Eric C. Sheninger's Blog, page 31
June 9, 2019
Lead in the Now
“When you finally let go of the past, something better comes along.” – Anonymous
There are many reasons why we tend to fall back on what we are either comfortable with or have always done. For one, comfort tends to be the enemy of growth. In other cases, the fear of failure of the unknown can derail us from taking the needed risks to implement new and better ideas. Then there is the most dangerous view in education that the way we have always done it is the best way. One last factor has to do with our experiences. We tend to teach the way we were taught and lead the way we were led and, in a sense, become victims of our past. My point here is that change can be hard, confusing, scary, and unpredictable. None of these reasons should stop anyone from doing what’s best for kids.
With changing times, continuous reflection and learning are needed in order to move schools forward now. As I have said over and over again, the world is changing. Jobs are changing. Expectations are changing. As such, teaching, learning, and leadership must change if growth and improvement are the goals. It requires all leaders, regardless of title, to seek out answers to crucial questions that can pave the way for innovative ideas aimed at improving outcomes for all learners while fostering better relationships with stakeholders. The image below can help you get started with this process.
I am not implying that we throw out the baby with the bathwater, but instead work to do what we already do, better. Here is where the Pillars of Digital Leadership come into play.
Each of the seven outlined below are either embedded components of school culture or an element of professional practice that leaders already focus on (or should be). Innovation in education is, in many cases, not an entirely new idea, but instead doing what we already do better. Let’s look at these Pillars and ways that we can lead in the now:
Student engagement, learning, and outcomes: We cannot expect to see increases in achievement if students are not learning. Students who are not engaged are not likely to be learning. Engagement is not a silver bullet, though. Students need to be empowered to think at the higher levels of cognition while applying what has been learned in relevant contexts. Leaders need to understand that schools should reflect real life and allow learners the opportunity to use real-world tools to do real-world work. As technology changes, so must pedagogy, especially assessment and feedback. Leaders should always be looking to improve instructional design and establishing accountability protocols to ensure efficacy in digital learning.
Innovative learning spaces and environments: Would you want to learn under the same conditions as your students do, or in similar spaces? More often than not, the answer is no. Research has shown the positive impact that innovative spaces can have on learning outcomes. Leaders must begin to establish a vision and strategic plan to create classrooms and buildings that are more reflective of the real world while empowering learners to use technology in powerful ways through either personalized or blended strategies and increased access in the form of BYOD or 1:1.
Professional learning: Research has shown, and continues to show, that job-embedded, ongoing professional learning results in improved learning outcomes. This needs to be prioritized. Additionally, leaders need and should want access to the latest trends, research, and ideas in the field. With the continual evolution of digital tools and increasing connectivity, schools can no longer be silos of information. All educators can now form their own Personal Learning Network (PLN) to meet their diverse learning needs; acquire resources; access knowledge; receive feedback; connect with experts in the field of education as well as practitioners; and discuss proven strategies to improve teaching, learning, and leadership. Digital leadership also compels educators to create more personalized learning pathways for adults during the school day and year.
Communication: You will not find an effective leader who is not an effective communicator. Leaders can now provide stakeholders with relevant information in real time through a variety of devices by meeting them where they are. No longer do static, one-way methods such as newsletters and websites suffice. A variety of types of information can be communicated through various tools and simple implementation strategies to create a more transparent culture.
Public relations: If you don’t tell your story, someone else will, and more often than not, another’s version will not be the one you want to be told. Leaders need to become the storyteller-in-chief. Leaders can use free social media tools to form a positive public relations platform and become the de facto news source for their school or district. It is time to change the narrative by sharing all of the positives that happen in schools every day to create a much-needed level of transparency in an age of negative rhetoric toward education.
Branding: This is how your school or district is defined. It is not something that you want to leave up to others. Businesses have long understood the value of the brand and its impact on current and potential consumers. Leaders can leverage social media to create a positive brand presence that emphasizes the positive aspects of school culture, increases community pride, and helps to attract/retain families looking for a place to send their children to school. Tell your story, build powerful relationships in the process, and empower learning with a brandED mindset.
Opportunity: It is vital for leaders to consistently seek out ways to improve existing programs, resources, and professional learning opportunities. It requires a commitment to leverage connections made through technology to take advantage of increased opportunities to make improvements across multiple areas of school culture. The other six pillars connect and work together to bring about unprecedented opportunities that would otherwise be impossible, such as securing donations, resources, authentic learning experiences for students, and mutually beneficial partnerships. As Milton Berle says, "If opportunity doesn't knock, build a door."
In the updated edition of Digital Leadership, I take readers on a deep dive into each pillar while providing pertinent research and evidence to better lead in the now as opposed to the past. Be sure to check out the video below that adds additional context on each as well as practical implementation strategies.
For even more insight, ideas, and strategies, you can take a listen to one (or all) of the following podcasts read an interview transcript that emphasizes how to lead in the now effectively.
The Dr. Will ShowTen Minute Teacher with The Coolcat Teacher (Vicki Davis)The Reimagine Schools podcast with Greg GoinsWhy Digital Leadership Can't Wait (interview transcript with Monica Burns)If the goal is a relevant culture of learning, then leaders must begin by modeling that at the individual level. Only then can the arduous, yet gratifying, process of systematic change can occur.
There are many reasons why we tend to fall back on what we are either comfortable with or have always done. For one, comfort tends to be the enemy of growth. In other cases, the fear of failure of the unknown can derail us from taking the needed risks to implement new and better ideas. Then there is the most dangerous view in education that the way we have always done it is the best way. One last factor has to do with our experiences. We tend to teach the way we were taught and lead the way we were led and, in a sense, become victims of our past. My point here is that change can be hard, confusing, scary, and unpredictable. None of these reasons should stop anyone from doing what’s best for kids.
With changing times, continuous reflection and learning are needed in order to move schools forward now. As I have said over and over again, the world is changing. Jobs are changing. Expectations are changing. As such, teaching, learning, and leadership must change if growth and improvement are the goals. It requires all leaders, regardless of title, to seek out answers to crucial questions that can pave the way for innovative ideas aimed at improving outcomes for all learners while fostering better relationships with stakeholders. The image below can help you get started with this process.
I am not implying that we throw out the baby with the bathwater, but instead work to do what we already do, better. Here is where the Pillars of Digital Leadership come into play.
Each of the seven outlined below are either embedded components of school culture or an element of professional practice that leaders already focus on (or should be). Innovation in education is, in many cases, not an entirely new idea, but instead doing what we already do better. Let’s look at these Pillars and ways that we can lead in the now:
Student engagement, learning, and outcomes: We cannot expect to see increases in achievement if students are not learning. Students who are not engaged are not likely to be learning. Engagement is not a silver bullet, though. Students need to be empowered to think at the higher levels of cognition while applying what has been learned in relevant contexts. Leaders need to understand that schools should reflect real life and allow learners the opportunity to use real-world tools to do real-world work. As technology changes, so must pedagogy, especially assessment and feedback. Leaders should always be looking to improve instructional design and establishing accountability protocols to ensure efficacy in digital learning.
Innovative learning spaces and environments: Would you want to learn under the same conditions as your students do, or in similar spaces? More often than not, the answer is no. Research has shown the positive impact that innovative spaces can have on learning outcomes. Leaders must begin to establish a vision and strategic plan to create classrooms and buildings that are more reflective of the real world while empowering learners to use technology in powerful ways through either personalized or blended strategies and increased access in the form of BYOD or 1:1.
Professional learning: Research has shown, and continues to show, that job-embedded, ongoing professional learning results in improved learning outcomes. This needs to be prioritized. Additionally, leaders need and should want access to the latest trends, research, and ideas in the field. With the continual evolution of digital tools and increasing connectivity, schools can no longer be silos of information. All educators can now form their own Personal Learning Network (PLN) to meet their diverse learning needs; acquire resources; access knowledge; receive feedback; connect with experts in the field of education as well as practitioners; and discuss proven strategies to improve teaching, learning, and leadership. Digital leadership also compels educators to create more personalized learning pathways for adults during the school day and year.
Communication: You will not find an effective leader who is not an effective communicator. Leaders can now provide stakeholders with relevant information in real time through a variety of devices by meeting them where they are. No longer do static, one-way methods such as newsletters and websites suffice. A variety of types of information can be communicated through various tools and simple implementation strategies to create a more transparent culture.
Public relations: If you don’t tell your story, someone else will, and more often than not, another’s version will not be the one you want to be told. Leaders need to become the storyteller-in-chief. Leaders can use free social media tools to form a positive public relations platform and become the de facto news source for their school or district. It is time to change the narrative by sharing all of the positives that happen in schools every day to create a much-needed level of transparency in an age of negative rhetoric toward education.
