Eric C. Sheninger's Blog, page 53
May 3, 2015
A Title Doesn't Make You a Leader
I pondered just sending out the title of this post as a tweet – short, sweet (well not so much), and to the point. Instead of just throwing out a sound bite into the social media abyss a detailed explanation is in order. Now here’s why. As of late I have been working with a greater number of teachers across the country on digital leadership and learning. During the many conversations that ensue over the course of the workshop a common theme has developed and that is real change can only come from the adults that have a specific title such as Board of Education member, superintendent, other central office administrators, principals, supervisors, etc. Immediately upon hearing this I share stories of many “leaders” by title that I have come in contact with over the years, or observed from afar, that did anything but lead. I would also bet that I am not the only one who feels this way either.
Titles are often squandered that result in lost opportunities to transform organizations in positive ways. Leaders by title alone often exhibit many defining characteristics such as egos, power trips, taking credit for the work of others, handing down mandates/directives, invisibility (i.e. never seen or around when needed), and insecurity when their ideas are challenged out in the open. They commonly tell others what to do without having done it themselves or assisting in the process. I could go on and on, but I think you get the point. Changes that are implemented by leaders by title are never sustained. What scares me the most about leaders by title only is that they have the ability and power to inhibit the changes that are desperately needed. The perception of the term leader needs to change and it begins with you.
Image credit: https://pbs.twimg.com/media/Bwnk_S4CQ...
A title doesn’t automatically anoint one as a leader. Leadership is comprised of a dynamic mix of behaviors, mindset, and skills, which are used to move people where a leader wants them to be for the betterment of the organization. In the case of schools, great leaders help others see the value of change by clearly articulating the why and how to build broad support through consensus. However, a real leader knows when to step in and make the hard decisions that have to be made having calculated the positive outcomes prior. They also stand by these decisions in the face of adversity.
In my opinion all leaders have one thing in common – they do, as opposed to just talk. Leadership is about action, not position. This comes back to the motivation for this post. Some of the best leaders I have seen during my years in education never had a title. What they did have was the tenacity to act on a bold vision for change to improve learning for kids as well as overall school culture. These people are overlooked because they don’t possess the necessary title that is used to describe a leader in a traditional sense.
Make no mistake about the fact that many of you are surrounded by these people each day both physically and virtually. They are teachers, students, parents, and even administrators who have all taken action to initiate meaningful change in their classrooms or schools.These people don’t just talk the talk, but they walk the walk. They lead by example in what might be the most impactful way possible – modeling. These true leaders do not expect others to do what they are not willing to do. The best part is that these unsung heroes do not need a title to make a difference. They also don't need a title to be agents of change.
Image credit: Tom D'Amico
Everyone has the capacity to be a leader through his/her determination to be better for the greater common good. Leaders choose to become so and are ultimately defined by his/her resolve to initiate change in the face of adversity. I believe that leadership is not innate, but rather learned through the actions that we choose to take as well as a critical analysis (both good and bad) of other leaders. So the next time someone with a title is referred to as a leader think about what he or she has really done in his or her respective position to champion real change. Upon pondering that the realization might be that the true leader is actually you even though you don’t have the title.
Titles are often squandered that result in lost opportunities to transform organizations in positive ways. Leaders by title alone often exhibit many defining characteristics such as egos, power trips, taking credit for the work of others, handing down mandates/directives, invisibility (i.e. never seen or around when needed), and insecurity when their ideas are challenged out in the open. They commonly tell others what to do without having done it themselves or assisting in the process. I could go on and on, but I think you get the point. Changes that are implemented by leaders by title are never sustained. What scares me the most about leaders by title only is that they have the ability and power to inhibit the changes that are desperately needed. The perception of the term leader needs to change and it begins with you.
Image credit: https://pbs.twimg.com/media/Bwnk_S4CQ...A title doesn’t automatically anoint one as a leader. Leadership is comprised of a dynamic mix of behaviors, mindset, and skills, which are used to move people where a leader wants them to be for the betterment of the organization. In the case of schools, great leaders help others see the value of change by clearly articulating the why and how to build broad support through consensus. However, a real leader knows when to step in and make the hard decisions that have to be made having calculated the positive outcomes prior. They also stand by these decisions in the face of adversity.
In my opinion all leaders have one thing in common – they do, as opposed to just talk. Leadership is about action, not position. This comes back to the motivation for this post. Some of the best leaders I have seen during my years in education never had a title. What they did have was the tenacity to act on a bold vision for change to improve learning for kids as well as overall school culture. These people are overlooked because they don’t possess the necessary title that is used to describe a leader in a traditional sense.
Make no mistake about the fact that many of you are surrounded by these people each day both physically and virtually. They are teachers, students, parents, and even administrators who have all taken action to initiate meaningful change in their classrooms or schools.These people don’t just talk the talk, but they walk the walk. They lead by example in what might be the most impactful way possible – modeling. These true leaders do not expect others to do what they are not willing to do. The best part is that these unsung heroes do not need a title to make a difference. They also don't need a title to be agents of change.
Image credit: Tom D'AmicoEveryone has the capacity to be a leader through his/her determination to be better for the greater common good. Leaders choose to become so and are ultimately defined by his/her resolve to initiate change in the face of adversity. I believe that leadership is not innate, but rather learned through the actions that we choose to take as well as a critical analysis (both good and bad) of other leaders. So the next time someone with a title is referred to as a leader think about what he or she has really done in his or her respective position to champion real change. Upon pondering that the realization might be that the true leader is actually you even though you don’t have the title.
April 28, 2015
Let Your Work Do The Talking
Let me start off by saying that this post has been brewing for a while based on what I have observed with nothing being directed at me personally. Maybe it is just the way I feel, but I am thinking that this is not the case.
