Eric C. Sheninger's Blog, page 46
September 11, 2016
Governor Christie’s Guide to Destroying a Great Education System #NJED
It breaks my heart to see what is happening in a state that I hold dear to my heart. I might now live in TX, but I was born and raised in NJ. Both of my parents were public educators; my father an elementary principal in Hackettstown and my mother an elementary teacher in Flemington. They both touched lives and impacted kids like countless other NJ educators. It takes a special person to consciously make a decision to earn less money while putting in an obscene amount of time outside the working day to help students reach their potential. Educators are, and have been, the cultivators of virtually every other profession.
My entire public education career as a teacher (Watchung Hills) and principal (New Milford) was spent in the Garden State working in a system that was, and still is, regarded as one of the best in the nation. This recognition has been validated by state-by-state data comparisons. Historically NJ is typically number one or two. Students in the state routinely outperform their peers on the SAT, ACT, and NAEP from across the country. This past year five of the top 100 public schools in America were from NJ.
Instead of celebrating and strengthening a great public education system, Governor Christie has taken a dumfounding approach with his agenda. Who in their right mind attacks, berates, chastises, and bullies people in a profession who have made the conscious decision to make less money in order to impact kids? Are there some bad teachers and administrators? Of course, just like there are bad lawyers, doctors, accountants, and politicians (hint, hint). However, just like any other profession the amount of bad educators pales in comparison to those who go above and beyond to help kids learn.
Image credit: Drew Sheneman
Let’s look at some of the ridiculous decisions Governor Christie has made to derail a great education system:
Reduced state funding for schools over the years to pay for tax cuts for his rich friends. His latest wisdom is articulated in this article: Chris Christie’s Education Plan Is Shocking: He Wants to Give to the Rich and Take From the Poor. Eliminated cost of living adjustments (COLA) for all retired educators who gave their all for kidsVetoed a mandatory school recess bill, even though research had shown how important it is to student learning.Pushed forward a few unfunded mandates (Common Core, PARCC) that have taken away precious funds from improving what really matters. Schools had to front the money for quality professional development, curriculum revision, and technology to support these mandates. Years later many states have backed away from PARCC. The once strong 26-member consortium has now dwindled to 7. For all the hoopla, PARCC has told us nothing we didn't already know from previous assessments. To make matters worse, NJ has been the only state to make this a graduation requirement in the near future.Imposed superintendent caps to drive out some of our best leaders. Many states have welcomed them with open arms and pocket books as good leaders are often worth every pennyFollowed through with a value-added system for evaluating educators, which by the way has no supporting research. He doubled down on this recently by increasing Student Growth Percentile (SGP) scores to 30% of an educator’s overall evaluation. This latest change was pushed out on Wednesday, August 31, just days before schools welcomed back students. On Monday, a few days later, Education Commissioner David Hespe resigned. A bit shady, huh? In all, the new regulations completely give up on quality teaching and simply shoot for compliance. This was most likely done because people were overburdened with paperwork, but no consideration was given as to the effect of the regulations. The entire SGP issue is a nightmare as in some cases they rely on arbitrary numbers Refused to fully fund the public pension system that he committed to in 2012 while pushing all the blame for the state’s economic woes on teachers, policemen, firemen, and other public sectors committed to the well being of all.
Instead of developing rational strategies based on sound research to support districts, schools, and educators who need the help the most, Christie has implemented a one-size-fits-all approach that goes against the tenets of good pedagogy. The NJDOE has done his bidding long enough and need to begin to push back against his destruction of public education in NJ. It would also be wise of the NJ State Board of Education to take a hard look at how their rubber stamp on Christie’s education agenda has not a shred of supporting research or evidence of success.
NJ teachers, administrators, and teachers continue to rise in the face of this adversity because that’s what professionals dedicated to kids do. Even in these challenging times, schools have risen above the negative rhetoric to innovate and focus on learning that truly matters. A few years ago I challenged Commissioner Hespe to come to my school and see what learning can and should look like. My call on social media went unanswered, but that didn't stop NJDOE representatives from calling my superintendent and asking him to get his principal (me) under control. This only strengthened my resolve.
Keep doing what’s best for kids, as you, not Governor Christie, know what it is like to actually work in a public school. You made the conscious decision to be a difference maker as opposed to making more money in another profession. Your work matters and NJ’s success on the national stage speaks for itself. Thank you for all that you do and keep making those of us fellow Garden State educators proud.
My entire public education career as a teacher (Watchung Hills) and principal (New Milford) was spent in the Garden State working in a system that was, and still is, regarded as one of the best in the nation. This recognition has been validated by state-by-state data comparisons. Historically NJ is typically number one or two. Students in the state routinely outperform their peers on the SAT, ACT, and NAEP from across the country. This past year five of the top 100 public schools in America were from NJ.
Instead of celebrating and strengthening a great public education system, Governor Christie has taken a dumfounding approach with his agenda. Who in their right mind attacks, berates, chastises, and bullies people in a profession who have made the conscious decision to make less money in order to impact kids? Are there some bad teachers and administrators? Of course, just like there are bad lawyers, doctors, accountants, and politicians (hint, hint). However, just like any other profession the amount of bad educators pales in comparison to those who go above and beyond to help kids learn.
Image credit: Drew ShenemanLet’s look at some of the ridiculous decisions Governor Christie has made to derail a great education system:
Reduced state funding for schools over the years to pay for tax cuts for his rich friends. His latest wisdom is articulated in this article: Chris Christie’s Education Plan Is Shocking: He Wants to Give to the Rich and Take From the Poor. Eliminated cost of living adjustments (COLA) for all retired educators who gave their all for kidsVetoed a mandatory school recess bill, even though research had shown how important it is to student learning.Pushed forward a few unfunded mandates (Common Core, PARCC) that have taken away precious funds from improving what really matters. Schools had to front the money for quality professional development, curriculum revision, and technology to support these mandates. Years later many states have backed away from PARCC. The once strong 26-member consortium has now dwindled to 7. For all the hoopla, PARCC has told us nothing we didn't already know from previous assessments. To make matters worse, NJ has been the only state to make this a graduation requirement in the near future.Imposed superintendent caps to drive out some of our best leaders. Many states have welcomed them with open arms and pocket books as good leaders are often worth every pennyFollowed through with a value-added system for evaluating educators, which by the way has no supporting research. He doubled down on this recently by increasing Student Growth Percentile (SGP) scores to 30% of an educator’s overall evaluation. This latest change was pushed out on Wednesday, August 31, just days before schools welcomed back students. On Monday, a few days later, Education Commissioner David Hespe resigned. A bit shady, huh? In all, the new regulations completely give up on quality teaching and simply shoot for compliance. This was most likely done because people were overburdened with paperwork, but no consideration was given as to the effect of the regulations. The entire SGP issue is a nightmare as in some cases they rely on arbitrary numbers Refused to fully fund the public pension system that he committed to in 2012 while pushing all the blame for the state’s economic woes on teachers, policemen, firemen, and other public sectors committed to the well being of all.
Instead of developing rational strategies based on sound research to support districts, schools, and educators who need the help the most, Christie has implemented a one-size-fits-all approach that goes against the tenets of good pedagogy. The NJDOE has done his bidding long enough and need to begin to push back against his destruction of public education in NJ. It would also be wise of the NJ State Board of Education to take a hard look at how their rubber stamp on Christie’s education agenda has not a shred of supporting research or evidence of success.