Branding: This is how your school or district is defined. It is not something that you want to leave up to others. Businesses have long understood the value of the brand and its impact on current and potential consumers. Leaders can leverage social media to create a positive brand presence that emphasizes the positive aspects of school culture, increases community pride, and helps to attract/retain families looking for a place to send their children to school. Tell your story, build powerful relationships in the process, and empower learning with a brandED mindset.
Opportunity: It is vital for leaders to consistently seek out ways to improve existing programs, resources, and professional learning opportunities. It requires a commitment to leverage connections made through technology to take advantage of increased opportunities to make improvements across multiple areas of school culture. The other six pillars connect and work together to bring about unprecedented opportunities that would otherwise be impossible, such as securing donations, resources, authentic learning experiences for students, and mutually beneficial partnerships. As Milton Berle says, "If opportunity doesn't knock, build a door."
In the updated edition of Digital Leadership, I take readers on a deep dive into each pillar while providing pertinent research and evidence to better lead in the now as opposed to the past. Be sure to check out the video below that adds additional context on each as well as practical implementation strategies.
For even more insight, ideas, and strategies, you can take a listen to one (or all) of the following podcasts read an interview transcript that emphasizes how to lead in the now effectively.
The Dr. Will ShowTen Minute Teacher with The Coolcat Teacher (Vicki Davis)The Reimagine Schools podcast with Greg GoinsWhy Digital Leadership Can't Wait (interview transcript with Monica Burns)If the goal is a relevant culture of learning, then leaders must begin by modeling that at the individual level. Only then can the arduous, yet gratifying, process of systematic change can occur.
June 2, 2019
The Problem With Zeros
The dreaded zero. For many students, this number elicits a certain amount of fear and anxiety that all assignments are turned in on time. I, for one, felt this way and made sure that everything was turned in when it was due. Compliance and following rules, even if I didn’t agree with them, were just natural parts of my view of school. Unfortunately, the effect does not transcend to every kid. Sometimes they forget. Other times they just don’t care. Regardless of the reasons, I think it is essential to critically examine the message and lesson that we are imparting to our youth through this outdated and, quite frankly, insensitive practice.
The policy for giving zeros to students who do not turn in assignments when they are due has pretty much been entrenched in schools across the world. It is one of many examples that fall into what I call the “death trap” in education – that’s the way we have always done it. Just because something has been done in the past, or is a traditional component of school culture, does not mean it is an effective practice. In my opinion, it is well beyond the time to revisit this practice and determine if it truly is in the best interests of our learners. Take the scenario below shared by Powers Thaddeus “Teddy” Norrell.
Don’t arrive to work on time.Fail to meet a determined deadline (i.e., turn in lesson plans, complete all observations/evaluations by a set date, etc.)Don’t read or respond to email and as a result, are unprepared for meetings or don’t get needed information to colleagues when required.Forget to call parents back
Now other professions might have stricter accountability, but more often than not, there is leeway. The question then becomes what message or lesson are we really teaching students by giving zeros? If learning and growth is the goal, then it is our responsibility to tackle this issue as the negative impacts on our learners far outweigh the need to make an example or fall back on the “preparation for the real-world” rationale.
As a principal, I worked with my staff to tackle this issue as well as the overall practice of grading. I’m not going to lie; it was one of the hardest change initiatives I ever engaged in during my tenure as principal. Now I am not saying our solution was perfect or the best by any means. However, it did represent a step in a better direction in that we focused more on learning as opposed to grades and marks. You can see the specific changes and associated rationale for our revamped grading philosophy HERE. Below is what the committee came to a consensus on in regard to zeros:
Is the assignment meaningful and relevant? Does the learner see the purpose in it?Will feedback be given?
Reflecting on these questions can help lead to the creation of better assignments that are more relevant, and kids actually want to complete. Punishing learners with zeros destroys both morale and a love of learning by digging a hole that many cannot recover from (nor do they have any aspirations to do so). They also create a mirage in terms of what was actually learned. If a grade does not reflect learning than what’s the point? We owe it to our students to pave a better path forward.
Guskey, T. R. (2000). Grading policies that work against standards … and how to fix them. NASSP Bulletin, 84(620), 20–29.
O'Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. Portland, OR: Educational Testing Service.
O’Connor, K., & Wormeli, R. (2011). Reporting student learning. Educational Leadership, 69(3), 40-44.
Reeves, D. B. (2004). The case against zero. Phi Delta Kappan, 86(4), 324–325.
Reeves, D. B. (2008). Effective grading practices. Educational Leadership, 65(5), 85–87.
The policy for giving zeros to students who do not turn in assignments when they are due has pretty much been entrenched in schools across the world. It is one of many examples that fall into what I call the “death trap” in education – that’s the way we have always done it. Just because something has been done in the past, or is a traditional component of school culture, does not mean it is an effective practice. In my opinion, it is well beyond the time to revisit this practice and determine if it truly is in the best interests of our learners. Take the scenario below shared by Powers Thaddeus “Teddy” Norrell.
Emily is an engaged student who always pays attention in class, has a high class rank, and has never made a grade lower than an A. Emily’s first four grades in physics are 100, 99, 99, and 98. Emily is set to have a 99 average for the term. However, she has had an unusually busy week, and when she arrives at school on the morning the final assignment is due, she realizes that she has completely forgotten to do it. She explains her situation to the teacher and begs to be allowed to turn it in the next day. The teacher is unsympathetic and assigns Emily a grade of zero for the final assignment, telling her that this will prepare her for the “real world.”Let’s examine the last statement regarding preparation for the real world. Correct me if I am wrong, but in education, teachers and administrators don’t receive zeros if they:
Don’t arrive to work on time.Fail to meet a determined deadline (i.e., turn in lesson plans, complete all observations/evaluations by a set date, etc.)Don’t read or respond to email and as a result, are unprepared for meetings or don’t get needed information to colleagues when required.Forget to call parents back
Now other professions might have stricter accountability, but more often than not, there is leeway. The question then becomes what message or lesson are we really teaching students by giving zeros? If learning and growth is the goal, then it is our responsibility to tackle this issue as the negative impacts on our learners far outweigh the need to make an example or fall back on the “preparation for the real-world” rationale.
As a principal, I worked with my staff to tackle this issue as well as the overall practice of grading. I’m not going to lie; it was one of the hardest change initiatives I ever engaged in during my tenure as principal. Now I am not saying our solution was perfect or the best by any means. However, it did represent a step in a better direction in that we focused more on learning as opposed to grades and marks. You can see the specific changes and associated rationale for our revamped grading philosophy HERE. Below is what the committee came to a consensus on in regard to zeros:
No zeros: Students are not to be assigned a grade of zero (0). This not only reflects grading as punishment but also creates a hole that students cannot dig out of (Guskey, 2000; Reeves, 2004; Reeves, 2008; O'Conner and Wormeli, 2011). This includes HW, quizzes, tests, projects, etc. An exception to this would be cases that involved cheating, plagiarism, or a midterm/final exam no show without a justifiable excuse (i.e., doctor’s note, death in the family, etc.).For some practical alternatives to dishing out zeros check out the latter portion of the article by Norrell titled Less Than Zero. It is important to determine why students don’t turn in specific assignments such as homework and projects as a way to mitigate even having to consider doling out zeros. Consider the following questions:
Is the assignment meaningful and relevant? Does the learner see the purpose in it?Will feedback be given?
Reflecting on these questions can help lead to the creation of better assignments that are more relevant, and kids actually want to complete. Punishing learners with zeros destroys both morale and a love of learning by digging a hole that many cannot recover from (nor do they have any aspirations to do so). They also create a mirage in terms of what was actually learned. If a grade does not reflect learning than what’s the point? We owe it to our students to pave a better path forward.
Guskey, T. R. (2000). Grading policies that work against standards … and how to fix them. NASSP Bulletin, 84(620), 20–29.
O'Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. Portland, OR: Educational Testing Service.
O’Connor, K., & Wormeli, R. (2011). Reporting student learning. Educational Leadership, 69(3), 40-44.
Reeves, D. B. (2004). The case against zero. Phi Delta Kappan, 86(4), 324–325.
Reeves, D. B. (2008). Effective grading practices. Educational Leadership, 65(5), 85–87.
May 26, 2019
The Challenges Educators Face
We live in amazing times. Technology, most specifically social media, has flattened the world. Remember when we had to get all of our professional literature and information from journals, books, conferences, over the phone, or people that we came in direct contact with? Educators now have access anytime from anywhere to people, ideas, resources, strategies, and feedback. As much as this has been a game-changer for so many, we now have better access to research and evidence of improved student outcomes to really hone in on the types of changes that are needed in classrooms, schools, and districts across the world.