It seems like adults at times are the worse examples for our youth. Take sports for example. I was raised to enjoy many sports for the love of the game, teamwork, and competing amongst friends. Things sure have changed. It is now quite common to observe trash talk among youth and sport athletes. This was rarely the case back in my day. There is a lesson here to teach kids about the inappropriateness of this, but it becomes even tougher when adults constantly model inappropriate behavior. At what point did sportsmanship, manners, etiquette and modeling appropriate behavior not become important?
This type of behavior is also found in the online world. I entered the online world in 2009 and can honestly say a great deal has changed. It sort of parallels the example above in the youth athletics arena. From my point of view (and only mine), it was a much more welcoming space where mutual respect was earned through constructive discourse, dialogue, and collaboration. In many cases it now seems to be dominated by competition, cliques, and people trying to one up each other all the time. I have seen the conversational tone lessen and more attacks, jabs, and isolation of certain groups evolve over time. Belittlement has become the flavor of the month for one too many.
I still believe in the power of the space and constantly find inspiration in the work of others. Yes, the pettiness of some has driven me to write this post, but I do believe that as role models and educators we need to set the example of what we expect to see from our youth in online spaces. To that end I offer this simple bit of advice -Actions speak louder than words and in the long run are more respected. Instead of putting other people down let your work do the talking. There is no greater influential force than that of modeling. As they say, talk is cheap. There is nothing cheaper than taking shots from behind a computer screen at other educators whose success has come as a result of hard work.
Image credit: http://blog.lib.umn.edu/bgleason/pt/w...
I never saw myself being in the position I am today, nor did many other connected educators for that matter. I tend to stay above the fray even when I see veiled cheap shots and passive aggressive behavior directed at those who are doing nothing more than their jobs. My parents taught me to work hard in life and appreciate those who work just as hard and harder than me. So when terms like rockstar and thought-leader are thrown my way I feel uncomfortable. My perceived success and influence is only a result of the many connected educators who set the bar so high. Their unselfish work geared towards kids that is exemplified through sharing, conversation, and artifacts is what sets them apart from others. To put people like this down perplexes me deeply.
In life success is earned, not given out. Personally I have worked extremely hard for everything I have accomplished professionally. At this point I never ask to be included in events or conversations, as I would hope that my work places me in this position. When I and others are included it is because of our work. It baffles me as to why other educators blatantly knock down and berate their colleagues. After all, we are all in the business of education in our respective roles.
Talk, opinions, rhetoric rarely change anything. When I see other educators succeed it brings me great pride no matter who they are. I tend not to judge, but constantly watch other educators do just that through social media. Let’s be the example that we wish to see in others, especially our kids.
It seems like adults at times are the worse examples for our youth. Take sports for example. I was raised to enjoy many sports for the love of the game, teamwork, and competing amongst friends. Things sure have changed. It is now quite common to observe trash talk among youth and sport athletes. This was rarely the case back in my day. There is a lesson here to teach kids about the inappropriateness of this, but it becomes even tougher when adults constantly model inappropriate behavior. At what point did sportsmanship, manners, etiquette and modeling appropriate behavior not become important?
This type of behavior is also found in the online world. I entered the online world in 2009 and can honestly say a great deal has changed. It sort of parallels the example above in the youth athletics arena. From my point of view (and only mine), it was a much more welcoming space where mutual respect was earned through constructive discourse, dialogue, and collaboration. In many cases it now seems to be dominated by competition, cliques, and people trying to one up each other all the time. I have seen the conversational tone lessen and more attacks, jabs, and isolation of certain groups evolve over time. Belittlement has become the flavor of the month for one too many.
I still believe in the power of the space and constantly find inspiration in the work of others. Yes, the pettiness of some has driven me to write this post, but I do believe that as role models and educators we need to set the example of what we expect to see from our youth in online spaces. To that end I offer this simple bit of advice -Actions speak louder than words and in the long run are more respected. Instead of putting other people down let your work do the talking. There is no greater influential force than that of modeling. As they say, talk is cheap. There is nothing cheaper than taking shots from behind a computer screen at other educators whose success has come as a result of hard work.
Image credit: http://blog.lib.umn.edu/bgleason/pt/w...I never saw myself being in the position I am today, nor did many other connected educators for that matter. I tend to stay above the fray even when I see veiled cheap shots and passive aggressive behavior directed at those who are doing nothing more than their jobs. My parents taught me to work hard in life and appreciate those who work just as hard and harder than me. So when terms like rockstar and thought-leader are thrown my way I feel uncomfortable. My perceived success and influence is only a result of the many connected educators who set the bar so high. Their unselfish work geared towards kids that is exemplified through sharing, conversation, and artifacts is what sets them apart from others. To put people like this down perplexes me deeply.
In life success is earned, not given out. Personally I have worked extremely hard for everything I have accomplished professionally. At this point I never ask to be included in events or conversations, as I would hope that my work places me in this position. When I and others are included it is because of our work. It baffles me as to why other educators blatantly knock down and berate their colleagues. After all, we are all in the business of education in our respective roles.
Talk, opinions, rhetoric rarely change anything. When I see other educators succeed it brings me great pride no matter who they are. I tend not to judge, but constantly watch other educators do just that through social media. Let’s be the example that we wish to see in others, especially our kids.
April 23, 2015
Will You Break the Code of Silence
In education we are sometimes our worst enemy when it comes to sharing our successes. Our profession is much too humble. As a result, a narrative has evolved that does not shine a positive light on the noble, innovative, and impactful work that is taking place in classrooms and schools across the globe. If we do not tell our story, someone else will. The time is now to become the storyteller-in-chief for you’re the excellence that occurs in our classrooms and schools every day.
Social media has helped to tell the story of educators doing amazing work with kids and getting results. Even though progress has been made through this technology, there are still stories out there that need to be told. So many people deserve recognition for their efforts to positively impact the life of a child. We now have an opportunity to bring recognition to those doing the best work that often goes unnoticed. Please take a moment to watch the short video below.