NJ teachers, administrators, and teachers continue to rise in the face of this adversity because that’s what professionals dedicated to kids do. Even in these challenging times, schools have risen above the negative rhetoric to innovate and focus on learning that truly matters. A few years ago I challenged Commissioner Hespe to come to my school and see what learning can and should look like. My call on social media went unanswered, but that didn't stop NJDOE representatives from calling my superintendent and asking him to get his principal (me) under control. This only strengthened my resolve.
Keep doing what’s best for kids, as you, not Governor Christie, know what it is like to actually work in a public school. You made the conscious decision to be a difference maker as opposed to making more money in another profession. Your work matters and NJ’s success on the national stage speaks for itself. Thank you for all that you do and keep making those of us fellow Garden State educators proud.
September 4, 2016
10 Strategies to Improve Instructional Leadership
I still vividly remember my early years as an assistant principal and principal. Instructional leadership was a routine part of the job along with the budget, master schedule, curriculum development, meetings, email, phone calls, and many other duties. With the evolution of social media yet another responsibility was added to my plate in the form of digital leadership. The position of school administrator really requires one to be a jack-of-all-trades and master of none. This is where many leaders fail to live up to the most important aspect of the position, which is instructional leadership.
Even though I tried, the frequency of which I observed teachers rarely extended beyond the minimal expectation. Not only was I not in classrooms enough, but also the level of feedback provided through the lens of a narrative report did very little to improve teaching and learning both in and out of the classroom. If improvement is the ultimate goal, then we as leaders need to put the most focus on elements of our job that impact student learning. Instructional leaders understand that management is a necessary evil associated with the position, but not something that should come at the expense of improving the learning culture in order to increase achievement.
Image credit: http://info.k-12leadership.org/
It is easy to just say how one should improve instructional leadership or anything else for that matter. Below I offer ten specific strategies implemented during my time as high school principal that you can begin to adopt now.
Get in Classrooms More
This seem so easy, yet is a constant struggle. Begin by increasing the amount of formal observations conducted each year and commit to a schedule to get them all done. We formally observed each one of our teachers three times a year regardless of experience. Another successful strategy is to develop an informal walk-through schedule with your leadership team. I mandated five walks a day for each member of my team and we used a color-coded Google Doc to keep track of where we visited and the specific improvement comments provided to each teacher.
Streamline Expectations and Eliminate Ineffective Practices
Begin with establishing a common vision and expectations for all teachers. We did this by using the Rigor Relevance Framework. This will provide all teachers with consistent, concrete elements to focus on when developing lessons. Get rid of the dog and pony show ritual of announced observations. If lesson plans are still collected, ask for them to demonstrate what will be done two weeks into the future. Consider less of a focus on lesson plans and more on assessment. Collect and review assessments two weeks into the future.
Improve Feedback
Provide at least one suggestion for improvement no matter how good the observation is. There is no perfect lesson. Suggestions for improvement should always contain clear, practical examples and strategies that a teacher can begin to implement immediately. Timely feedback is also essential.
Be a Scholar
Being a scholar not only helps you as a leader to improve professional practice, but it also puts you in a position to have better conversations with your teachers about their own improvement. This adds a whole new level of credibility to the post-conference. I made the point of aligning every point of critical feedback to current research. As you come across research that supports the types of effective pedagogical techniques that you wish to see in your classrooms archive it in a document that you can refer to when writing up observations. I spent each summer as principal reading, researching, curating, and adapting this for use during the school year. It not only saved me time when it came to writing up observations, but also greatly improved my relationship with my staff as the instructional leader.
Model
Don’t ask your teachers to do anything that you are not willing to do yourself. This is extremely important in terms of technology integration in the classroom and professional learning to improve practice. If a teacher is struggling with his or her assessments don't just say you need to work on building better ones. Either provide an example that you have created or co-create an assessment together.
Teach a Class
This can be accomplished regularly during the year or by co-teaching with both struggling and distinguished teachers. During my first couple of years as an administrator I taught a section of high school biology. This is leading by example at it’s best. It also provides a better context for the evolving role of the teacher in the digital age. An instructional leader who walks the walk builds better relationships with staff and in turn will be in a much better position to engage staff in conversations to improve instruction.
Grow Professionally
Attend at least one conference or workshop a year that is aligned to a major initiative or focus area in your school/district. Try to also read one education book and another related to a different field such as leadership, self-help, or business. So many powerful lessons and ideas can be gleaned once we venture outside the education silo. To compliment traditional means of professional learning, work to create or further develop a Personal Learning Network (PLN). Social media provides a 24/7 pathway to ideas, strategies, feedback, resources, and support that every educator should take advantage of in the digital age.
Write in Order to Reflect
Like many other connected educators, writing has really enabled me to process my thinking resulting in a more critical reflection of my work in relation to teaching, learning, and leadership. Our reflections not only assist us with our growth, but can also be catalysts for our staff and others to reflect on their own practice or grow professionally. Having teachers write a brief reflection prior to the post-conference is a great strategy to promote a conversation on improvement that isn't one-sided.
Integrate Portfolios
Portfolios were a requirement for my teachers and complimented our observation process nicely. They provided more clarity and detail on instruction over the entire course of the school year. Portfolios can include learning activities, assessments, unit plans, examples of student work, and other forms of evidence to improve instructional effectiveness. They can also be used to validate good practice.
Co-Observe
During the first quarter of each year I co-observed lessons with members of my administrative team. This was invaluable for many reasons. For one we were able to utilize two sets of eyes during the observation, as some things will always be missed when done solo, no matter how much experience you have. This also allowed me to work with my team to help them improve their instructional leadership. It also helped me improve as every conversation helped me to further reflect on what I saw.
There is nothing more important than ensuring quality learning is taking place in our classrooms. The ten strategies presented can be implemented immediately to improve your instructional leadership. Like all lists there are many great strategies that I missed. With that being said, what would you add to the list?
Even though I tried, the frequency of which I observed teachers rarely extended beyond the minimal expectation. Not only was I not in classrooms enough, but also the level of feedback provided through the lens of a narrative report did very little to improve teaching and learning both in and out of the classroom. If improvement is the ultimate goal, then we as leaders need to put the most focus on elements of our job that impact student learning. Instructional leaders understand that management is a necessary evil associated with the position, but not something that should come at the expense of improving the learning culture in order to increase achievement.
Image credit: http://info.k-12leadership.org/It is easy to just say how one should improve instructional leadership or anything else for that matter. Below I offer ten specific strategies implemented during my time as high school principal that you can begin to adopt now.
Get in Classrooms More
This seem so easy, yet is a constant struggle. Begin by increasing the amount of formal observations conducted each year and commit to a schedule to get them all done. We formally observed each one of our teachers three times a year regardless of experience. Another successful strategy is to develop an informal walk-through schedule with your leadership team. I mandated five walks a day for each member of my team and we used a color-coded Google Doc to keep track of where we visited and the specific improvement comments provided to each teacher.
Streamline Expectations and Eliminate Ineffective Practices
Begin with establishing a common vision and expectations for all teachers. We did this by using the Rigor Relevance Framework. This will provide all teachers with consistent, concrete elements to focus on when developing lessons. Get rid of the dog and pony show ritual of announced observations. If lesson plans are still collected, ask for them to demonstrate what will be done two weeks into the future. Consider less of a focus on lesson plans and more on assessment. Collect and review assessments two weeks into the future.