Even with all the positives associated with what I listed above, the truth of the matter is that much of it doesn’t matter when the realities educators face are not given the attention that they deserve. Just because something sounds good on Twitter and during a keynote or looks good on Pinterest and Instagram does not mean whatever is being promoted will work. Context matters. Finances matter. Facilities matter. Staffing and community support matter. I have been blessed to not only deliver keynotes and workshops but also to facilitate job-embedded coaching on a long-term basis. It is the latter component of my work where I see firsthand the challenges educators are facing regardless of zip code. This work has provided me with a more empathetic lens and has allowed me to tailor and personalize the coaching process as well as the feedback that is delivered.
Image credit: NEA Today
How I see things is still limited and can be influenced by bias. Now don’t get me wrong. I see some significant obstacles and challenges thanks to the long-term work I am engaged in. However, I wanted to move beyond me and focus on the people who are in the trenches on a day to day basis. This led me to pose a question on Twitter, asking educators to share their particular challenges. You can see the tweet below.
Here is a summary of the majority of the responses:
Fear of failure and willingness to fail forwardHelping educators understand and integrate maker-centered learningHelping teachers and leaders break down silos and understand it is not a competition but a concerted push to provide students with learning experiences they need.Effective strategies to remind adults we are preparing kids for the future not the adults for the futureThe mental health of students. We don’t have the support needed for emotionally or mentally challenged students that are in the regular education class.Dedicating time to fortify universal instruction and systematic procedures while continuing to attend to the intensive needs of the high volume of kids in crisis & experiencing trauma.Inspiring high school students to choose teaching as a profession.Attracting the best and brightest to the fieldBoys’ achievement and engagement. There is a considerable disparity at present in our school across all years.Finding the balance between "meet students where they are" and "getting them where they need to go." Many educators are clear on the former, then handhold & scaffold low expectations. Others are better at the latter then lose a good % of their class by not differentiating enough.Lack of alignment of educational institutes knowledge with the practical world. Educational institutions are preparing the future leaders, and due to lack of such coordination they fail to groom themselves as per new emerging trends and increase their absorption level in industry.Work-life balance Implementing Innovative student-centered learning that improves outcomes Matching sustainable grading practices that reflect learningEmpowering teachers and maintaining alignment to mission, vision, curriculum, etc.Feeling genuinely supported in taking risks and being innovative in the classroom.Students not taking responsibility. Even taking responsibility for picking trash up that they dropped.Inclusion and REAL collaborative teaching... integration of universally designed practices to help all students (which covers social justice, restorative practices, SEL) and somehow helping more teachers embrace that accommodations are not cheating.Screen time for studentsMaking technology purposeful, not just tech for the sake of itStudents don’t hold the information anymore as they can get it anywhere. There is a need to teach them not only to access safely and critically but also to apply and construct new knowledge.Motivating digital immigrant teachers and administrators to have a growth mindset to try new strategies and tools.Using interactive whiteboards like projectorsTeacher-student ratioPrincipals seem to be regretting their decision to go into leadership as they have too much on their plate and not enough time. More supports are needed.There is always a new program being purchased. It's used for a few years and then discarded, leading to a high level of initiative fatigue.Real evaluation and accountabilitySchool overcrowding, support of libraries by districts, and limited access to librariesPrincipals with control issuesAntiquated buildings, facilities, and resourcesIdeas that don’t align to consider the realities educators have to deal withDrive-by, one and done professional development that is not on-going, job-embedded, aligned to research, have evidence to back up the investment and lacks accountability for growth.There are a lot of challenges listed. What would you add to the list above?
By putting these and others front and center, efforts can be made to develop practical solutions. Before any new change or mandate, considerations have to be made as to the feasibility (and sustainability) of the idea, strategy, or investment. Case in point. If you are asking teachers to differentiate instruction on a daily basis, class size and resources matter. Or if you are committed to blended learning, then a combination of pedagogical change as well as updated spaces is needed. It behooves all of us to consider reality when ideas are presented, whether through social media, workshops, professional development days, in books, or during keynotes and presentations. The struggle for many is real, and they need our support.
Even with all the positives associated with what I listed above, the truth of the matter is that much of it doesn’t matter when the realities educators face are not given the attention that they deserve. Just because something sounds good on Twitter and during a keynote or looks good on Pinterest and Instagram does not mean whatever is being promoted will work. Context matters. Finances matter. Facilities matter. Staffing and community support matter. I have been blessed to not only deliver keynotes and workshops but also to facilitate job-embedded coaching on a long-term basis. It is the latter component of my work where I see firsthand the challenges educators are facing regardless of zip code. This work has provided me with a more empathetic lens and has allowed me to tailor and personalize the coaching process as well as the feedback that is delivered.
Image credit: NEA TodayHow I see things is still limited and can be influenced by bias. Now don’t get me wrong. I see some significant obstacles and challenges thanks to the long-term work I am engaged in. However, I wanted to move beyond me and focus on the people who are in the trenches on a day to day basis. This led me to pose a question on Twitter, asking educators to share their particular challenges. You can see the tweet below.
What specific challenges do you face in education? Please share as I am looking for topics to focus my writing on. Thanks! #edchat— Eric Sheninger (@E_Sheninger) May 8, 2019
Here is a summary of the majority of the responses:
Fear of failure and willingness to fail forwardHelping educators understand and integrate maker-centered learningHelping teachers and leaders break down silos and understand it is not a competition but a concerted push to provide students with learning experiences they need.Effective strategies to remind adults we are preparing kids for the future not the adults for the futureThe mental health of students. We don’t have the support needed for emotionally or mentally challenged students that are in the regular education class.Dedicating time to fortify universal instruction and systematic procedures while continuing to attend to the intensive needs of the high volume of kids in crisis & experiencing trauma.Inspiring high school students to choose teaching as a profession.Attracting the best and brightest to the fieldBoys’ achievement and engagement. There is a considerable disparity at present in our school across all years.Finding the balance between "meet students where they are" and "getting them where they need to go." Many educators are clear on the former, then handhold & scaffold low expectations. Others are better at the latter then lose a good % of their class by not differentiating enough.Lack of alignment of educational institutes knowledge with the practical world. Educational institutions are preparing the future leaders, and due to lack of such coordination they fail to groom themselves as per new emerging trends and increase their absorption level in industry.Work-life balance Implementing Innovative student-centered learning that improves outcomes Matching sustainable grading practices that reflect learningEmpowering teachers and maintaining alignment to mission, vision, curriculum, etc.Feeling genuinely supported in taking risks and being innovative in the classroom.Students not taking responsibility. Even taking responsibility for picking trash up that they dropped.Inclusion and REAL collaborative teaching... integration of universally designed practices to help all students (which covers social justice, restorative practices, SEL) and somehow helping more teachers embrace that accommodations are not cheating.Screen time for studentsMaking technology purposeful, not just tech for the sake of itStudents don’t hold the information anymore as they can get it anywhere. There is a need to teach them not only to access safely and critically but also to apply and construct new knowledge.Motivating digital immigrant teachers and administrators to have a growth mindset to try new strategies and tools.Using interactive whiteboards like projectorsTeacher-student ratioPrincipals seem to be regretting their decision to go into leadership as they have too much on their plate and not enough time. More supports are needed.There is always a new program being purchased. It's used for a few years and then discarded, leading to a high level of initiative fatigue.Real evaluation and accountabilitySchool overcrowding, support of libraries by districts, and limited access to librariesPrincipals with control issuesAntiquated buildings, facilities, and resourcesIdeas that don’t align to consider the realities educators have to deal withDrive-by, one and done professional development that is not on-going, job-embedded, aligned to research, have evidence to back up the investment and lacks accountability for growth.There are a lot of challenges listed. What would you add to the list above?
By putting these and others front and center, efforts can be made to develop practical solutions. Before any new change or mandate, considerations have to be made as to the feasibility (and sustainability) of the idea, strategy, or investment. Case in point. If you are asking teachers to differentiate instruction on a daily basis, class size and resources matter. Or if you are committed to blended learning, then a combination of pedagogical change as well as updated spaces is needed. It behooves all of us to consider reality when ideas are presented, whether through social media, workshops, professional development days, in books, or during keynotes and presentations. The struggle for many is real, and they need our support.
May 19, 2019
The Relationship Between Failure and Success
In life, there are certain truths. One of these is that to succeed, many times, you must first fail. Obviously, this is not always the case, but if you are like me and many others, success doesn’t come easily or on the first try. Learning to ride a bike is one of many great examples that proves my point. The process begins with training wheels to build up confidence, get a feel for pedaling, and learning how to brake. Watching a child zip around on his or her bike at this stage is exhilarating, yet an anxious experience because of what comes next. Then the real challenge and test of resolve begin when the training wheels are removed. Anxiety on the part of the adult sets in while fear and self-doubt creep into the mind of the child. I can vividly remember falling numerous times. In the end, though, each failure became a building block for eventual success.