Help Us Find Them & Break the Silence >>>>
Take action now and break the code of silence. Stories not only matter, but they also make a difference. The more stories we tell the more we will acknowledge deserving educators and in the process provide the world evidence of how education works. Take a few minutes and nominate a deserving educator for a Bammy today.
Social media has helped to tell the story of educators doing amazing work with kids and getting results. Even though progress has been made through this technology, there are still stories out there that need to be told. So many people deserve recognition for their efforts to positively impact the life of a child. We now have an opportunity to bring recognition to those doing the best work that often goes unnoticed. Please take a moment to watch the short video below.
Help Us Find Them & Break the Silence >>>>
Take action now and break the code of silence. Stories not only matter, but they also make a difference. The more stories we tell the more we will acknowledge deserving educators and in the process provide the world evidence of how education works. Take a few minutes and nominate a deserving educator for a Bammy today.
April 16, 2015
How Will You #MakeSchoolDifferent
Earlier this week Scott McLeod pushed our thinking with a post titled We Have to Stop Pretending…..#MakeSchoolDifferent. Please be sure to check out his post and the many thought-provoking comments. My colleague and friend Jackie Gerstein tagged me so here are my additions:
When it comes to education, we have to stop pretending…
that just because kids are engaged they are always learningthat technology is a silver bullet that will transform educationthat the only leaders in a school or district have a specific titlethat the best schools are so because they work well for the adultsthat instruction has to be delivered in a uniform fashion.
Image credit: http://www.islandbreath.org/2013Year/...
So what do you feel needs to change in education in order to make school different?
When it comes to education, we have to stop pretending…
that just because kids are engaged they are always learningthat technology is a silver bullet that will transform educationthat the only leaders in a school or district have a specific titlethat the best schools are so because they work well for the adultsthat instruction has to be delivered in a uniform fashion.
Image credit: http://www.islandbreath.org/2013Year/...So what do you feel needs to change in education in order to make school different?
April 12, 2015
To Disconnect or Not
I just returned from a much needed eight day Disney World vacation with my wife and two kids. It truly was a magical time where we spent literally twelve or more straight hours together each day laughing, enjoying rides, and engaging in conversation on hundreds of topics. As the vacation leader I made sure the alarm went off at 5:40 AM each morning so we could get to each of the four parks early to avoid the lines and heat. Early on I took some heat of my own for this from my wife, but boy did it pay off. Each day we rode the most popular rides numerous times by 11:00 AM and then got to relax by the pool, stay in the park to enjoy more rides, or even take family naps. My wife eventually complimented me on ensuring that the kids had the best experience possible. This vacation was like no other as each of us was totally exhausted at the end of every day, but we happily pressed on as Disney really does have such a magical appeal.
Image credit: http://media.bizj.us/view/img/703801/...
Prior to leaving for Disney we decided as a family not to bring any computing or tablet devices. I tried to talk my wife into letting me bring the Chromebook solely for the purpose of enriching our Disney experience, but once I got "the look" I decided it was in my best interests to leave it at home. We did take our smartphones and allowed our kids to each pack their iPod touches. From a parent's point of view technology really did enhance our vacation experience. Disney has an incredible app that allows you to check the wait times for rides in real time as well as access/change FastPasses and dining reservations. There were also detailed maps and descriptions of all rides and entertainment experiences that allowed us to customize each day based on what our kids wanted to do. The wait time feature alone allowed us to get on more rides during the most popular time to visit Disney World. Each park was jam packed every day, but our technology helped us make the best of it.
Now some of the ride lines were long (45 min or more) especially in the afternoons. We tried to avoid these, but in some cases with the most popular rides we couldn't. This was torture for an eight and nine year old so as parents this is when our kids had access to their iPod Touches. The time then flew by as our kids collaborated on Minecraft while showing us their creations. By the way, all Disney World parks have free WiFi. At other times our kids asked for their devices to take pictures, especially at Animal Kingdom, and create iMovie's of their magical experiences during the vacation. Technology used wisely and with purpose in my opinion.
Then there was me. Just like my kids there were times where access to my technology enhanced my vacation experience. I did check Twitter each day and tweeted a few times, especially when waiting in long lines. It is cool in my opinion to make the best use of even vacation time to learn a little. Twitter has long been my number one tool for professional learning as the main tool to form my Personal Learning Network (PLN). I was also able to keep my email in check during some downtime. For the most part though my phone was used to take pictures on Instagram and cross post to Facebook. This is the point of my post. I choose not to ever disconnect. With the evolution in technology balance becomes key. I learned long ago to never let technology interfere with family time. If there is a need or desire to go cold turkey and disconnect for a period of time then that tells me balance has not be attained yet.
For me technology is a huge part of both my personal and professional life, which is why I embrace it. It is important for everyone to find balance as technology will become even more embedded in our lives in the the coming years. If you find balance when it comes to technology in your life then you will not have to make a decision as to whether or not you need to disconnected.....unless you want to.
Image credit: http://media.bizj.us/view/img/703801/...Prior to leaving for Disney we decided as a family not to bring any computing or tablet devices. I tried to talk my wife into letting me bring the Chromebook solely for the purpose of enriching our Disney experience, but once I got "the look" I decided it was in my best interests to leave it at home. We did take our smartphones and allowed our kids to each pack their iPod touches. From a parent's point of view technology really did enhance our vacation experience. Disney has an incredible app that allows you to check the wait times for rides in real time as well as access/change FastPasses and dining reservations. There were also detailed maps and descriptions of all rides and entertainment experiences that allowed us to customize each day based on what our kids wanted to do. The wait time feature alone allowed us to get on more rides during the most popular time to visit Disney World. Each park was jam packed every day, but our technology helped us make the best of it.