Improve Feedback
Provide at least one suggestion for improvement no matter how good the observation is. There is no perfect lesson. Suggestions for improvement should always contain clear, practical examples and strategies that a teacher can begin to implement immediately. Timely feedback is also essential.
Be a Scholar
Being a scholar not only helps you as a leader to improve professional practice, but it also puts you in a position to have better conversations with your teachers about their own improvement. This adds a whole new level of credibility to the post-conference. I made the point of aligning every point of critical feedback to current research. As you come across research that supports the types of effective pedagogical techniques that you wish to see in your classrooms archive it in a document that you can refer to when writing up observations. I spent each summer as principal reading, researching, curating, and adapting this for use during the school year. It not only saved me time when it came to writing up observations, but also greatly improved my relationship with my staff as the instructional leader.
Model
Don’t ask your teachers to do anything that you are not willing to do yourself. This is extremely important in terms of technology integration in the classroom and professional learning to improve practice. If a teacher is struggling with his or her assessments don't just say you need to work on building better ones. Either provide an example that you have created or co-create an assessment together.
Teach a Class
This can be accomplished regularly during the year or by co-teaching with both struggling and distinguished teachers. During my first couple of years as an administrator I taught a section of high school biology. This is leading by example at it’s best. It also provides a better context for the evolving role of the teacher in the digital age. An instructional leader who walks the walk builds better relationships with staff and in turn will be in a much better position to engage staff in conversations to improve instruction.
Grow Professionally
Attend at least one conference or workshop a year that is aligned to a major initiative or focus area in your school/district. Try to also read one education book and another related to a different field such as leadership, self-help, or business. So many powerful lessons and ideas can be gleaned once we venture outside the education silo. To compliment traditional means of professional learning, work to create or further develop a Personal Learning Network (PLN). Social media provides a 24/7 pathway to ideas, strategies, feedback, resources, and support that every educator should take advantage of in the digital age.
Write in Order to Reflect
Like many other connected educators, writing has really enabled me to process my thinking resulting in a more critical reflection of my work in relation to teaching, learning, and leadership. Our reflections not only assist us with our growth, but can also be catalysts for our staff and others to reflect on their own practice or grow professionally. Having teachers write a brief reflection prior to the post-conference is a great strategy to promote a conversation on improvement that isn't one-sided.
Integrate Portfolios
Portfolios were a requirement for my teachers and complimented our observation process nicely. They provided more clarity and detail on instruction over the entire course of the school year. Portfolios can include learning activities, assessments, unit plans, examples of student work, and other forms of evidence to improve instructional effectiveness. They can also be used to validate good practice.
Co-Observe
During the first quarter of each year I co-observed lessons with members of my administrative team. This was invaluable for many reasons. For one we were able to utilize two sets of eyes during the observation, as some things will always be missed when done solo, no matter how much experience you have. This also allowed me to work with my team to help them improve their instructional leadership. It also helped me improve as every conversation helped me to further reflect on what I saw.
There is nothing more important than ensuring quality learning is taking place in our classrooms. The ten strategies presented can be implemented immediately to improve your instructional leadership. Like all lists there are many great strategies that I missed. With that being said, what would you add to the list?
August 28, 2016
A Simple Strategy to Deal With Negative People
Nobody likes change, but some dislike it more than others. Negative people in every organization can suck the life out of you. These are the people that constantly undermine you and others who challenge the status quo in order to create a better culture. Some have been empowered for all the wrong reasons and take advantage of their “sacred cow” status. Others are just miserable professionally and dislike their jobs. Then there are those people who just live in perpetual fear of moving outside their comfort zones to try something new. Their reasons vary, but naysayers and antagonists seem to put more energy and effort into making our jobs more difficult than helping to improve how business is done.
One strategy is to avoid negative people, as they will pepper you with numerous problems for every single solution. Even though this can prove to be effective strategy in the short term or when dealing with people on social media, it might not best serve the interests of your district, school, or organization. Naysayers and antagonists thrive on not being challenged when they complain, especially if you cannot come up with a workable solution in a short period of time. A lack of action on your part only makes them stronger.
The secret to dealing with negative people is to make them part of the solution by not allowing them to continually be part of the problem. Giving up on these people is not an option. In some cases making them part of the solution can be accomplished through positive encouragement and reinforcement. In certain situations more support in the form of time, resources, professional development, or improved communication can do the trick. Like you, I am a realist and understand that the positive options above might not result on getting the naysayers and antagonists on your side, whether they want to be or not. This is where I now share with you a very simple, yet effective strategy to deal with negative people.
If you have never read the No Complaining Rule by Jon Gordon, quickly add it to your reading list. It is a very quick and entertaining read with some powerful ideas on how to tackle negativity in the workplace. In the book Gordon presents the No Complaining Rule, which is comprised of essentially two components:
Don't complainIf you do complain, present two solutions to solve your problem or issue
After reading this book over the summer in 2012, I began the school year by implementing the No Complaining Rule with my staff. When doing so I didn’t tell then to stop complaining all together as that is just unrealistic in any organization. However, I did tell them to provide two workable solutions that I would follow-up on. Therein lies the key to dealing with negative people. As leaders we must create the conditions for staff to be honest and open about professional issues. We must then encourage and sometimes challenge them to share practical solutions to the problem and listen intently. The final step is to then try our best to embrace and act upon the solutions provided. If the solution is not practical, try collaborating with the person or people who suggested it in an effort to make it into something that will work.
So what other strategies work when it comes to dealing with negative people?
One strategy is to avoid negative people, as they will pepper you with numerous problems for every single solution. Even though this can prove to be effective strategy in the short term or when dealing with people on social media, it might not best serve the interests of your district, school, or organization. Naysayers and antagonists thrive on not being challenged when they complain, especially if you cannot come up with a workable solution in a short period of time. A lack of action on your part only makes them stronger.
The secret to dealing with negative people is to make them part of the solution by not allowing them to continually be part of the problem. Giving up on these people is not an option. In some cases making them part of the solution can be accomplished through positive encouragement and reinforcement. In certain situations more support in the form of time, resources, professional development, or improved communication can do the trick. Like you, I am a realist and understand that the positive options above might not result on getting the naysayers and antagonists on your side, whether they want to be or not. This is where I now share with you a very simple, yet effective strategy to deal with negative people.
If you have never read the No Complaining Rule by Jon Gordon, quickly add it to your reading list. It is a very quick and entertaining read with some powerful ideas on how to tackle negativity in the workplace. In the book Gordon presents the No Complaining Rule, which is comprised of essentially two components:
Don't complainIf you do complain, present two solutions to solve your problem or issue
After reading this book over the summer in 2012, I began the school year by implementing the No Complaining Rule with my staff. When doing so I didn’t tell then to stop complaining all together as that is just unrealistic in any organization. However, I did tell them to provide two workable solutions that I would follow-up on. Therein lies the key to dealing with negative people. As leaders we must create the conditions for staff to be honest and open about professional issues. We must then encourage and sometimes challenge them to share practical solutions to the problem and listen intently. The final step is to then try our best to embrace and act upon the solutions provided. If the solution is not practical, try collaborating with the person or people who suggested it in an effort to make it into something that will work.
So what other strategies work when it comes to dealing with negative people?
August 21, 2016
Disruptive Innovation
Education is ripe for disruptive change leading to innovative practices that improve learning outcomes for our students. What might have worked in the past will not necessarily have the same impact today, as the world has changed dramatically in a short period of time. It’s safe to say that the seismic shifts we are witnessing as a result of technological advances will continue to reshape our world in ways that we could never have imagined. Disruption has become commonplace in the new world and organizations have moved from adaptation to evolution in order to not only survive, but more importantly thrive.