The point of the bike story and countless others is that failure should not weigh us down and in turn, prevent or obscure a pathway to success. To this day, my personal and professional lives are fraught with varying degrees of failure. However, I know full well that I would be in a much different place today in both regards if I looked on these experiences as negative and constantly dwelled on them. This is not to say that I never did both. Sometimes it is hard to get over the hump when we don’t believe in our abilities and ideas. In the end, though, it all comes down to mindset and learning from mistakes.
There is a distinct relationship between failure and success. William Arunda sums it up nicely:
Determination is the fuel. You will get knocked down. The question is, will you get back up? Try and try again until you achieve the result you and others want.Use failure as a valuable form of feedback, which can lead to improvement and ultimate success.An agreement with ourselves to face fear head-on to tackle obstacles and challenges that are always part of the equation. Ignoring or shying away will always result in outcomes that are not favorable or acceptable in the long term.Mistakes are opportunities to learn. The key is not to make the same mistake twice.Consistent effort makes all the difference. There is a lot more that can be learned from this relationship. After focusing at the individual level, it is essential to look beyond ourselves and towards the bigger picture. System-wide success hinges on viewing change as a process, not an event. As the adage goes, there is no “I” in team. Failure and success then become a shared responsibility where the “downs” are worked through, and the “ups” are collectively celebrated. In the end, we either sink or swim together in schools and organizations. The choice is yours.
The point of the bike story and countless others is that failure should not weigh us down and in turn, prevent or obscure a pathway to success. To this day, my personal and professional lives are fraught with varying degrees of failure. However, I know full well that I would be in a much different place today in both regards if I looked on these experiences as negative and constantly dwelled on them. This is not to say that I never did both. Sometimes it is hard to get over the hump when we don’t believe in our abilities and ideas. In the end, though, it all comes down to mindset and learning from mistakes.
There is a distinct relationship between failure and success. William Arunda sums it up nicely:
“Failure is not a step backward; it’s an excellent stepping stone to success. We never learn to move out of our comfort zone if we don’t overcome our fear of failure. The most progressive companies deliberately seek employees with track records reflecting both failure and success. That’s because someone who survives failure has gained invaluable knowledge and the unstoppable perseverance born from overcoming hardship.”To succeed, you must accept that the chances are you are going to fail first. We have seen this lesson time and time again from famous failures throughout history. The relationship between the two imparts some valuable lessons, which can influence our behavior now and well into the future. Below are some essential learnings from failure and success:
Determination is the fuel. You will get knocked down. The question is, will you get back up? Try and try again until you achieve the result you and others want.Use failure as a valuable form of feedback, which can lead to improvement and ultimate success.An agreement with ourselves to face fear head-on to tackle obstacles and challenges that are always part of the equation. Ignoring or shying away will always result in outcomes that are not favorable or acceptable in the long term.Mistakes are opportunities to learn. The key is not to make the same mistake twice.Consistent effort makes all the difference. There is a lot more that can be learned from this relationship. After focusing at the individual level, it is essential to look beyond ourselves and towards the bigger picture. System-wide success hinges on viewing change as a process, not an event. As the adage goes, there is no “I” in team. Failure and success then become a shared responsibility where the “downs” are worked through, and the “ups” are collectively celebrated. In the end, we either sink or swim together in schools and organizations. The choice is yours.
May 12, 2019
Zoning in on Change
The comfort zone is the great enemy to creativity; moving beyond it necessitates intuition, which in turn configures new perspectives and conquers fears. - Dan Stevens
There are many impediments to the change process. One of the biggest culprits is fear. Many times, this either clouds our judgment or inhibits our motivation to take needed risks to both challenge and upend the status quo. In other cases, we might be afraid of failure. I often reflect upon how, throughout the course of history, many of society’s most celebrated success stories went through the heartache and letdown of not succeeding at first. To put it bluntly, these famous failures have influenced our current lives in countless ways. In their eyes, the act of failing was a catalyst to learn from mistakes and eventually implement ideas or create solutions that have fundamentally changed the world. Henry Ford said it best, “Failure is the opportunity to begin again more intelligently.”
Another factor that has a negative impact on change is contentment. An aspect of human nature is that when we are in a state of comfort, there is no real urgency to do something differently or better. These mental habits lead to the creation of comfort zones that we rarely step outside of. Why should we if everything is great, right? Or so our mind has us believe in a false dichotomy. The result is that we often then reside in a zone that is most comfortable, resulting in risk-averse behavior that impedes personal and professional progress. What typically morphs are fallbacks on some of the most dangerous phrases in any profession such as that’s the way we have always done it, or it’s always worked this way.
Comfort and fear are intimately connected. Whether separate or together they represent zones that many of us fall into and have trouble at times finding a way out of no matter how hard we try. They work as powerful forces to keep us in respective lanes that are perceived to provide benefits, either individually or at the organizational level. The reality though is that these zones hold us, and those who we serve, back. For change to become business as usual and something that is pursued when needed, it is crucial that we identify where we are currently. The image below provides not only a great visual but also some critical context as to how we can put more energy into zones that lead to changes in practice.
The main idea here is to find comfort in growth. As you look at the elements depicted in the image above, where do you see yourself dedicating the most time and energy? Be careful not to look at this as black or white. There is a great deal of gray in each of the zones above. I for one have added many additional elements through reflection to help move the majority of my efforts to learning and growth. Consider developing questions aligned to each, using stems such as why, how, when, and what. Improvement and ultimate success in the endeavors we are engaged in rely on acknowledging the zone where we spend the most time and making consistent efforts to invest more in learning and growth.
There are many impediments to the change process. One of the biggest culprits is fear. Many times, this either clouds our judgment or inhibits our motivation to take needed risks to both challenge and upend the status quo. In other cases, we might be afraid of failure. I often reflect upon how, throughout the course of history, many of society’s most celebrated success stories went through the heartache and letdown of not succeeding at first. To put it bluntly, these famous failures have influenced our current lives in countless ways. In their eyes, the act of failing was a catalyst to learn from mistakes and eventually implement ideas or create solutions that have fundamentally changed the world. Henry Ford said it best, “Failure is the opportunity to begin again more intelligently.”
Another factor that has a negative impact on change is contentment. An aspect of human nature is that when we are in a state of comfort, there is no real urgency to do something differently or better. These mental habits lead to the creation of comfort zones that we rarely step outside of. Why should we if everything is great, right? Or so our mind has us believe in a false dichotomy. The result is that we often then reside in a zone that is most comfortable, resulting in risk-averse behavior that impedes personal and professional progress. What typically morphs are fallbacks on some of the most dangerous phrases in any profession such as that’s the way we have always done it, or it’s always worked this way.
Comfort and fear are intimately connected. Whether separate or together they represent zones that many of us fall into and have trouble at times finding a way out of no matter how hard we try. They work as powerful forces to keep us in respective lanes that are perceived to provide benefits, either individually or at the organizational level. The reality though is that these zones hold us, and those who we serve, back. For change to become business as usual and something that is pursued when needed, it is crucial that we identify where we are currently. The image below provides not only a great visual but also some critical context as to how we can put more energy into zones that lead to changes in practice.
The main idea here is to find comfort in growth. As you look at the elements depicted in the image above, where do you see yourself dedicating the most time and energy? Be careful not to look at this as black or white. There is a great deal of gray in each of the zones above. I for one have added many additional elements through reflection to help move the majority of my efforts to learning and growth. Consider developing questions aligned to each, using stems such as why, how, when, and what. Improvement and ultimate success in the endeavors we are engaged in rely on acknowledging the zone where we spend the most time and making consistent efforts to invest more in learning and growth.
May 5, 2019
Recognizing the Digital Assets You Have at Your Disposal
We live in amazing times where readily accessible research and connectivity converge to not only transform practices but also provide the means to share them for the benefit of others. However, there is a big difference between talk or desire to innovate and an evidence base that illustrates an actual improvement grounded in better outcomes. Now, I am not saying that real results don’t exist. On the contrary, I have seen this firsthand from some fantastic educators whose schools I have been blessed to work with on a long-term basis in the role of job-embedded coach. I have also been blessed to observe great examples that members of my Personal Learning Network (PLN) make available on social media. My point though is that there is definitely room for growth in terms of validating all the talk with substance.
We should all want to do better in this area as the field of education needs more practical strategies that are weaved into the rhetoric. I am all for a great story that pulls at different emotions. When it is all said and done though, the teacher and principal in me wants a good dose of reality that clearly moves from the “why” to the “how” and “what” of the implementation process. The talk will only take us to a certain point. The same goes for other avenues that are more popular than ever. Fancy images, catchy videos, and verbal hyperbole don’t go nearly far enough in articulating how change is being successfully implemented in ways that align to curriculum, standards, evaluation systems, varying socio-demographics, and budget constraints. Together, educators can change this and help move the profession where it needs to go.
