lesson. The second takeaway was not to overthink things but to keep it simple, as outlined in this post.

All in all, we get what we model.  Educators desperately want and need support with hybrid learning. The best way to get results is to model both expectations and strategies while also creating norms to ease anxiety levels. If you need additional support here in the United States, look no further than available Every Student Succeeds Act (ESSA) Title II and IV funds. The criteria stipulate the use of technology to improve learning outcomes. Feel free to reach out at any time (esheninger@gmail.com) to discuss the work I have been doing with schools and what I can do for you. Keep up the excellent work, everyone!