We can learn many lessons from the past about change and disruptive leadership as certain organizations have embraced innovative ideas while changing the way in which they learn. Let’s take a walk down memory lane to see firsthand some powerful examples of disruptive innovation in action. Remember the days when many of us had a Blockbuster video card? If you didn’t have one you couldn’t rent a VHS tape of your favorite movie. If you did, the joy of watching the latest released movie was often squashed upon our arrival to the store as all the copies were quickly rented out. This didn’t change much when we saw the shift from VHS to DVD. So where is Blockbuster today?
Many of you know the answer to this question already and know that Netflix caused the demise of Blockbuster. Netflix was willing to innovate and change the way they learned. No brick and mortar stores, DVD’s by mail, and eventually streaming video. Blockbuster never really knew what hit them until it was too late. The innovative ideas embraced and employed by Netflix were much more consumer friendly. They also aligned nicely with the technological changes that were occurring. The stubbornness and shortsightedness of Blockbuster along with their unwillingness to move away from business as usual resulted in their ultimate demise.
Let’s look at another example. How many of us had a Blackberry as our first smartphone? I sure did and many members of my Personal Learning Network (PLN) still make fun of me for it as I held on a bit longer than most. Well, the story of Blackberry ended just about the same way as Blockbuster. Apple and Steve Jobs disrupted the smartphone business with the iPhone. Not only did the iPhone decimate Blackberry and forever knock it off the pedestal as the gold standard device, but it also sparked the smartphone wars. Virtually every touchscreen smartphone device today has come to us thanks to the iPhone. This is another example of a willingness to innovate resulting in a fundamental change to learning.
Here is one final example that is unfolding right before our eyes. The taxicab industry has been steadfast in their opposition to change. Any attempts to innovate now are futile as Uber seized on an industry that was not very consumer friendly. Uber owns no physical cars, yet is now valued at around 68 billion dollars. Anyone can get a ride using a consumer-friendly app to hail a ride for a fraction of the cost of a cab. In some cities you can even order food, helicopters, and jets. Don't think for a minute that Uber is waiting around for the next disrupter to come along and eradicate their business model. They truly understand the nature of disruptive innovation and change and are committed to being ahead of the curve. They are doing so by investing in driverless cars. Their commitment to embracing innovative ideas and relentless pursuit of learning will keep them relevant for a long time.
There are powerful lessons schools can learn from the above stories of disruptive innovation. In many ways I see similarities between schools and our education system to Blockbuster, Blackberry, and the taxicab industry. Even though there has been incremental change resulting in some isolated pockets of excellence in schools across the world, system change has been hard to come by. By employing disruptive strategies we can begin the process of creating a more relevant learning culture for our students. If we don't, history has already provided a glimpse as to what might happen.
Disruptive innovation compels educators to go against the flow, challenge the status quo, take on the resistance, and shift our thinking in a more growth-oriented way. Disruptive leadership will lead to disruptive innovation. If we hang on to the same type of thinking we will continue to get the same old results…or worse. This is why digital leadership is so important in a time of rapid change. There is time to go down the path less traveled and create systems of excellence that will be embraced by our learners and in turn better prepare them for their future. Think differently. Learn differently. Disrupt the system as we know it by embracing a business as unusual model. Let’s create a new normal.
We can learn many lessons from the past about change and disruptive leadership as certain organizations have embraced innovative ideas while changing the way in which they learn. Let’s take a walk down memory lane to see firsthand some powerful examples of disruptive innovation in action. Remember the days when many of us had a Blockbuster video card? If you didn’t have one you couldn’t rent a VHS tape of your favorite movie. If you did, the joy of watching the latest released movie was often squashed upon our arrival to the store as all the copies were quickly rented out. This didn’t change much when we saw the shift from VHS to DVD. So where is Blockbuster today?
Many of you know the answer to this question already and know that Netflix caused the demise of Blockbuster. Netflix was willing to innovate and change the way they learned. No brick and mortar stores, DVD’s by mail, and eventually streaming video. Blockbuster never really knew what hit them until it was too late. The innovative ideas embraced and employed by Netflix were much more consumer friendly. They also aligned nicely with the technological changes that were occurring. The stubbornness and shortsightedness of Blockbuster along with their unwillingness to move away from business as usual resulted in their ultimate demise.
Let’s look at another example. How many of us had a Blackberry as our first smartphone? I sure did and many members of my Personal Learning Network (PLN) still make fun of me for it as I held on a bit longer than most. Well, the story of Blackberry ended just about the same way as Blockbuster. Apple and Steve Jobs disrupted the smartphone business with the iPhone. Not only did the iPhone decimate Blackberry and forever knock it off the pedestal as the gold standard device, but it also sparked the smartphone wars. Virtually every touchscreen smartphone device today has come to us thanks to the iPhone. This is another example of a willingness to innovate resulting in a fundamental change to learning.
Here is one final example that is unfolding right before our eyes. The taxicab industry has been steadfast in their opposition to change. Any attempts to innovate now are futile as Uber seized on an industry that was not very consumer friendly. Uber owns no physical cars, yet is now valued at around 68 billion dollars. Anyone can get a ride using a consumer-friendly app to hail a ride for a fraction of the cost of a cab. In some cities you can even order food, helicopters, and jets. Don't think for a minute that Uber is waiting around for the next disrupter to come along and eradicate their business model. They truly understand the nature of disruptive innovation and change and are committed to being ahead of the curve. They are doing so by investing in driverless cars. Their commitment to embracing innovative ideas and relentless pursuit of learning will keep them relevant for a long time.
There are powerful lessons schools can learn from the above stories of disruptive innovation. In many ways I see similarities between schools and our education system to Blockbuster, Blackberry, and the taxicab industry. Even though there has been incremental change resulting in some isolated pockets of excellence in schools across the world, system change has been hard to come by. By employing disruptive strategies we can begin the process of creating a more relevant learning culture for our students. If we don't, history has already provided a glimpse as to what might happen.
“Innovation, in an educational context, is creating, implementing, and sustaining transformative ideas that instill awe to improve learning.”
Disruptive innovation compels educators to go against the flow, challenge the status quo, take on the resistance, and shift our thinking in a more growth-oriented way. Disruptive leadership will lead to disruptive innovation. If we hang on to the same type of thinking we will continue to get the same old results…or worse. This is why digital leadership is so important in a time of rapid change. There is time to go down the path less traveled and create systems of excellence that will be embraced by our learners and in turn better prepare them for their future. Think differently. Learn differently. Disrupt the system as we know it by embracing a business as unusual model. Let’s create a new normal.
August 14, 2016
Against the Flow Leadership
Change is uncomfortable for virtually everyone. I am the first person who will say that the process is not easy or absent of difficult challenges. The challenge of change becomes even more difficult when the main adversary is always right in front of us – our mindset. Our complex brains often work against our best intentions at times. This is Maslow’s hierarchy at play in a nutshell. Instead of taking risks, we revert back to playing it safe. As fear takes hold we forget everything and run. The fail-safe that we are made to think is protecting in nature actually holds us back from following through on implementing innovative ideas that can improve professional practice.