The digital world provides each and every one of us the means to show in detail how change and innovative practices are being implemented successfully despite the many challenges faced in classrooms, schools, and districts across the world. Talking about what has been done and the act of telling others what they should do has to be followed by showing what the strategy or practice actually looks like when successfully implemented. Here is where educators can collectively show, not tell, how innovation and change have or are improving outcomes. It begins with a focus on improving teaching, learning, and leadership followed by utilizing an array of digital assets at every educator’s disposal to share and amplify.
Image credit: CATSY
Below I go into each in detail and how you might better leverage one or all.
Text
There is nothing easier than whipping up a tweet or update to be posted on Facebook or LinkedIn. Text represents a great way to get ideas and strategies out there quickly and easily. The one downside with Twitter, Facebook, and LinkedIn is that posts are relatively brief and often short on needed context vital to help educators deeply understand how to implement a strategy or concept. Blog posts are a great option to get into the nitty-gritty of change. More on this later.
Hyperlinks
A simple strategy to add more context to tweets and social media updates is to add a hyperlink to supporting research, mainstream media pieces, blog posts, or other resource sites. Artifacts such as assessments, lesson plans, unit plans, projects, and examples of student work can easily be converted to a sharable link using Google Docs. Links to your resources and work can be archived and annotated using a social bookmarking tool such as Diigo.
Images
Here is where you can really begin to leverage digital assets. Many of the shortcomings associated with just sharing through text can be overcome using images. The human brain processes images 60,000 times faster than text. Instagram by far is my favorite tool for bringing more clarity, detail, and context to what I share online, but Twitter, Facebook, and LinkedIn all support embedded visuals in any update. When I coach, I love taking pictures of how educators are scaffolding (questions and tasks) and improving assessments as well as examples of innovative student work that aligns to standards. For curation purposes, you might want to consider either creating a Pinterest account or regularly updating the one you currently have.
Video
It is hard to imagine a more robust digital asset than images, but video definitely takes the cake. A one-minute video equates to well over one million written words. Think about how any educator can seamlessly film learners working together on a project, how changes to classroom design are being appropriately supported with needed shifts in pedagogy, and ways in which technology is being used in a purposeful fashion to elicit higher-order thinking. It is also a great way to openly reflect on your ideas and successful strategies being implemented in your classroom, school, or district. I have begun to do this regularly using a combination of Periscope, IGTV, and YouTube. Once my live video is shared on Twitter using Periscope, I then upload the archive to both IGTV and YouTube. The link is then shared across LinkedIn and Facebook. Check out my YouTube channel for all of my reflective videos to date.
Blogs
One of the best professional decisions I ever made many years ago was to start a blog. I consider this my most potent and practical digital asset. Everything previously discussed can be meticulously woven into a post that moves well beyond the why to also emphasize the how and what. If you are not blogging, it’s time to get over the hurdle.
In my books Digital Leadership (2nd Edition) and BrandED I go into each of these in great detail as well as provide specific strategies that can be immediately integrated into professional practice. I hope that more educators will take advantage of the digital assets they have available to share their amazing work in ways that are substantive in nature. Together we can show what indeed works, celebrate excellence in innovation, and change the narrative in the process.
We should all want to do better in this area as the field of education needs more practical strategies that are weaved into the rhetoric. I am all for a great story that pulls at different emotions. When it is all said and done though, the teacher and principal in me wants a good dose of reality that clearly moves from the “why” to the “how” and “what” of the implementation process. The talk will only take us to a certain point. The same goes for other avenues that are more popular than ever. Fancy images, catchy videos, and verbal hyperbole don’t go nearly far enough in articulating how change is being successfully implemented in ways that align to curriculum, standards, evaluation systems, varying socio-demographics, and budget constraints. Together, educators can change this and help move the profession where it needs to go.
The digital world provides each and every one of us the means to show in detail how change and innovative practices are being implemented successfully despite the many challenges faced in classrooms, schools, and districts across the world. Talking about what has been done and the act of telling others what they should do has to be followed by showing what the strategy or practice actually looks like when successfully implemented. Here is where educators can collectively show, not tell, how innovation and change have or are improving outcomes. It begins with a focus on improving teaching, learning, and leadership followed by utilizing an array of digital assets at every educator’s disposal to share and amplify.
Image credit: CATSYBelow I go into each in detail and how you might better leverage one or all.
Text
There is nothing easier than whipping up a tweet or update to be posted on Facebook or LinkedIn. Text represents a great way to get ideas and strategies out there quickly and easily. The one downside with Twitter, Facebook, and LinkedIn is that posts are relatively brief and often short on needed context vital to help educators deeply understand how to implement a strategy or concept. Blog posts are a great option to get into the nitty-gritty of change. More on this later.
Hyperlinks
A simple strategy to add more context to tweets and social media updates is to add a hyperlink to supporting research, mainstream media pieces, blog posts, or other resource sites. Artifacts such as assessments, lesson plans, unit plans, projects, and examples of student work can easily be converted to a sharable link using Google Docs. Links to your resources and work can be archived and annotated using a social bookmarking tool such as Diigo.
Images
Here is where you can really begin to leverage digital assets. Many of the shortcomings associated with just sharing through text can be overcome using images. The human brain processes images 60,000 times faster than text. Instagram by far is my favorite tool for bringing more clarity, detail, and context to what I share online, but Twitter, Facebook, and LinkedIn all support embedded visuals in any update. When I coach, I love taking pictures of how educators are scaffolding (questions and tasks) and improving assessments as well as examples of innovative student work that aligns to standards. For curation purposes, you might want to consider either creating a Pinterest account or regularly updating the one you currently have.
Video
It is hard to imagine a more robust digital asset than images, but video definitely takes the cake. A one-minute video equates to well over one million written words. Think about how any educator can seamlessly film learners working together on a project, how changes to classroom design are being appropriately supported with needed shifts in pedagogy, and ways in which technology is being used in a purposeful fashion to elicit higher-order thinking. It is also a great way to openly reflect on your ideas and successful strategies being implemented in your classroom, school, or district. I have begun to do this regularly using a combination of Periscope, IGTV, and YouTube. Once my live video is shared on Twitter using Periscope, I then upload the archive to both IGTV and YouTube. The link is then shared across LinkedIn and Facebook. Check out my YouTube channel for all of my reflective videos to date.
Blogs
One of the best professional decisions I ever made many years ago was to start a blog. I consider this my most potent and practical digital asset. Everything previously discussed can be meticulously woven into a post that moves well beyond the why to also emphasize the how and what. If you are not blogging, it’s time to get over the hurdle.
In my books Digital Leadership (2nd Edition) and BrandED I go into each of these in great detail as well as provide specific strategies that can be immediately integrated into professional practice. I hope that more educators will take advantage of the digital assets they have available to share their amazing work in ways that are substantive in nature. Together we can show what indeed works, celebrate excellence in innovation, and change the narrative in the process.
April 28, 2019
Digital Leadership: Leading Change from Where You Are | #DigiLead
A great deal has changed over the past few years not just in society, but also in education. Many of these changes are a result of the exponential advances in technology and the role these tools play in shaping both our personal and professional lives. As a result, innovative practices emerged in many shapes and sizes. To answer the call of disruption, new thinking had to emerge. Back in 2009, I began calling for an evolved construct of leadership that would better serve schools in meeting the diverse needs of learners and stakeholders alike. Below is my thinking on the topic that has resulted in the following iteration:
Order your copy HERE.