Now some of the ride lines were long (45 min or more) especially in the afternoons. We tried to avoid these, but in some cases with the most popular rides we couldn't. This was torture for an eight and nine year old so as parents this is when our kids had access to their iPod Touches. The time then flew by as our kids collaborated on Minecraft while showing us their creations. By the way, all Disney World parks have free WiFi. At other times our kids asked for their devices to take pictures, especially at Animal Kingdom, and create iMovie's of their magical experiences during the vacation. Technology used wisely and with purpose in my opinion.
Then there was me. Just like my kids there were times where access to my technology enhanced my vacation experience. I did check Twitter each day and tweeted a few times, especially when waiting in long lines. It is cool in my opinion to make the best use of even vacation time to learn a little. Twitter has long been my number one tool for professional learning as the main tool to form my Personal Learning Network (PLN). I was also able to keep my email in check during some downtime. For the most part though my phone was used to take pictures on Instagram and cross post to Facebook. This is the point of my post. I choose not to ever disconnect. With the evolution in technology balance becomes key. I learned long ago to never let technology interfere with family time. If there is a need or desire to go cold turkey and disconnect for a period of time then that tells me balance has not be attained yet.
For me technology is a huge part of both my personal and professional life, which is why I embrace it. It is important for everyone to find balance as technology will become even more embedded in our lives in the the coming years. If you find balance when it comes to technology in your life then you will not have to make a decision as to whether or not you need to disconnected.....unless you want to.
April 2, 2015
A Needed Revolution
I routinely write and speak about the changes leaders need to address in order to create schools that work for kids. The most important job of a school leader is to remove the barriers that teachers encounter so that they can be the catalysts for change. After all, it is our teachers that work with, and are the most connected to students, on a day-to-day basis. This places them in the most important role to usher in and sustain meaningful change in the classroom that will ultimately shape school culture for the better. With or without leadership support, teachers need to be open and willing to change as schools, for the most part, continue to prepare students for a world that no longer exists. To overcome this unfortunate reality a revolution is needed.
Award-winning teacher Josh Stumpenhorst has created a much-needed resource to guide teachers through this process with the publication of The New Teacher Revolution . Josh articulates how teachers have to be ready and willing to change the way they think about teaching to be able to effectively work with this new generation of learners. Education needs a revolution of ideas, pedagogy, and the very way in which we talk about teaching and learning. The status quo has largely been upheld and the system is rarely challenged or pushed back upon. Josh emphasizes that teachers need to take control of their profession and look for ways in which they can encourage and foster change. Josh’s book outlines and discusses five key areas that teacher’s should focus their energy on if they want to see change and start this revolution.
Classroom Management - Simply put, teachers cannot force a child to do anything they do not want to do. They must find ways to use relationships and empowerment rather than fear and punishments as a way to effectively work with kids. Motivation – Teachers need to move past the notion that kids will do anything for a Jolly Rancher or extra credit points. Rather there is a need to embrace the power of choice and autonomy to motivate and empower students. A renewed family dynamic is needed. It is no longer acceptable to interact with parents simply on conference and open house nights. Teachers must reach out and engage parents and utilize them as key players in their child’s education. Technology as a Lynchpin – In the age of education technology, teachers have to be savvy in their use but also wary in their adoption. Moving past the notion of shiny and new, it is crucial teachers utilize technology to engage and amplify learning for their students beyond the superficial. Distractions – Many a teacher has played buzzword bingo during a conference or staff meeting. How can we recognize which bandwagons to jump on or which fads will last? There are also inherent issues with education traditions. As in any industry, traditions and legacies exist largely to continue and perpetuate the status quo. In education we have grades, homework, testing, competition and many other practices that we do because “that is what we have always done.” Rather than sticking to what is easiest for the adults, we need to push back, question, and change to meet the needs of our current students. Evolving Practice – For most teachers there is an outlined path to becoming a “better” teacher. It often involves advanced degrees, certifications and evaluations. Yet, most of these fall short of actually improving teaching practice. Teachers need to be seeking alternative ways in which to continue to evolve as educators to stay relevant for the sake of their students.
To embark on a journey of revolution can be a daunting task. Keep in mind there are always those ahead of you on this journey that can advise and guide you. However, it is critical to keep in mind those behind you on this journey as well. It is your obligation to reach out and help bring them along and mentor them as well. The book by Josh Stumpenhorst will not only inspire teachers to become a part of this revolution, but also provide them with the practical strategies to take action and drive change.
Award-winning teacher Josh Stumpenhorst has created a much-needed resource to guide teachers through this process with the publication of The New Teacher Revolution . Josh articulates how teachers have to be ready and willing to change the way they think about teaching to be able to effectively work with this new generation of learners. Education needs a revolution of ideas, pedagogy, and the very way in which we talk about teaching and learning. The status quo has largely been upheld and the system is rarely challenged or pushed back upon. Josh emphasizes that teachers need to take control of their profession and look for ways in which they can encourage and foster change. Josh’s book outlines and discusses five key areas that teacher’s should focus their energy on if they want to see change and start this revolution.
Classroom Management - Simply put, teachers cannot force a child to do anything they do not want to do. They must find ways to use relationships and empowerment rather than fear and punishments as a way to effectively work with kids. Motivation – Teachers need to move past the notion that kids will do anything for a Jolly Rancher or extra credit points. Rather there is a need to embrace the power of choice and autonomy to motivate and empower students. A renewed family dynamic is needed. It is no longer acceptable to interact with parents simply on conference and open house nights. Teachers must reach out and engage parents and utilize them as key players in their child’s education. Technology as a Lynchpin – In the age of education technology, teachers have to be savvy in their use but also wary in their adoption. Moving past the notion of shiny and new, it is crucial teachers utilize technology to engage and amplify learning for their students beyond the superficial. Distractions – Many a teacher has played buzzword bingo during a conference or staff meeting. How can we recognize which bandwagons to jump on or which fads will last? There are also inherent issues with education traditions. As in any industry, traditions and legacies exist largely to continue and perpetuate the status quo. In education we have grades, homework, testing, competition and many other practices that we do because “that is what we have always done.” Rather than sticking to what is easiest for the adults, we need to push back, question, and change to meet the needs of our current students. Evolving Practice – For most teachers there is an outlined path to becoming a “better” teacher. It often involves advanced degrees, certifications and evaluations. Yet, most of these fall short of actually improving teaching practice. Teachers need to be seeking alternative ways in which to continue to evolve as educators to stay relevant for the sake of their students.