Human nature compels us in many cases to take the easiest possible path to success. In fact, structures are often put in place so that it is difficult to deviate from a prescribed path. It is easy to go with the flow if success has been defined for us. In my opinion that is the case in education. Educators and stakeholders alike have been brainwashed into thinking that a successful school or district is one who achieves through quantitative measures. Institutional practices that have historically been implemented and sustained for the sole purpose of preserving the status quo have become a detriment. Past practice might be the single most negative factor perpetuated by fixed mindsets. We can do better. We need to do better.
Image credit: https://www.cairnway.net/
We must reflect on past practice in order to improve current practice. As a leader, going against the flow is about using fear as a catalyst to face everything and rise. Instead of enabling the status quo to dictate the learning culture of a school, critical reflection is employed to disrupt professional practice in order to grow and improve. This requires asking some difficult questions that will pave the way for change that is desperately needed in some schools. Asking these questions can provide a clear case for disruptive change that can lead to the embracement of innovative ideas and a fundamental shift in learning.
Leaders who choose to go against the flow ask these critical questions about their school culture:
How well are we meeting the needs of today’s learner? This question is a start, however it doesn’t really matter much what we think. The question should be asked to our students in the form of how well are we meeting their needs.Are we more concerned about learning or traditional grading practices? Does homework improve learner outcomes?How does the current process of observation and evaluation of staff ensure accountability while improving instruction and leadership?How does this particular policy positively impact student learning? If it doesn’t, then why is precious time spent on developing and enforcing it?How do we know that our investments in educational technology are actually improving student learning and achievement? What supporting evidence do we have?Do we hold ourselves accountable for implementing ideas and strategies learned through professional development?
These are tough questions that not only enable us to reflect, but to also be honest about what isn’t working in education. There are broken aspects of school culture that cannot be ignored any longer such as grading, homework, professional development, ineffective technology integration, outdated policies, observation/evaluation, and a culture that is not adequately preparing students for their future. As a principal, the questions above were used to implement needed changes that led to results.
This is not the case in all schools, as great progress has been made across the globe to provide more relevant ways to empower learners and educators alike. However, the questions above force us to reflect more holistically to begin the process of meaningful change. We must resist the temptation as leaders to go down the path of least resistance. It is time to go against the flow and usher in new ideas for the betterment of students and us.
What questions above most resonate with you and why? What driving questions would you add?
Human nature compels us in many cases to take the easiest possible path to success. In fact, structures are often put in place so that it is difficult to deviate from a prescribed path. It is easy to go with the flow if success has been defined for us. In my opinion that is the case in education. Educators and stakeholders alike have been brainwashed into thinking that a successful school or district is one who achieves through quantitative measures. Institutional practices that have historically been implemented and sustained for the sole purpose of preserving the status quo have become a detriment. Past practice might be the single most negative factor perpetuated by fixed mindsets. We can do better. We need to do better.
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Image credit: https://www.cairnway.net/We must reflect on past practice in order to improve current practice. As a leader, going against the flow is about using fear as a catalyst to face everything and rise. Instead of enabling the status quo to dictate the learning culture of a school, critical reflection is employed to disrupt professional practice in order to grow and improve. This requires asking some difficult questions that will pave the way for change that is desperately needed in some schools. Asking these questions can provide a clear case for disruptive change that can lead to the embracement of innovative ideas and a fundamental shift in learning.
Leaders who choose to go against the flow ask these critical questions about their school culture:
How well are we meeting the needs of today’s learner? This question is a start, however it doesn’t really matter much what we think. The question should be asked to our students in the form of how well are we meeting their needs.Are we more concerned about learning or traditional grading practices? Does homework improve learner outcomes?How does the current process of observation and evaluation of staff ensure accountability while improving instruction and leadership?How does this particular policy positively impact student learning? If it doesn’t, then why is precious time spent on developing and enforcing it?How do we know that our investments in educational technology are actually improving student learning and achievement? What supporting evidence do we have?Do we hold ourselves accountable for implementing ideas and strategies learned through professional development?
These are tough questions that not only enable us to reflect, but to also be honest about what isn’t working in education. There are broken aspects of school culture that cannot be ignored any longer such as grading, homework, professional development, ineffective technology integration, outdated policies, observation/evaluation, and a culture that is not adequately preparing students for their future. As a principal, the questions above were used to implement needed changes that led to results.
This is not the case in all schools, as great progress has been made across the globe to provide more relevant ways to empower learners and educators alike. However, the questions above force us to reflect more holistically to begin the process of meaningful change. We must resist the temptation as leaders to go down the path of least resistance. It is time to go against the flow and usher in new ideas for the betterment of students and us.
What questions above most resonate with you and why? What driving questions would you add?
August 7, 2016
Making is a Process
“No two makerspaces should be exactly alike, because no two school communities are exactly alike. Properly planning your makerspace will ensure that you uncover themes that are unique and meaningful to your school. It will ensure that your space is vibrant and relevant, as well as one that is sustainable into the future. “ – Laura Fleming, author of Worlds of Making
When we created our makerspace at New Milford High School many years ago we never fully realized the positive impact it would have on our learners. In a time where wood shop, metal shop, and agriculture were cut for the mere reason that the content was deemed non-essential or could not be tested something had to change. This was the reality for many schools in the Northeast. In our particular case not having trade-based courses was devastating as one third of our population was classified special needs. For all intensive purposes most of these students could care less about the curriculum, Common Core Standards, or standardized tests (i.e. PARCC). The creation and evolution of our makerspace solved this problem.
The premise was simple; allow students to utilize guided inquiry in an informal learning environment that was facilitated by the use of real-world tools to do real-world work. Students were not only able to actively explore their passions, but also learn from failure as well as trial and error. Our students thrived in an environment where the word “fail” really stood for first attempt in learning. There was no clearer evidence of this as when students were using old computer parts to design and create an entirely new operating system from scratch.
The makerspace was less about the latest technological gadget and more about the process of tinkering, inventing, creating, and making to learn. This is probably the single most important lesson I learned from Laura Fleming, the teacher librarian extraordinaire who was the original architect of our makerspace. I say original architect as after the space was initially established she empowered the students to chart its course going forward. Success rested in her ability to focus on her role as a facilitator or coach as opposed to someone who knew who to use all the stuff. She was the quintessential guide to possibilities who unlocked the learning potential of our students.
In a time when we tend to focus on the next big thing in technology we learned that planning was key and that a focus on learning and pedagogy would help us to achieve better learning outcomes for our students. This was true for many of our change efforts including BYOD, blended learning, and virtual learning. The makerspace was no different. We meticulously planned with our students a vision for how the space would foster powerful learning experiences grounded in rigor, relevance, and relationships. Maker activities naturally align themselves to Quad D work as outlined by the Rigor Relevance Framework. It is through these hands-on activities that students employ a range of higher-order thinking skills to solve real-world, unpredictable problems that have more than one solution. Through this engaging process students also readily make connections to a range of other disciplines.
Planning is key. Many people take the approach of ordering equipment and materials before taking time to plan out the space (same can be said with 1:1 initiatives). This should be the last step. Talk to your students, watch them, and understand their needs, wants, and interests first. Assess existing curricula, programs, and offerings within your school community Consider global trends and best practices, which will then help you to develop themes. After considering these important steps a systematic approach to ordering technology and other items will help to create a makerspace that best meets the needs of your learners.