The time has come for a new edition of Digital Leadership. I can’t begin to explain how excited I am about the finished product as I have woven in what I have learned in the field helping schools apply the concepts to bring about evidence-based results. Practical and realistic, this version compels all educators to lead from where they are as actions - not title, position, or power – are the key to sustainable changes that lead to actual improvements validated by both qualitative and quantitative measures. Below are some specific highlights embedded in the new edition:
A focus on efficacy: In the real-world of education results matter as well as how we arrive at them. Naturally then, this updated edition has research-based, evidence-driven, and learner-focused ideas and strategies that are innovative in nature that lead to observable improvements. The last chapter of the book weaves all the concepts together while emphasizing the importance of efficacy in any change initiative. Practical and realistic: Ideas are great, but they have to consider the realities and challenges that schools and educators face across the world. They also need to align with the core work that educators engage in daily. The key with this update throughout is for readers to either grasp new ideas and strategies to readily implement or look to improve what they might already be doing. Evergreen: Many technology books are D.O.A (dead on arrival) once published. The reason being is that technology changes so fast and tools come and go regularly. To account for this fact, I removed the majority of references to specific tools except for some of the most prolific ones such as Twitter, Facebook, Instagram, etc. The point here is simple. Tools and products will change. However, the means to implement them to transform teaching, learning, and leadership will remain relatively stable. This edition is written in a way to withstand the test of time. Re-organized chapters and updated content: You will see not only new chapters but also revised headings and subheadings that are more reflective of the innovative practices that can be scaled in education. I also re-organized some of the chapters by moving the ones focused on learning to the beginning of the book. Based on the feedback I received on the first edition, I also beefed up content related to pedagogy. All in all, the new version has approximately 50% new content. Built-in study guide: Each Chapter ends with 4-5 discussion and reflective questions that are meant to move readers more readily to actions. Be sure to share your reflections, questions, ideas, and successes by engaging on social media using #digilead.Fewer tools, more on leadership dispositions: As mentioned previously, tools will continue to change. That’s why you will see more of a focus on the dispositions of classroom, school, and district leaders that are necessary to initiate and sustain change. Anyone and everyone can be a digital leader: It is important to understand that everyone has the capacity to lead from where they are. Some of the most impactful leaders I have worked with, or for, have been teachers. The new edition speaks to all educators and empowers them to leverage their specific role to usher in needed change regardless of title. Updated and expanded research base – It is tough to deny how important this is. Research and evidence in support of ideas and strategies go a long way in building cultures of excellence that are defined by results. What I hope has resulted is a scholarly piece of work that supports a practical and realistic pursuit of innovative change.Forward by Sugata Mitra: He is a luminary as far as I am concerned, and his research validates many of the ideas presented in chapters 5 and 6, which focus squarely on learning. His “Hole in the Wall” experiments, begun in 1999, revealed that groups of children could learn almost anything by themselves given Internet access and the ability to work collaboratively. Imagine the possibilities when this learning is facilitated by amazing educators, something the new edition fleshes out.Pick and choose structure: Even though there is a sequential order to the book, it is written in a way that each chapter can serve as a standalone resource. I wrote it this way so that readers can pick the most pressing, important concepts that they want to focus on to bring about needed change now. Full color – I will be the first one to admit that this is not that important, but it does add a nice touch. If you have the first edition, you will see a substantial increase in the number of images throughout the book. My hope is that these add much greater context to the ideas and strategies presented. Digital resources – To add more substance and stay within a broad wordcount range, I scrapped the appendix from the previous edition. At the end of the book, you will now see a section that has links to an array of digital resources such as downloadables, sample rubrics, standards alignment, and supporting frameworks. Since I control all of these links each will remain current.If you enjoyed the first edition, I think you will like the updated version even better. I took to heart feedback I received over the years from readers as well as reflected deeply on my own writing to develop a resource for all, no matter where one is at with their educational career, whether it be in or outside of a school. Thank you for all that you do to support students, teachers, administrators, and other educational stakeholders around the world. My hope is that this new edition can serve as a resource to help you continue to meet and exceed the goals you set.
Join the movement on social media using #digilead .
As times change, so must the practice of leaders to establish a culture of learning that is relevant, research-based, and rooted in relationships. Digital leadership is all about people and how their collective actions aligned with new thinking, ideas, and tools can help to build cultures primed for success. It represents a strategic mindset and set of behaviors that leverage resources to create a meaningful, transparent, and engaging school culture to prepare learners now and well into the future.Over time I realized that the digital aspect was a supporting element and amplifier of what leaders in classrooms, schools, organizations, and districts do every day. Sure, there are some unique behaviors and characteristics, but for the most part, it is about identifying intended outcomes, applying an innovative lens, and arriving at them in better, more effective ways. What resulted was the formation of the Pillars of Digital Leadership, a framework for all educators to initiate and sustain innovative change that aligns to the core work that already serves as the foundation for every school or district learning culture. The premise is to do what we already do better by working smarter, not harder.
Order your copy HERE.The time has come for a new edition of Digital Leadership. I can’t begin to explain how excited I am about the finished product as I have woven in what I have learned in the field helping schools apply the concepts to bring about evidence-based results. Practical and realistic, this version compels all educators to lead from where they are as actions - not title, position, or power – are the key to sustainable changes that lead to actual improvements validated by both qualitative and quantitative measures. Below are some specific highlights embedded in the new edition:
A focus on efficacy: In the real-world of education results matter as well as how we arrive at them. Naturally then, this updated edition has research-based, evidence-driven, and learner-focused ideas and strategies that are innovative in nature that lead to observable improvements. The last chapter of the book weaves all the concepts together while emphasizing the importance of efficacy in any change initiative. Practical and realistic: Ideas are great, but they have to consider the realities and challenges that schools and educators face across the world. They also need to align with the core work that educators engage in daily. The key with this update throughout is for readers to either grasp new ideas and strategies to readily implement or look to improve what they might already be doing. Evergreen: Many technology books are D.O.A (dead on arrival) once published. The reason being is that technology changes so fast and tools come and go regularly. To account for this fact, I removed the majority of references to specific tools except for some of the most prolific ones such as Twitter, Facebook, Instagram, etc. The point here is simple. Tools and products will change. However, the means to implement them to transform teaching, learning, and leadership will remain relatively stable. This edition is written in a way to withstand the test of time. Re-organized chapters and updated content: You will see not only new chapters but also revised headings and subheadings that are more reflective of the innovative practices that can be scaled in education. I also re-organized some of the chapters by moving the ones focused on learning to the beginning of the book. Based on the feedback I received on the first edition, I also beefed up content related to pedagogy. All in all, the new version has approximately 50% new content. Built-in study guide: Each Chapter ends with 4-5 discussion and reflective questions that are meant to move readers more readily to actions. Be sure to share your reflections, questions, ideas, and successes by engaging on social media using #digilead.Fewer tools, more on leadership dispositions: As mentioned previously, tools will continue to change. That’s why you will see more of a focus on the dispositions of classroom, school, and district leaders that are necessary to initiate and sustain change. Anyone and everyone can be a digital leader: It is important to understand that everyone has the capacity to lead from where they are. Some of the most impactful leaders I have worked with, or for, have been teachers. The new edition speaks to all educators and empowers them to leverage their specific role to usher in needed change regardless of title. Updated and expanded research base – It is tough to deny how important this is. Research and evidence in support of ideas and strategies go a long way in building cultures of excellence that are defined by results. What I hope has resulted is a scholarly piece of work that supports a practical and realistic pursuit of innovative change.Forward by Sugata Mitra: He is a luminary as far as I am concerned, and his research validates many of the ideas presented in chapters 5 and 6, which focus squarely on learning. His “Hole in the Wall” experiments, begun in 1999, revealed that groups of children could learn almost anything by themselves given Internet access and the ability to work collaboratively. Imagine the possibilities when this learning is facilitated by amazing educators, something the new edition fleshes out.Pick and choose structure: Even though there is a sequential order to the book, it is written in a way that each chapter can serve as a standalone resource. I wrote it this way so that readers can pick the most pressing, important concepts that they want to focus on to bring about needed change now. Full color – I will be the first one to admit that this is not that important, but it does add a nice touch. If you have the first edition, you will see a substantial increase in the number of images throughout the book. My hope is that these add much greater context to the ideas and strategies presented. Digital resources – To add more substance and stay within a broad wordcount range, I scrapped the appendix from the previous edition. At the end of the book, you will now see a section that has links to an array of digital resources such as downloadables, sample rubrics, standards alignment, and supporting frameworks. Since I control all of these links each will remain current.If you enjoyed the first edition, I think you will like the updated version even better. I took to heart feedback I received over the years from readers as well as reflected deeply on my own writing to develop a resource for all, no matter where one is at with their educational career, whether it be in or outside of a school. Thank you for all that you do to support students, teachers, administrators, and other educational stakeholders around the world. My hope is that this new edition can serve as a resource to help you continue to meet and exceed the goals you set.
Join the movement on social media using #digilead .
April 21, 2019
The Point of a Lesson
I am not a huge fan of collecting lesson plans and have not been for years. It is my opinion that you can learn a great deal more by collecting and looking at assessments. Regardless of where you stand on the whole lesson plan debate, the intent is what really matters. For all of us who have taught or have been in a leadership position that supports teachers, I think we all agree that the point of any lesson is to help students learn. Yes, there are standards and curriculum to cover as well as essential concepts. There are activities, projects, and assessments along the way. In some cases, innovative techniques such as a more personal or blended approach might be the preferred pedagogical pathway. No matter what constitutes a lesson, the goal remains the same – learning.