To embark on a journey of revolution can be a daunting task. Keep in mind there are always those ahead of you on this journey that can advise and guide you. However, it is critical to keep in mind those behind you on this journey as well. It is your obligation to reach out and help bring them along and mentor them as well. The book by Josh Stumpenhorst will not only inspire teachers to become a part of this revolution, but also provide them with the practical strategies to take action and drive change.
March 26, 2015
Inspired Learning to Get Results Now at #ModelSchools
Rigorous and Relevant Adult Learning Fuels Rigorous and Relevant Schools
Solving ill-structured problems. Collaborating with peers. Integrating concepts across disciplines. Adapting to unpredictable scenarios. These experiences are hallmarks of what Willard R. Daggett calls “Quadrant D” learning – learning experiences that are both rigorous and relevant. Quadrant D tasks push students to their intellectual edges while engaging them in authentic and meaningful work.
Image credit: https://khspd12.wikispaces.com/
Most teachers and education leaders today agree that our schools need a nudge in the direction of rigor and relevance. However, even as they talk about the need for a shift in teaching and learning, educational conferences often model a very familiar learning experience—what Daggett refers to as “Quadrant A” (or what many teachers call less kindly: “sit n’ git”). It can be easy to leave a conference with a tote bag full of materials and new jargon, but very little else.
This year’s Model Schools Conference is going to be worlds apart from the traditional education conference. The organizers understand that in order to support students in engaging and challenging learning experiences, teachers and leaders need to be engaged and challenged. Rather than just listening to people talk about Quadrant D, participants will have the opportunity to engage in a range of Quadrant D learning experiences from the student perspective. Quadrant D opportunities at the Model Schools Conference include:
A focus on “makerspaces,” including a real makerspace provided as part of a conference partnership with Table Top Inventions. Makerspaces—collaborative, creative spaces chock full of tools and materials for informal creation, invention, and learning—are becoming increasingly popular at forward-thinking schools and libraries. Students are using the Model Schools Conference Makerspace as its venue to engage in a shared design challenge, working together to invent solutions to complex tasks. Participants will also have the opportunity to attend a variety of makerspace-focused sessions, and learn from colleagues at schools that have successfully implemented makerspaces on their campuses, including Clark Burnett, a 4th grade teacher from Lang Ranch Elementary School in Thousand Oaks, CA.An opportunity for all participants to share, collaborate, teach, and learn in unpredictable ways through the DIY Design-Your-Own-Session strand of the program. Inspired by the popular EdCamp movement, and facilitated by Jimmy Casas, Principal of Bettendorf High School in Iowa and Jim Warford, of the International Center for Leadership in Education, this strand makes it possible for any participant to take the stage and present on an education-related passion.Proven effective for the past three years, these sessions provide teachers and instructional leaders with two options for immersing themselves into practical strategies ready to be implemented including:Engaging in simulated classrooms that allow conference participants to experience Quadrant D learning. Instead of just hearing about Quadrant D work, teachers and leaders will be able to see, hear, feel, and learn from real Quadrant D activities and lessons.Realizing that decision-making goes way beyond just giving a “yes” or “no” answer; for each decision made, factors must be weighed and looked at from every angle and a game plan for dealing with pushback must be devised. Ideal for both current and aspiring leaders, this high-energy, interactive session will challenge and inspire you with thought-provoking, real-life leadership dilemmas and real-time feedback and discussion among peers.This type of professional learning—immersive, creative, engaging, and challenging—is focused more on transformation than information. Providing teachers and leaders with Quadrant D experiences for their own learning is one of the most critical ways to shift the learning we ultimately provide to students. I’m excited to see the paradigm of professional conferences changing, and look forward to more rigorous and relevant learning for all members of our school communities. Register now to attend this years Model Schools Conference.
P.S. I will be there as well leading sessions on digital leadership and learning. Hope to see you there!
Solving ill-structured problems. Collaborating with peers. Integrating concepts across disciplines. Adapting to unpredictable scenarios. These experiences are hallmarks of what Willard R. Daggett calls “Quadrant D” learning – learning experiences that are both rigorous and relevant. Quadrant D tasks push students to their intellectual edges while engaging them in authentic and meaningful work.
Image credit: https://khspd12.wikispaces.com/Most teachers and education leaders today agree that our schools need a nudge in the direction of rigor and relevance. However, even as they talk about the need for a shift in teaching and learning, educational conferences often model a very familiar learning experience—what Daggett refers to as “Quadrant A” (or what many teachers call less kindly: “sit n’ git”). It can be easy to leave a conference with a tote bag full of materials and new jargon, but very little else.