Process is everything. I try to emulate this when I conduct hands-on makersapce workshops. The key takeaway that I want educators to leave with is a focus on open-ended exploration. There is no better prompt than make something that does something. It is simple, yet so powerful in that educators (or in your case students) have to work collaboratively to come up with a creative solution to solve a problem. Take a look at this video from a workshop I recently conducted (also below). In addition to set materials that I provided, I encouraged attendees to utilize anything else they could find. The results were nothing less than spectacular.
The most important aspect of a makerspaces is that it can spark your student’s natural desire to learn. I think we can all agree this should be the intended outcome when leading the maker movement. With a careful attention to planning and design thinking your makerspace can transform the learning culture of your school like ours did.
When we created our makerspace at New Milford High School many years ago we never fully realized the positive impact it would have on our learners. In a time where wood shop, metal shop, and agriculture were cut for the mere reason that the content was deemed non-essential or could not be tested something had to change. This was the reality for many schools in the Northeast. In our particular case not having trade-based courses was devastating as one third of our population was classified special needs. For all intensive purposes most of these students could care less about the curriculum, Common Core Standards, or standardized tests (i.e. PARCC). The creation and evolution of our makerspace solved this problem.
The premise was simple; allow students to utilize guided inquiry in an informal learning environment that was facilitated by the use of real-world tools to do real-world work. Students were not only able to actively explore their passions, but also learn from failure as well as trial and error. Our students thrived in an environment where the word “fail” really stood for first attempt in learning. There was no clearer evidence of this as when students were using old computer parts to design and create an entirely new operating system from scratch.
The makerspace was less about the latest technological gadget and more about the process of tinkering, inventing, creating, and making to learn. This is probably the single most important lesson I learned from Laura Fleming, the teacher librarian extraordinaire who was the original architect of our makerspace. I say original architect as after the space was initially established she empowered the students to chart its course going forward. Success rested in her ability to focus on her role as a facilitator or coach as opposed to someone who knew who to use all the stuff. She was the quintessential guide to possibilities who unlocked the learning potential of our students.
In a time when we tend to focus on the next big thing in technology we learned that planning was key and that a focus on learning and pedagogy would help us to achieve better learning outcomes for our students. This was true for many of our change efforts including BYOD, blended learning, and virtual learning. The makerspace was no different. We meticulously planned with our students a vision for how the space would foster powerful learning experiences grounded in rigor, relevance, and relationships. Maker activities naturally align themselves to Quad D work as outlined by the Rigor Relevance Framework. It is through these hands-on activities that students employ a range of higher-order thinking skills to solve real-world, unpredictable problems that have more than one solution. Through this engaging process students also readily make connections to a range of other disciplines.
Planning is key. Many people take the approach of ordering equipment and materials before taking time to plan out the space (same can be said with 1:1 initiatives). This should be the last step. Talk to your students, watch them, and understand their needs, wants, and interests first. Assess existing curricula, programs, and offerings within your school community Consider global trends and best practices, which will then help you to develop themes. After considering these important steps a systematic approach to ordering technology and other items will help to create a makerspace that best meets the needs of your learners.
Process is everything. I try to emulate this when I conduct hands-on makersapce workshops. The key takeaway that I want educators to leave with is a focus on open-ended exploration. There is no better prompt than make something that does something. It is simple, yet so powerful in that educators (or in your case students) have to work collaboratively to come up with a creative solution to solve a problem. Take a look at this video from a workshop I recently conducted (also below). In addition to set materials that I provided, I encouraged attendees to utilize anything else they could find. The results were nothing less than spectacular.
The most important aspect of a makerspaces is that it can spark your student’s natural desire to learn. I think we can all agree this should be the intended outcome when leading the maker movement. With a careful attention to planning and design thinking your makerspace can transform the learning culture of your school like ours did.
July 31, 2016
Word Cloud Tools: Raising the Bar
Word clouds, or tag clouds as they are sometimes called, bring words to life in a visual way. They constitute graphical representations of word frequency that give greater prominence to words that appear more often. These words can be taken from an analyzed text or added manually. The more a word appears or is imputed, the larger it will be in the cloud. Best of all word cloud generators are easy to use and there are a variety of display features that can be used for aesthetic appeal.
For years word clouds have been fan favorites of teachers and administrators alike. These early web tools burst on the scene to provide new avenues to engage students and stakeholders. Over the years these tools have been used to increase student engagement. From a pedagogical sense they can be used as part of an anticipatory set or as a means to review prior learning, check for understanding, and close a lesson. They can also be used more broadly as part of a larger student project to assist with making their learning more visible.
Image credit: http://www.christoy.net/
Even though words clouds are used as a pedagogical strategy in class their true power lies in their ability to communicate ideas at a glance. They can be used to highlight successes and achievements as well as articulate how stakeholders feel about our schools and districts. There are many other benefits of using word clouds in general. They are relatively easy to comprehend, can provide clarity on overreaching ideas, and are easy to share across digital networks. It is no wonder that these tools have been embraced in education and business.
Popular word cloud generators include Wordle and Tagxedo. Even though these are extremely popular there are some apparent downsides. Let’s analyze the description of Wordle:
Enter Mentimeter and AnswerGarden. Both tools can be used for formative assessment. Responses to an open-ended question of your choice can be used to create a word cloud. Each is simple to use and will only take minutes to set up. With Answer Garden all responses form a growing word cloud, which can be exported to Wordle or Tagxedo if you wish. You can even set up an administrator password to remove inappropriate responses. When setting up Mentimeter there are seven different question types to choose from, one of which is a means to have answers curated into a colorful word cloud. It even has a profanity filter.
With all the tech tools integrated in schools we need to also be more mindful of the questions to which we ask our learners to respond. Let’s move away from the use of toys to support low-level learning and begin to integrate the power of word clouds to support high-level learning.
For years word clouds have been fan favorites of teachers and administrators alike. These early web tools burst on the scene to provide new avenues to engage students and stakeholders. Over the years these tools have been used to increase student engagement. From a pedagogical sense they can be used as part of an anticipatory set or as a means to review prior learning, check for understanding, and close a lesson. They can also be used more broadly as part of a larger student project to assist with making their learning more visible.
Image credit: http://www.christoy.net/Even though words clouds are used as a pedagogical strategy in class their true power lies in their ability to communicate ideas at a glance. They can be used to highlight successes and achievements as well as articulate how stakeholders feel about our schools and districts. There are many other benefits of using word clouds in general. They are relatively easy to comprehend, can provide clarity on overreaching ideas, and are easy to share across digital networks. It is no wonder that these tools have been embraced in education and business.
Popular word cloud generators include Wordle and Tagxedo. Even though these are extremely popular there are some apparent downsides. Let’s analyze the description of Wordle:
Wordle is a toy for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes.Herein lies the problem with tools like this. For starters they are openly referred to as toys. The second issue stems from the fact that the cloud itself is created in a relatively low-level way when it comes to thinking. All one has to do is input words and paste text to create a cloud. My issue with Wordle and Tagxedo is that little to no critical thought is aligned to what could be a powerful way to aid in conceptual mastery. This is not to say that word clouds can’t be used to support higher order thinking skills. The key here is to begin to look beyond traditional tools and begin to integrate those that allow students and stakeholders alike to respond to open ended questions.
Enter Mentimeter and AnswerGarden. Both tools can be used for formative assessment. Responses to an open-ended question of your choice can be used to create a word cloud. Each is simple to use and will only take minutes to set up. With Answer Garden all responses form a growing word cloud, which can be exported to Wordle or Tagxedo if you wish. You can even set up an administrator password to remove inappropriate responses. When setting up Mentimeter there are seven different question types to choose from, one of which is a means to have answers curated into a colorful word cloud. It even has a profanity filter.