Image credit
If the intended outcome is clear to us, it goes without saying that the same must be said for our learners. This begs a fundamental question that should always be considered – do students understand the point of the lesson? If not, then it is challenging to meet any goals that are set. It all begins with a clear articulation of the learning outcomes. For many of us, this comes in the form of objectives. I know when I went through my coursework and teaching certification process this was emphasized in any lesson plan. As I entered the classroom what I was taught carried over and objectives were not only included in every lesson plan, I developed, but I also listed them on the board for all the kids to see. Herein lies another point. I am not saying that objectives should always be posted for all to see. However, it is crucial that kids understand what is to be learned on any particular day.
I have reflected a great deal on the objective aspect of the lesson and in my coaching with schools on pedagogy have advised them to move away from this traditional component of lesson design and implementation. Objectives, if we really think about it, are more often what the adult wants to achieve in terms of alignment to standards and concepts as well as scope and sequence. Just look at how they are written and see if you feel the same way. Learning targets on the other hand frame the lesson from the students' point of view and are written using “I can” or “I will” statements. They help learners to grasp the lesson's purpose such as why it is crucial to learn this chunk of information or concept, on this day, and in this way. Quality learning targets as part of an effective lesson help kids answer these three questions:
Why did we learn this and what will I be able to do when I've finished this lesson?What idea, topic, or subject is important for me to learn and understand so that I can do this?How will I show that I can do this, and how well will I have to do it to demonstrate that I have learned something new?
Developing learning targets does not go far enough though. Learners need to understand the point of a lesson just as much as a teacher or administrator. Imparting relevance through a specific context and application will go a long way in achieving this. However, everything must be tied together from the learner’s point of view. This is why closure and reflection at the end of the lesson are crucial. Either one or both of these elements can be tied to the use of a KWL chart. Chech out this updated version below.
Image credit
From a pedagogical standpoint, it is vital to build these in each and every day to bring the learning process full circle. Bottom line – everyone should have a good sense as to the point of a lesson.
Image creditIf the intended outcome is clear to us, it goes without saying that the same must be said for our learners. This begs a fundamental question that should always be considered – do students understand the point of the lesson? If not, then it is challenging to meet any goals that are set. It all begins with a clear articulation of the learning outcomes. For many of us, this comes in the form of objectives. I know when I went through my coursework and teaching certification process this was emphasized in any lesson plan. As I entered the classroom what I was taught carried over and objectives were not only included in every lesson plan, I developed, but I also listed them on the board for all the kids to see. Herein lies another point. I am not saying that objectives should always be posted for all to see. However, it is crucial that kids understand what is to be learned on any particular day.
I have reflected a great deal on the objective aspect of the lesson and in my coaching with schools on pedagogy have advised them to move away from this traditional component of lesson design and implementation. Objectives, if we really think about it, are more often what the adult wants to achieve in terms of alignment to standards and concepts as well as scope and sequence. Just look at how they are written and see if you feel the same way. Learning targets on the other hand frame the lesson from the students' point of view and are written using “I can” or “I will” statements. They help learners to grasp the lesson's purpose such as why it is crucial to learn this chunk of information or concept, on this day, and in this way. Quality learning targets as part of an effective lesson help kids answer these three questions:
Why did we learn this and what will I be able to do when I've finished this lesson?What idea, topic, or subject is important for me to learn and understand so that I can do this?How will I show that I can do this, and how well will I have to do it to demonstrate that I have learned something new?
Developing learning targets does not go far enough though. Learners need to understand the point of a lesson just as much as a teacher or administrator. Imparting relevance through a specific context and application will go a long way in achieving this. However, everything must be tied together from the learner’s point of view. This is why closure and reflection at the end of the lesson are crucial. Either one or both of these elements can be tied to the use of a KWL chart. Chech out this updated version below.
Image creditFrom a pedagogical standpoint, it is vital to build these in each and every day to bring the learning process full circle. Bottom line – everyone should have a good sense as to the point of a lesson.
April 14, 2019
Tap Into Your Full Potential
"Your beliefs become your thoughts. Your thoughts become your words. Your words become your actions. Your actions become your habits. Your habits become your values. Your values become your destiny." - Mahatma Gandhi
There are many elements to change. However, one of the most powerful is that of self-efficacy. Almost everyone can identify goals they want to accomplish, accomplishments to achieve, or personal and professional aspects they would like to change. Here is where self-efficacy comes in. It plays a significant role in how goals, tasks, and challenges are approached and ultimately achieved. To improve one's self; we must first determine where our practice currently lies. The next step is deciding where we eventually want to be. Success in this endeavor requires self-efficacy combined with a leap of faith.
For self-efficacy to play a role in the change process, we must always be open to growth and improvement. Without these, there is nothing for us to hold ourselves accountable for. This is why it is so important that we are our own most prominent critic and make reflection a daily part of our routine. No matter who you are and what you do, there is always the opportunity to get better. The question is, will you pursue it? Enter the Potential Matrix created by Mark Sanborn. It is not about achieving perfection as that is not a reality in the professional world. Sorry to burst anyone’s bubble, but nobody is perfect. It is about how we can become better to evolve into the best iteration of ourselves. Here is a great description from Thinking Space.
If we want to help those we either serve or work with unlock their potential, then we must do so ourselves first. Think about where you are and then where you eventually want to be. Apply the same lens to your classroom, school, organization, or district. Then take the leap of faith; trusting in your innate abilities to improve in ways you never thought were possible. Will everything always work out the way you want it to? Heck no! Just remember that each journey, no matter the result, provides an invaluable learning experience.
There is no better time than now to tap into your full potential.
There are many elements to change. However, one of the most powerful is that of self-efficacy. Almost everyone can identify goals they want to accomplish, accomplishments to achieve, or personal and professional aspects they would like to change. Here is where self-efficacy comes in. It plays a significant role in how goals, tasks, and challenges are approached and ultimately achieved. To improve one's self; we must first determine where our practice currently lies. The next step is deciding where we eventually want to be. Success in this endeavor requires self-efficacy combined with a leap of faith.
For self-efficacy to play a role in the change process, we must always be open to growth and improvement. Without these, there is nothing for us to hold ourselves accountable for. This is why it is so important that we are our own most prominent critic and make reflection a daily part of our routine. No matter who you are and what you do, there is always the opportunity to get better. The question is, will you pursue it? Enter the Potential Matrix created by Mark Sanborn. It is not about achieving perfection as that is not a reality in the professional world. Sorry to burst anyone’s bubble, but nobody is perfect. It is about how we can become better to evolve into the best iteration of ourselves. Here is a great description from Thinking Space.
As we look at the matrix, we probably identify one quadrant which we prefer: perhaps you’re naturally an activist, in which case, ‘performing’ is probably your favored way of operating. If you only ever concentrate on performing, you may not be taking the time to reflect and see how you could operate even more efficiently. If you spend all your time reflecting and planning but never take action to learn new skills and try them out, nothing will change. To see more improvement and to release more potential, we need to step outside of that comfortable quadrant and explore the other areas too.
You will see that improvement happens not only outwardly as we learn new skills and perform but also inwardly as we think and reflect. It’s about active experiences which we initiate and passive experiences to which we respond.Our potential is often inhibited by a fixed mindset or an unwillingness to grow. We often perceive our talents and ideas as not being all that great. I know this is how I viewed these for a long time, which inhibited my growth as both a principal and then as a speaker/author. However, looking at where we put the most and least amount of time in the quadrants of the Potential Matrix, we can begin to unleash potential that we never thought was possible. It is ok to not have a clear idea on any given day as to where we want to be. This is my daily reality. The key is never to be satisfied where you are.
If we want to help those we either serve or work with unlock their potential, then we must do so ourselves first. Think about where you are and then where you eventually want to be. Apply the same lens to your classroom, school, organization, or district. Then take the leap of faith; trusting in your innate abilities to improve in ways you never thought were possible. Will everything always work out the way you want it to? Heck no! Just remember that each journey, no matter the result, provides an invaluable learning experience.
There is no better time than now to tap into your full potential.
April 7, 2019
5 Ways to Create Relevant Cultures of Learning
Education can seem like a balancing act between what we as adults feel is essential and what interests our learners. The struggle is real as the former is sometimes emphasized as a result of a school or district’s focus. Make no mistake about it – capturing the attention of students has become harder and harder because of the access that many of them have to knowledge, games, and each other through technology. As difficult as it might be, schools must rise to the occasion. To authentically engage kids today, a central purpose has to be instilled through a combination of a relevant context and application. Without it, learning many concepts as well as the bigger picture doesn’t make sense to students. The benefits speak for themselves, which compels all of us to ensure that this becomes a mainstay in pedagogy as well as learning environments.
Success lies in a shared ownership approach to design relevant cultures of learning. It is important to note that this task does not just fall squarely on the shoulders of teachers. However, their role in the process is critical. Below are three questions that kids should be able to answer if learning is relevant:
What they learnedWhy they learned itHow they will use what they learned outside of school
Image credit: Erik Francis
To dig a little deeper Robin Roberson discusses two fundamental ways to provide relevance to students aligned to research. These include utility value and relatedness.