This year’s Model Schools Conference is going to be worlds apart from the traditional education conference. The organizers understand that in order to support students in engaging and challenging learning experiences, teachers and leaders need to be engaged and challenged. Rather than just listening to people talk about Quadrant D, participants will have the opportunity to engage in a range of Quadrant D learning experiences from the student perspective. Quadrant D opportunities at the Model Schools Conference include:
A focus on “makerspaces,” including a real makerspace provided as part of a conference partnership with Table Top Inventions. Makerspaces—collaborative, creative spaces chock full of tools and materials for informal creation, invention, and learning—are becoming increasingly popular at forward-thinking schools and libraries. Students are using the Model Schools Conference Makerspace as its venue to engage in a shared design challenge, working together to invent solutions to complex tasks. Participants will also have the opportunity to attend a variety of makerspace-focused sessions, and learn from colleagues at schools that have successfully implemented makerspaces on their campuses, including Clark Burnett, a 4th grade teacher from Lang Ranch Elementary School in Thousand Oaks, CA.An opportunity for all participants to share, collaborate, teach, and learn in unpredictable ways through the DIY Design-Your-Own-Session strand of the program. Inspired by the popular EdCamp movement, and facilitated by Jimmy Casas, Principal of Bettendorf High School in Iowa and Jim Warford, of the International Center for Leadership in Education, this strand makes it possible for any participant to take the stage and present on an education-related passion.Proven effective for the past three years, these sessions provide teachers and instructional leaders with two options for immersing themselves into practical strategies ready to be implemented including:Engaging in simulated classrooms that allow conference participants to experience Quadrant D learning. Instead of just hearing about Quadrant D work, teachers and leaders will be able to see, hear, feel, and learn from real Quadrant D activities and lessons.Realizing that decision-making goes way beyond just giving a “yes” or “no” answer; for each decision made, factors must be weighed and looked at from every angle and a game plan for dealing with pushback must be devised. Ideal for both current and aspiring leaders, this high-energy, interactive session will challenge and inspire you with thought-provoking, real-life leadership dilemmas and real-time feedback and discussion among peers.This type of professional learning—immersive, creative, engaging, and challenging—is focused more on transformation than information. Providing teachers and leaders with Quadrant D experiences for their own learning is one of the most critical ways to shift the learning we ultimately provide to students. I’m excited to see the paradigm of professional conferences changing, and look forward to more rigorous and relevant learning for all members of our school communities. Register now to attend this years Model Schools Conference.
P.S. I will be there as well leading sessions on digital leadership and learning. Hope to see you there!
March 20, 2015
Remind Takes Student and Stakeholder Engagement to a New Level
We all know Remind as a safe way for teachers to send one-way messages to students and parents. It’s been great for sending assignment reminders, schedule changes, motivational messages, and more! However, what was missing was the ability to bridge the gap and bring conversation full circle to include students’ and parents’ voices.
Introducing two-way messaging on mobile for can be tricky, because teachers need messaging to be safe when communicating with minors and parents, and many don’t want to have to manage incoming text messages from their entire class! A balance of professional and personal life is key, and keeping personal contact information private helps manage this.
The announcement of Remind Chat addresses all of these concerns, while enabling powerful two-way conversation among teachers, students, and parents. Some of the highlights of Remind Chat include:Office hours: Teachers can set Office Hours of when two-way conversations are available with students and parents.Message transcript history: A complete message transcript history is recorded of all conversations. This can be helpful to present to administrators or parents for review.Flagging features: Users can flag and report any inappropriate language.
Building Community and Digital Citizenship
Using mobile communication to build school community and facilitate learning brings an opportunity to teach digital citizenship. Students use texting as a social activity, but it can also be practice to build a positive digital footprint. Try out some of these resources to use mobile devices to facilitate digital leadership:
Remind has partnered with Common Sense Media to create a Digital Citizenship Starter Kit for all schools to download and use with teachers, students, and parents. The kit contains one week’s worth of content, activities, and tips to help introduce all users to Remind’s two-way Chat while communicating the importance of safe digital communication.Take a look at these teachers’ perspectives and activities including:Developing Digital Citizenship through Mobile CommunicationUsing Mobile Devices to Have Fun with DialogueRemind Chat: Building Relationships and Digital CitizenshipRemind has also developed Community Guidelines to help schools use the service safely and effectively. Also, check out their blog post to find out more around their dedication to safety.
Get on The Wait List
Remind Chat will be available soon, but they’re giving first access to accounts that are on the Wait List! It’s filling up fast, so be sure to sign up.
For more great resources and support from the Remind team, you can always get in touch with them on Twitter or Facebook.
Introducing two-way messaging on mobile for can be tricky, because teachers need messaging to be safe when communicating with minors and parents, and many don’t want to have to manage incoming text messages from their entire class! A balance of professional and personal life is key, and keeping personal contact information private helps manage this.
The announcement of Remind Chat addresses all of these concerns, while enabling powerful two-way conversation among teachers, students, and parents. Some of the highlights of Remind Chat include:Office hours: Teachers can set Office Hours of when two-way conversations are available with students and parents.Message transcript history: A complete message transcript history is recorded of all conversations. This can be helpful to present to administrators or parents for review.Flagging features: Users can flag and report any inappropriate language.
Building Community and Digital Citizenship
Using mobile communication to build school community and facilitate learning brings an opportunity to teach digital citizenship. Students use texting as a social activity, but it can also be practice to build a positive digital footprint. Try out some of these resources to use mobile devices to facilitate digital leadership:
Remind has partnered with Common Sense Media to create a Digital Citizenship Starter Kit for all schools to download and use with teachers, students, and parents. The kit contains one week’s worth of content, activities, and tips to help introduce all users to Remind’s two-way Chat while communicating the importance of safe digital communication.Take a look at these teachers’ perspectives and activities including:Developing Digital Citizenship through Mobile CommunicationUsing Mobile Devices to Have Fun with DialogueRemind Chat: Building Relationships and Digital CitizenshipRemind has also developed Community Guidelines to help schools use the service safely and effectively. Also, check out their blog post to find out more around their dedication to safety.
Get on The Wait List
Remind Chat will be available soon, but they’re giving first access to accounts that are on the Wait List! It’s filling up fast, so be sure to sign up.
For more great resources and support from the Remind team, you can always get in touch with them on Twitter or Facebook.