With all the tech tools integrated in schools we need to also be more mindful of the questions to which we ask our learners to respond. Let’s move away from the use of toys to support low-level learning and begin to integrate the power of word clouds to support high-level learning.
July 24, 2016
The Power of You
Make no mistake about it; the job of any type of educator is tough these days. It is a rewarding profession in that we have the opportunity to make a positive difference each day, but for all our efforts, thanks and appreciation are tough to come by at times. The fact that many countries don’t value the honorable work that is done in classrooms and schools is a tough pill to swallow. Throw in the endless array of mandates, directives, and time dedicated to the job and many would question whether it is even worth it to go into the field of education these days.
Psychology does not work in our favor. It is relatively easy to succumb to the negative. A great deal of research has found that negative perspective is more contagious than positive perspective. Thus, it is natural to get bogged down by pressures of the job that seem to keep mounting. Renee Jain provides a good summation of what we experience:
What makes the job of an educator even more difficult are the hard to reach students who are reluctant to learn. When this situation is thrown into the mix with any of the other challenges previously mentioned, the role of an educator could seem pointless. As Jackie Gerstein states, “All kids have worth. Some, though, want to prove to us that they have none. Our job as caring educators is to prove them wrong.”
Image credit: Jackie Gerstein
With all the challenges you face each day know that your work and compassion is needed more than ever. Watch this video below. Put yourself in the role of the storeowner and the child as one of your students.
The video above exemplifies how important educators are. Even when times are tough know that your work matters to those who we serve. Whether you realize it or not, the payoff of your dedication and commitment might not bear fruit for many years. Even in trying times take solace in knowing how you impact kids. It is in our nature to focus on the negatives, but you work too hard to allow yourself to fall victim to this psychological trap.
It is all about the power of YOU! You have the opportunity to positively impact the life of a child every day. If you care enough, change can and will happen. You are the difference maker. Reach for the sky and experience your potential. Reach for the stars and discover unlimited potential. You CAN usher in bold ideas for a new future. Believe in yourself and help your colleagues do the same. Thank you for all that you do. Our future is bright because of YOU!
Psychology does not work in our favor. It is relatively easy to succumb to the negative. A great deal of research has found that negative perspective is more contagious than positive perspective. Thus, it is natural to get bogged down by pressures of the job that seem to keep mounting. Renee Jain provides a good summation of what we experience:
"The negativity bias is a tendency to have greater sensitivity to negative than to positive events. Some researchers posit that, psychologically speaking, negative events weigh close to three times more than positive events. While this bias may serve us in situations related to survival, it can cause distress in everyday encounters. So the question becomes: How can we topple this negativity bias?"
What makes the job of an educator even more difficult are the hard to reach students who are reluctant to learn. When this situation is thrown into the mix with any of the other challenges previously mentioned, the role of an educator could seem pointless. As Jackie Gerstein states, “All kids have worth. Some, though, want to prove to us that they have none. Our job as caring educators is to prove them wrong.”
Image credit: Jackie GersteinWith all the challenges you face each day know that your work and compassion is needed more than ever. Watch this video below. Put yourself in the role of the storeowner and the child as one of your students.
The video above exemplifies how important educators are. Even when times are tough know that your work matters to those who we serve. Whether you realize it or not, the payoff of your dedication and commitment might not bear fruit for many years. Even in trying times take solace in knowing how you impact kids. It is in our nature to focus on the negatives, but you work too hard to allow yourself to fall victim to this psychological trap.
It is all about the power of YOU! You have the opportunity to positively impact the life of a child every day. If you care enough, change can and will happen. You are the difference maker. Reach for the sky and experience your potential. Reach for the stars and discover unlimited potential. You CAN usher in bold ideas for a new future. Believe in yourself and help your colleagues do the same. Thank you for all that you do. Our future is bright because of YOU!
July 17, 2016
Critical Conversations
We are in the midst of disruptive change that is engulfing our society. The second we get a grasp on a new technology there is an update, new version, or something entirely different. It is an exciting, yet terrifying time as many of us just try to keep up. This is the new normal in our world and advancements in virtually every field and profession will continue at an exponential rate. As educators you don’t need to like technology, but you do have to accept it. The reality is that not just technology, but an array of innovative ideas, are constantly at our fingertips.
The disruptive changes we are seeing provide an opportunity to reflect on what we are in order to help better determine where we want to be. Taking all of this into account, how well are you meeting the needs of today’s learner? I ask this question in virtually every workshop I facilitate. The responses run the spectrum from not very well to some pretty innovative ways. Overall many schools, administrators, and teachers are quite content with where they are currently at in regards to meeting the needs of learners in the digital age. Make no mistake about it, real change is happening in many schools, mostly in the form of isolated pockets of excellence.
Image credit: http://www.slideshare.net/ccalahan/cr...
The question above provides a great initial point of reflection as to where you are at with your change and transformation efforts. However, it falls short in terms of determining how well we are really doing as we are jaded by our own perception at times. Even though we might think we are doing a great job this might not be the reality of the ones we serve. The real question to drive meaningful change in our schools is asking our students how well we are meeting their needs. It is important to at first listen and then begin to take action on some of the thoughts and ideas they provide. They are, after all, our number one stakeholder and true boss.
If you want real change engage your learners in critical conversations about your school, district, or classroom experience. Even if you are integrating all of the latest technology, chances are teaching, learning, and leadership have not changed to allow for a transformation of school culture. Continue these conversations with your students throughout the school year by making it an embedded component of your professional practice. It will be difficult at first to hear from your students some of the issues that they have with the learning culture at your school. Over time though the relationships that are built through this honest dialogue will help drive the right changes that are needed.
For more tips on how to engage others in critical conversations click HERE.
The disruptive changes we are seeing provide an opportunity to reflect on what we are in order to help better determine where we want to be. Taking all of this into account, how well are you meeting the needs of today’s learner? I ask this question in virtually every workshop I facilitate. The responses run the spectrum from not very well to some pretty innovative ways. Overall many schools, administrators, and teachers are quite content with where they are currently at in regards to meeting the needs of learners in the digital age. Make no mistake about it, real change is happening in many schools, mostly in the form of isolated pockets of excellence.
Image credit: http://www.slideshare.net/ccalahan/cr...The question above provides a great initial point of reflection as to where you are at with your change and transformation efforts. However, it falls short in terms of determining how well we are really doing as we are jaded by our own perception at times. Even though we might think we are doing a great job this might not be the reality of the ones we serve. The real question to drive meaningful change in our schools is asking our students how well we are meeting their needs. It is important to at first listen and then begin to take action on some of the thoughts and ideas they provide. They are, after all, our number one stakeholder and true boss.
If you want real change engage your learners in critical conversations about your school, district, or classroom experience. Even if you are integrating all of the latest technology, chances are teaching, learning, and leadership have not changed to allow for a transformation of school culture. Continue these conversations with your students throughout the school year by making it an embedded component of your professional practice. It will be difficult at first to hear from your students some of the issues that they have with the learning culture at your school. Over time though the relationships that are built through this honest dialogue will help drive the right changes that are needed.
For more tips on how to engage others in critical conversations click HERE.