Theme-Based Schools
Schools that have embraced this ideal have a central purpose that is embedded across grade levels and throughout the entire curriculum. The theme serves as a conduit to connect various content areas and concepts to impart a greater sense of relevance whether it be in the classroom, hallways, or cafeteria. Recently I observed a great example of this during a coaching visit with Kay’s Creek Elementary School in Farmington, UT. Their theme focused on global goals for sustainable development. As you will see below, not only were the goals clearly visible, but each wing of the building highlighted the main components of the environment. Video displays and interactive activities were also found in each of the main entrances to further engage learners in the theme.
Academies
Academy programs represent a bold new direction for education, one that considers student interests, national need, and global demand for highly qualified graduates capable of competing at the most challenging levels. They provide a defined framework for studies in well-defined, career-focused areas directly connected to university majors and workforce need. These programs cultivate emerging professionals who exhibit the knowledge, skill, character, and work ethic necessary for success in the global marketplace. To provide more learning opportunities for our students, the Academies @ New Milford High School were launched during my tenure as principal. Think of it as a school within a school.
The entire program was designed using existing high school courses as well as adding new ones to complement the three Academies—STEM (Science, Technology, Engineering, and Math), Arts & Letters, and Global Leadership—without costing the district precious financial resources. Any learner, regardless of GPA or learning disability, could be a part of these. Students graduated with a mini-major specific to their interests. To help build the program, junior academies were created at the middle school to spark interest and function as a feeder pipeline. To learn more about our specific academies click HERE.
A Unifying Focus
I was torn as to whether or not I should include this in the theme-based or a standalone category. Obviously, I chose the latter. A unifying focus bridges curriculum, instruction, and assessment to a school’s vision and mission. While every school has a mascot and logo, it is rare to see how these are connected to the elements outlined in the previous sentence. Wells Elementary School in Texas is a great example of how a unifying focus becomes a reality. When the school opened the kids and staff selected the “Explorers” as their mascot and from there on out the goal has been to create an innovative culture where kids actively explore learning through blended pedagogical pathways, outdoors, and in flexible spaces. The focus is strengthened by the school’s commitment to social media to consistently share and reinforce how everything they are doing centers on the whole child and high levels of student agency. To see what I am talking about check out #ExploreWells.
Specialized Programs
Many districts and schools are providing supplements or enhancements to the curriculum to impart more relevance amongst learners. These can range from traditional electives or more innovative options that align to student interests and current trends in the workforce. Some schools are taking it a step further to upgrade to learning environments while providing even more opportunities to engage students authentically. Be sure to check out what Mt. OIive High School in New Jersey has done in this area.
Makerspaces
There isn’t much I have to say here as I have written on the topic extensively over the years. Makerspaces function as an oasis for learners who will never do well on a standardized test or succeed in a traditional classroom environment as that is not how they learn. These spaces foster open-ended exploration, tinkering, making, and creating to learn. Many at-risk kids thrive here as they can learn with their hands while coming up with innovative solutions to problems that align with the real world. Below are some pictures of makerspaces at New Milford High School and Mt. Olive Middle School in New Jersey.
I am sure there are many other great ideas out there that have positively impacted kids across the world. Creating relevant cultures of learning is the responsibility of all who serve kids, not just teachers in the classroom. This includes administrators, boards of education, parents, legislators, and other pertinent stakeholders. If the goal is to improve an array of outcomes and genuinely prepare kids for the workforce now and in the future, a relevant culture is a necessity.
Ormrod, J.E. (2006). Educational psychology: Developing learners (5th ed.). Upper Saddle River, N.J.: Pearson Education, Inc.
Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Success lies in a shared ownership approach to design relevant cultures of learning. It is important to note that this task does not just fall squarely on the shoulders of teachers. However, their role in the process is critical. Below are three questions that kids should be able to answer if learning is relevant:
What they learnedWhy they learned itHow they will use what they learned outside of school
Image credit: Erik FrancisTo dig a little deeper Robin Roberson discusses two fundamental ways to provide relevance to students aligned to research. These include utility value and relatedness.
Utility value answers the question “Yeah, but what am I gonna use this for?” Utility value is purely academic and emphasizes the importance that content has for the students’ future goals — both short-term and long-term goals (Ormrod, 2006).
Relatedness, on the other hand, answers the question “What’s this have to do with me?” Relatedness is an inherent need students have to feel close to the significant people in their lives, including teachers (Ryan & Deci, 2000). Relatedness is seen by many as having nonacademic and academic sides. The nonacademic side of relatedness emphasizes the relationship the instructor has with students. Integral to this side of relatedness is the understanding that students need to feel close to their teachers and are more likely to listen to, learn from, and perhaps identify with the ones they like (Ryan & Deci, 2000).What happens in the classroom through the relationship-building expertise of teachers needs to be supported and enhanced across the entire school or district. Herein lies the vital role leaders play in designing relevant cultures of learning. A systemwide focus on meaning and purpose across all grade levels and content areas goes a long way to supporting a consistent interest in learning. There is no right way to accomplish this as you will see from the examples below.
Theme-Based Schools
Schools that have embraced this ideal have a central purpose that is embedded across grade levels and throughout the entire curriculum. The theme serves as a conduit to connect various content areas and concepts to impart a greater sense of relevance whether it be in the classroom, hallways, or cafeteria. Recently I observed a great example of this during a coaching visit with Kay’s Creek Elementary School in Farmington, UT. Their theme focused on global goals for sustainable development. As you will see below, not only were the goals clearly visible, but each wing of the building highlighted the main components of the environment. Video displays and interactive activities were also found in each of the main entrances to further engage learners in the theme.
Academies
Academy programs represent a bold new direction for education, one that considers student interests, national need, and global demand for highly qualified graduates capable of competing at the most challenging levels. They provide a defined framework for studies in well-defined, career-focused areas directly connected to university majors and workforce need. These programs cultivate emerging professionals who exhibit the knowledge, skill, character, and work ethic necessary for success in the global marketplace. To provide more learning opportunities for our students, the Academies @ New Milford High School were launched during my tenure as principal. Think of it as a school within a school.
The entire program was designed using existing high school courses as well as adding new ones to complement the three Academies—STEM (Science, Technology, Engineering, and Math), Arts & Letters, and Global Leadership—without costing the district precious financial resources. Any learner, regardless of GPA or learning disability, could be a part of these. Students graduated with a mini-major specific to their interests. To help build the program, junior academies were created at the middle school to spark interest and function as a feeder pipeline. To learn more about our specific academies click HERE.
A Unifying Focus
I was torn as to whether or not I should include this in the theme-based or a standalone category. Obviously, I chose the latter. A unifying focus bridges curriculum, instruction, and assessment to a school’s vision and mission. While every school has a mascot and logo, it is rare to see how these are connected to the elements outlined in the previous sentence. Wells Elementary School in Texas is a great example of how a unifying focus becomes a reality. When the school opened the kids and staff selected the “Explorers” as their mascot and from there on out the goal has been to create an innovative culture where kids actively explore learning through blended pedagogical pathways, outdoors, and in flexible spaces. The focus is strengthened by the school’s commitment to social media to consistently share and reinforce how everything they are doing centers on the whole child and high levels of student agency. To see what I am talking about check out #ExploreWells.
Specialized Programs
Many districts and schools are providing supplements or enhancements to the curriculum to impart more relevance amongst learners. These can range from traditional electives or more innovative options that align to student interests and current trends in the workforce. Some schools are taking it a step further to upgrade to learning environments while providing even more opportunities to engage students authentically. Be sure to check out what Mt. OIive High School in New Jersey has done in this area.
Makerspaces
There isn’t much I have to say here as I have written on the topic extensively over the years. Makerspaces function as an oasis for learners who will never do well on a standardized test or succeed in a traditional classroom environment as that is not how they learn. These spaces foster open-ended exploration, tinkering, making, and creating to learn. Many at-risk kids thrive here as they can learn with their hands while coming up with innovative solutions to problems that align with the real world. Below are some pictures of makerspaces at New Milford High School and Mt. Olive Middle School in New Jersey.
I am sure there are many other great ideas out there that have positively impacted kids across the world. Creating relevant cultures of learning is the responsibility of all who serve kids, not just teachers in the classroom. This includes administrators, boards of education, parents, legislators, and other pertinent stakeholders. If the goal is to improve an array of outcomes and genuinely prepare kids for the workforce now and in the future, a relevant culture is a necessity.
Ormrod, J.E. (2006). Educational psychology: Developing learners (5th ed.). Upper Saddle River, N.J.: Pearson Education, Inc.
Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