March 15, 2015
The Student Resume Re-imagined
“Resumes land in piles. Digital profiles land internships. The resume is an anachronistic method of branding that needs to be reinvented. In its current form, it doesn’t tell you anything about anyone.” - Shara Senderoff via Dell Tech Page One
I started to think about the value of resumes for today’s high school students after a Twitter conversation I had with New Milford High School junior Sarah Almeda. Some of you might remember Sarah from a few blog posts I wrote in 2014 where she created an amazing project on creativity that has been viewed close to 10,000 times on YouTube. She also gave me quite the send off when I stepped down as NMHS principal with this video that still makes me cry every time I watch it. As a guest blogger on a Principal’s Reflections, Sarah shared her perspective on the importance of blogging as a means to support and enhance her learning.
What does this really tell you about a student?Image credit: http://www.college-financial-aid-advi...
I am always curious to see what Sarah has been up to in school as she is one of the most creative people I know. So I reached out to her on Twitter to ask and below is a summary of our quick conversation:
Hey @tehshmarah have you created anything cool with digital tools lately in school?Thanks for asking @E_Sheninger! In school, well, we're all a little too busy figuring out PARCC testing to do much of anything else.@E_Sheninger Outside of school I've been teaching myself Actionscript and I'm so excited to put it to use at @GamesPlusPlus this weekend!@tehshmarah if you ever want to share how you have been teaching yourself Actionscript for my blog just let me know :)@E_Sheninger Taking CompScience via VHS has opened so many doors for me; Can't wait to show you what I've started working on when it's done!@tehshmarah I would really like that! Just let me know and we can schedule a video call.@tehshmarah By the way, I am digging your website that functions as a digital portfolio. Wish more students took the time to do this.@E_Sheninger omg! Thank you for taking the time to look at it!! It was so much fun to make.
As you can see our Twitter conversation led me to Sarah’s website, which is listed in her Twitter bio (very smart move by the way). Out of curiosity I checked it out, as I either didn’t notice it when I was at NMHS or she hadn’t created it yet. Her site is titled s[hm]arah almeda: I make things and stuff and was created using Wix. Pure genius in my opinion! In essence Sarah’s site is a digital portfolio that showcases her creative student work. The home page identifies three main categories describing the type of work she is showcasing – Media Gallery, Graphic Design Portfolio, Art-Stagram. The best part is that she developed the site on her own free will. My feedback to her would be to include more examples of the amazing work she has created over the years, both in school and out, as well as to include a hyperlink to a copy of her traditional resume in the “Who I Am” section.
When reflecting back on the quote at the beginning of this post I can see quite clearly about the downsides of traditional resumes. If I were to look at a textual description of Sarah’s educational experiences at NMHS it really wouldn’t tell me much about her passions and interests. I certainly would not be able to see her dynamic work firsthand. Sarah’s initiative to showcase creative work beyond just listing on a one-dimensional sheet of paper separates her from other students looking to get into the same programs as her in college.
Schools need to stop shortchanging students by having them conform to outdated practices such as the traditional resume. Sure, this still has value, but it is limited in breadth, reach, context, and detail as to what students really know and can do. Students today should not only be encouraged, but also taught how to curate and then showcase their work aligned to specific career interests in order to strengthen their ability to get into the top college programs. The traditional resume should be only a hyperlink, in my opinion, as part of a dynamic student portfolio. In addition to Wix here are some other resources that students can use to create digital resumes and portfolios.
So where do you stand on the usefulness of a traditional resume for a student in 2015 and beyond?
I started to think about the value of resumes for today’s high school students after a Twitter conversation I had with New Milford High School junior Sarah Almeda. Some of you might remember Sarah from a few blog posts I wrote in 2014 where she created an amazing project on creativity that has been viewed close to 10,000 times on YouTube. She also gave me quite the send off when I stepped down as NMHS principal with this video that still makes me cry every time I watch it. As a guest blogger on a Principal’s Reflections, Sarah shared her perspective on the importance of blogging as a means to support and enhance her learning.
What does this really tell you about a student?Image credit: http://www.college-financial-aid-advi...I am always curious to see what Sarah has been up to in school as she is one of the most creative people I know. So I reached out to her on Twitter to ask and below is a summary of our quick conversation:
Hey @tehshmarah have you created anything cool with digital tools lately in school?Thanks for asking @E_Sheninger! In school, well, we're all a little too busy figuring out PARCC testing to do much of anything else.@E_Sheninger Outside of school I've been teaching myself Actionscript and I'm so excited to put it to use at @GamesPlusPlus this weekend!@tehshmarah if you ever want to share how you have been teaching yourself Actionscript for my blog just let me know :)@E_Sheninger Taking CompScience via VHS has opened so many doors for me; Can't wait to show you what I've started working on when it's done!@tehshmarah I would really like that! Just let me know and we can schedule a video call.@tehshmarah By the way, I am digging your website that functions as a digital portfolio. Wish more students took the time to do this.@E_Sheninger omg! Thank you for taking the time to look at it!! It was so much fun to make.
As you can see our Twitter conversation led me to Sarah’s website, which is listed in her Twitter bio (very smart move by the way). Out of curiosity I checked it out, as I either didn’t notice it when I was at NMHS or she hadn’t created it yet. Her site is titled s[hm]arah almeda: I make things and stuff and was created using Wix. Pure genius in my opinion! In essence Sarah’s site is a digital portfolio that showcases her creative student work. The home page identifies three main categories describing the type of work she is showcasing – Media Gallery, Graphic Design Portfolio, Art-Stagram. The best part is that she developed the site on her own free will. My feedback to her would be to include more examples of the amazing work she has created over the years, both in school and out, as well as to include a hyperlink to a copy of her traditional resume in the “Who I Am” section.
When reflecting back on the quote at the beginning of this post I can see quite clearly about the downsides of traditional resumes. If I were to look at a textual description of Sarah’s educational experiences at NMHS it really wouldn’t tell me much about her passions and interests. I certainly would not be able to see her dynamic work firsthand. Sarah’s initiative to showcase creative work beyond just listing on a one-dimensional sheet of paper separates her from other students looking to get into the same programs as her in college.