July 10, 2016
The Process of Change
There is always a great deal of discussion about change in education in order to better prepare students for success. The stakes have become higher as changes in a globally connected world are far outpacing those in our schools. The proliferation of technology in the world is making it much more difficult to engage our students. This is not to say that meaningful, impactful changes are not evident in schools across the globe. Through my work I have seen in person, and through social media, some amazing examples of what education can and should be. However, these cases tend to be isolated pockets of excellence as opposed to systemic transformation evident across an entire system, district, or school.
It’s not just advancements in technology that have to be addressed in our schools. Other elements embedded in school culture cloud our vision as to what is both needed and possible. Issues such as the status quo, traditions, mindset, fear, apathy, funding, infrastructure, and time seem to consistently rear their ugly heads. These real challenges morph into excuses that ultimately inhibit the change process. Every single school on this planet deals with these challenges and many others on a daily basis. The good news in all of this is that they are not insurmountable. If you feel it is important, you will find a way. If not, then human nature will take over and you will make an excuse. The process of change is driven by a desire to focus on solutions rather than excuses.
Image credit: http://10minutehr.com/wp-content/uplo...
Now here’s the thing with change. It is not easy. Nor will it happen quickly. Sometimes the best examples of sustainable change have resulted from a more organic approach. The ability to initiate, manage, and sustain change relies on a leader’s ability to think of it as a process as opposed to an event. This takes vision, planning, patience, and perseverance. If sustainable change is the goal, it is important to clarify the what, why, and how followed by a determination of success.
What
This seems like a simple step, but more often than not change never begins because we identify way too many issues that need to be addressed. To simplify the process take a look at data, which can come in many forms. A data review will give you a clear focus that can later be used to articulate the why. Below are some forms of data that can help you try needed change:
Achievement (standardized scores, local measures)Attendance ratesGraduation/promotion ratesDiscipline referralsFacilities inventoryTech auditPerception (find out what kids think needs to change)Ask better questions to determine what needs to change. Don't ask educators in your school or community how well you are meeting the needs of today's learner. Instead, ask your learners how well you school is meeting their needs.
Why
Once you have some data to identify what needs to change the next step is to build broad support. Aligning supporting research is a sound approach to build a compelling reason as to why the change is needed. This, combined with what the data is telling you, will build a foundation to move the process in a positive direction. To streamline the process consider using Google Scholar to quickly and easily find research that supports the need for change. When we tackled our grading culture at my school I first looked at the data (we were failing way too many kids) and then used Google Scholar to find research to guide the direction for a better way. When tackling the why it is also important to consider the following questions to mitigate potential issues while providing a greater focus:
Why does change not work?Why has it failed in your school?What are surrounding schools doing?Are we meeting the needs of our students and preparing them for their future?How
This is where you need to roll up your sleeves and be prepared to get dirty. Change rarely succeeds through mandates, directives, buy-ins, or unilateral decisions. Creating a process that involves honest feedback and consensus are imperative. The best way to approach this is to form a comprehensive committee that includes key naysayers, antagonists, and resisters. You cannot allow them to continue to be a part of the problem. They must be active contributors to a solution. Present the data, supporting research, and together build a shared vision and strategic plan for the identified change. Be prepared though to make some tough decisions. Going back to the grading example, we openly discussed and agreed on a failure floor, no zeros, and a process of retakes/redos. However, I then established seven criteria that had to be supported with evidence before any student could receive a failing quarter grade. You can see the resulting document HERE. Accountability was ensured as I reviewed all quarter failures and asked for the evidence that everything was done to help students succeed.
Success
In the end, a strategic plan for change should bear positive results. If the results are not what you expect then re-evaluate to improve as opposed to scrapping the idea and giving up. Referring to the grading example one last time, over the course of three years we reduced our student failures by 75% while also increasing graduation and attendance rates as well as standardized test scores.
Image credit: http://www.managementguru.net/wp-cont...
This change process recipe can be applied to virtually any initiative from homework to mobile learning (BYOD, 1:1), to changes to the school schedule, and anything else. It all comes down to leadership and the will to improve in order to create a better learning culture for all students.
It’s not just advancements in technology that have to be addressed in our schools. Other elements embedded in school culture cloud our vision as to what is both needed and possible. Issues such as the status quo, traditions, mindset, fear, apathy, funding, infrastructure, and time seem to consistently rear their ugly heads. These real challenges morph into excuses that ultimately inhibit the change process. Every single school on this planet deals with these challenges and many others on a daily basis. The good news in all of this is that they are not insurmountable. If you feel it is important, you will find a way. If not, then human nature will take over and you will make an excuse. The process of change is driven by a desire to focus on solutions rather than excuses.
Image credit: http://10minutehr.com/wp-content/uplo...
Now here’s the thing with change. It is not easy. Nor will it happen quickly. Sometimes the best examples of sustainable change have resulted from a more organic approach. The ability to initiate, manage, and sustain change relies on a leader’s ability to think of it as a process as opposed to an event. This takes vision, planning, patience, and perseverance. If sustainable change is the goal, it is important to clarify the what, why, and how followed by a determination of success.
What
This seems like a simple step, but more often than not change never begins because we identify way too many issues that need to be addressed. To simplify the process take a look at data, which can come in many forms. A data review will give you a clear focus that can later be used to articulate the why. Below are some forms of data that can help you try needed change:
Achievement (standardized scores, local measures)Attendance ratesGraduation/promotion ratesDiscipline referralsFacilities inventoryTech auditPerception (find out what kids think needs to change)Ask better questions to determine what needs to change. Don't ask educators in your school or community how well you are meeting the needs of today's learner. Instead, ask your learners how well you school is meeting their needs.
Why
Once you have some data to identify what needs to change the next step is to build broad support. Aligning supporting research is a sound approach to build a compelling reason as to why the change is needed. This, combined with what the data is telling you, will build a foundation to move the process in a positive direction. To streamline the process consider using Google Scholar to quickly and easily find research that supports the need for change. When we tackled our grading culture at my school I first looked at the data (we were failing way too many kids) and then used Google Scholar to find research to guide the direction for a better way. When tackling the why it is also important to consider the following questions to mitigate potential issues while providing a greater focus:
Why does change not work?Why has it failed in your school?What are surrounding schools doing?Are we meeting the needs of our students and preparing them for their future?How
This is where you need to roll up your sleeves and be prepared to get dirty. Change rarely succeeds through mandates, directives, buy-ins, or unilateral decisions. Creating a process that involves honest feedback and consensus are imperative. The best way to approach this is to form a comprehensive committee that includes key naysayers, antagonists, and resisters. You cannot allow them to continue to be a part of the problem. They must be active contributors to a solution. Present the data, supporting research, and together build a shared vision and strategic plan for the identified change. Be prepared though to make some tough decisions. Going back to the grading example, we openly discussed and agreed on a failure floor, no zeros, and a process of retakes/redos. However, I then established seven criteria that had to be supported with evidence before any student could receive a failing quarter grade. You can see the resulting document HERE. Accountability was ensured as I reviewed all quarter failures and asked for the evidence that everything was done to help students succeed.
Success
In the end, a strategic plan for change should bear positive results. If the results are not what you expect then re-evaluate to improve as opposed to scrapping the idea and giving up. Referring to the grading example one last time, over the course of three years we reduced our student failures by 75% while also increasing graduation and attendance rates as well as standardized test scores.
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This change process recipe can be applied to virtually any initiative from homework to mobile learning (BYOD, 1:1), to changes to the school schedule, and anything else. It all comes down to leadership and the will to improve in order to create a better learning culture for all students.