Schools need to stop shortchanging students by having them conform to outdated practices such as the traditional resume. Sure, this still has value, but it is limited in breadth, reach, context, and detail as to what students really know and can do. Students today should not only be encouraged, but also taught how to curate and then showcase their work aligned to specific career interests in order to strengthen their ability to get into the top college programs. The traditional resume should be only a hyperlink, in my opinion, as part of a dynamic student portfolio. In addition to Wix here are some other resources that students can use to create digital resumes and portfolios.
So where do you stand on the usefulness of a traditional resume for a student in 2015 and beyond?
March 8, 2015
Engagement Does Not Always Equate to Learning
No matter where I am, whether it is a physical location or virtual, I am always hearing conversations about how technology can be used to effectively engage students. This is extremely important as the majority of students spend six to eight hours a day in schools where they are completely disengaged. I for one can’t blame today’s learner for being bored in school when I all have to do is observe my own son at home playing Minecraft to see firsthand his high level of engagement. His Minecraft experiences provide meaning and relevance in an environment that is intellectually stimulating, but more importantly fun. Schools and educators would be wise to take cues from the real world and make concerted efforts to integrate technology with the purpose to increase student engagement. Engagement, after all, is the impetus for learning in my opinion.
Image credit: http://www.hercampus.com/sites/defaul...
Let’s take a closer look at defining what engagement really means from the Glossary of Education Reform:
It is so important to look beyond just student engagement when it comes to technology. If the emphasis is on digital learning we must not get caught up in the bells and whistles or smoke and mirrors that are commonly associated with the digital aspect alone. Engagement should always translate into deeper learning opportunities where technology provides students the means to think critically and solve problems while demonstrating what they know and can do in a variety of ways. Technology should be implemented to increase engagement, but that engagement must lead to support, enhancement, or an increase in student learning. It should not be used as a digital pacifier or gimmick to get students to be active participants in class. With technology there should be a focus on active learning where students are doing.
Image credit: http://acrlog.org/wp-content/uploads/...
Here are some questions that will assist in determining if engagement is leading to actual learning:
Is the technology being integrated in a purposeful way grounded in sound pedagogy?What are the learning objectives/outcomes?Are students demonstrating the construction of new knowledge? Are they creating a learning product/artifact?How are students applying essential skills they have acquired to demonstrate conceptual mastery? What assessments (formative, summative) are being used to determine standard attainment?How are students being provided feedback as to their progress towards the specific learning objectives/outcomes?Is there alignment to current observation/evaluation tools?
Engagement, relevance, and fun are great, but make sure there is observable evidence that students are learning when integrating technology. Need more support? Participate and engage in Digital Learning Day 2015 on March 13. Digital Learning Day provides a powerful venue for highlighting great teaching practices while showcasing innovative teachers, leaders, and instructional technology programs that are improving student outcomes. Follow along, grab some resources, and let’s move past engagement to ensure learning is taking place in our technology initiatives.
Image credit: http://www.hercampus.com/sites/defaul...Let’s take a closer look at defining what engagement really means from the Glossary of Education Reform:
"In education, student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education. Generally speaking, the concept of “student engagement” is predicated on the belief that learning improves when students are inquisitive, interested, or inspired, and that learning tends to suffer when students are bored, dispassionate, disaffected, or otherwise “disengaged.” Stronger student engagement or improved student engagement are common instructional objectives expressed by educators."The last line in the description above elicits a great deal of concern for me. With or without technology, there always seems to be a great deal of emphasis on student engagement, but the fact of the matter is that engagement does not necessarily equate to learning. I have observed numerous lessons where students were obviously engaged through the integration of technology, but there was no clear indication that students were learning. Having fun, collaborating, communicating, and being creative are all very important elements that should be embedded elements of pedagogically-sound lessons, but we must not lose sight of the importance of the connection to, and evidence of, learning. Thus, students can walk away from a lesson or activity having been very engaged, but still walk away with very little in the form of new knowledge construction, conceptual mastery, or evidence of applied skills. When speaking at events I often ask leaders and teachers how they measure the impact of technology on learning. More often than not I receive blank stares or an open admission that they have no idea. The allure of engagement can be blinding as well as misleading.
It is so important to look beyond just student engagement when it comes to technology. If the emphasis is on digital learning we must not get caught up in the bells and whistles or smoke and mirrors that are commonly associated with the digital aspect alone. Engagement should always translate into deeper learning opportunities where technology provides students the means to think critically and solve problems while demonstrating what they know and can do in a variety of ways. Technology should be implemented to increase engagement, but that engagement must lead to support, enhancement, or an increase in student learning. It should not be used as a digital pacifier or gimmick to get students to be active participants in class. With technology there should be a focus on active learning where students are doing.
Image credit: http://acrlog.org/wp-content/uploads/...Here are some questions that will assist in determining if engagement is leading to actual learning:
Is the technology being integrated in a purposeful way grounded in sound pedagogy?What are the learning objectives/outcomes?Are students demonstrating the construction of new knowledge? Are they creating a learning product/artifact?How are students applying essential skills they have acquired to demonstrate conceptual mastery? What assessments (formative, summative) are being used to determine standard attainment?How are students being provided feedback as to their progress towards the specific learning objectives/outcomes?Is there alignment to current observation/evaluation tools?
Engagement, relevance, and fun are great, but make sure there is observable evidence that students are learning when integrating technology. Need more support? Participate and engage in Digital Learning Day 2015 on March 13. Digital Learning Day provides a powerful venue for highlighting great teaching practices while showcasing innovative teachers, leaders, and instructional technology programs that are improving student outcomes. Follow along, grab some resources, and let’s move past engagement to ensure learning is taking place in our technology initiatives.
