The Bulldog Educator

Transformation is in the Small Moments

Last week I was listening to George Couros’ Podcast “Innovator’s Mindset” Season 1, Episode 8 . In this episode, George spoke about change and whose role is it to lead change. He challenged the idea that to lead it must be positional, but rather, anyone can impact and lead change.

At the end of the podcast, he challenged his listeners to share a time when one had a “trajectory” changing moment. How have we used that fuel to inspire others…

He urged us to tell our story, just as he told his.

My story goes back to my first year back in the classroom after I had taken some time off to focus on my young and growing family. I had obtained a position in one of the most competitive districts in the state at that time. At orientation, we were told that for every position in this high achieving, fast-growing district, there were over 500 applicants and we should feel honored we were one of the selected. I was not celebrating this fact; I was overcome with fear. I didn’t feel I was deserving.

When I became the lead learner of that classroom; I was intense. I wanted to do my very best. I was always thinking and contemplating. How can I prove myself to be worthy of these students, this team I was on, this campus of learners, and this district of high caliber educators? Combine this with the day to day work of teaching, taking care of students, and the rare moments to reflect on the practice of being a teacher new to 3rd grade. I was split between being present in my role and being in my head about EVERYTHING.

Add to this, when I am in deep thought, I do not have the friendliest of faces. It’s my face. I was born with it. My resting “thinking” face is, well, not the nicest. In this time, I was doing LOTS of thinking.

Midway through the year one of my colleagues had a “transformational” conversation with me at lunch one day. She started off by saying, “You are one of the most passionate, thoughtful, caring teachers I know. I thought it really strange when a second-grade parent approached me and asked me what kind of teacher you were and asked, ‘Does she really like kids?'”

At this point, I am mid-chew and almost choke, as my heart is in my throat. What? Do I really like kids? I wouldn’t be in this profession if I didn’t like kids!

She continued, seeing my shocked reaction, “I followed up what the parent said by saying, Mrs. Wilson absolutely likes kids, in fact, she loves them! I have never seen someone as passionate about kids and their learning! Why would you ask that?”

At this point, I am shaking my head and thinking, thanks friend for having my back.

The retelling of the dialogue continued, “The parent then said, ‘Well, I have heard she is good, but I never see her smile, and I wondered if she really likes being here at school and if she really likes kids.”

I was still in shock. I had no idea I had conveyed this doubt through my face which was in direct contrast to my heart for kids. After she finished conveying this information, I was able to tell her, “Thank you for telling me. It means a lot for you to share this with me.”

That moment changed so much for me. After recovering from my disbelief, I put a small wall mirror by the door of my classroom and every time I walked in the hall I saw my reflection which reminded me to smile. I also asked my neighbor teachers to hold me accountable with the “Check Your Face” system. I asked my colleagues to “CYF” me if I was not smiling or was donning my permanent “thinking” face.

The “CYF” practice has carried over into every part of my life. I try now to greet others with a smile wherever I am.

In my current position, I am the Director of Curriculum and Instruction, almost every interaction I have with my staff and school partners is through Zoom. I am always aware of my face and make sure it is saying I am happy to be here, I am thankful to be here with you, and I love working with and for kids.

When George made this challenge I hesitated to share as it was such a simple, small thing that was transformational for me. Then I realized, every big change starts with simple, small things. Every conversation matters. Every person matters.

Just as I shared the story of one of my “trajectory” changing moments as an educator, I hope that my story inspires you. What “trajectory” changing moment has inspired you and others?

My #OneWord2020: Wholehearted

This last year I really honed in on my #oneword2019 FOCUS. When I first began this intense emphasis on being focused on a few things, I believed that my output and work would be less, but the quality of what I did would be better. What I didn’t realize was that by having focus, I actually accomplished more. In addition to that, I noticed more detail in the things I pursued and with more depth and intention.

When there is a focus in your life, you see more clearly, and when you see more clearly, you come to a crossroads of empathy and compassion. At the same time, I had begun exploring the Enneagram for purposes of team building. I learned that my sometimes need to put up walls, go get it approach to life, and need to be in control, naturally creates a challenge for me that other Enneagram numbers may not face to be vulnerable. In fact, as an eight, it is in my very nature to become aggressive and even walk over others when pushed or mistreated.

This is not a good place to be as a leader, nor as a parent, friend, sister, or wife. Now I know that there are a lot of positives about being an eight. You need a mama bear, protector, loyal friend to the death? I am your person. You want me to share my innermost feelings, well, first I have to figure them out for myself. Us eights struggle even being vulnerable and honest with ourselves.

So, that is where I was as I contemplated by #oneword2020. Focus had got me to a good place. It had helped me to dig deep not only in my work but also in my own personal growth. After reading Dare to Lead, Daring Greatly, Rising Strong by Brene’ Brown, The Wolfpack by Abby Womback, and It’s Not Supposed to be This Way by Lysa Terkeurst, the idea of being WHOLEHEARTED not only rested on me with intensity, it made me see my need to take the next step to not just focus, but lean in and learn how to be fully WHOLEHEARTED in my leadership and more importantly in my life.

With much intention, I chose WHOLEHEARTED as my #oneword2020. I will tell you it has already been a challenge. There have been many times since I took this word as my #oneword2020 I have wanted to put my walls up. I have been put in positions where others have wanted to control the situation, a situation of loss has presented itself and brought out raw feelings in me, and times I have wanted to lash out in aggressive anger because I have felt wronged. I haven’t responded in each situation in the best way, but I am taking deeper breaths, and I am giving myself a moment to consider with positive intent the actions of others.

Last year “Focus” was my word, I had to do it two years in a row, because it proved to be more difficult for me than I thought it would be. I am hoping that I will do a better job of accomplishing being WHOLEHEARTED, but if I am not successful, I can always do it again in 2021. I think this one is a word I will not let loose of until I have it. I owe it to myself, my team of teachers and colleagues, my family, and my friends.

How are you doing with your #oneword2020?

Teachers need to be “Seen” too…

I am a year in at my current position as Director Curriculum and Instruction with our public state virtual school. I have moved from a role where I was primarily expected to take care of administrative matters in regards to building safety, student discipline, and jobs delegated because no one else wanted to do them or somebody else’s plate was too full. It meant long hours and many evenings and weekends tying up loose ends so I could still be what I wanted to be, an instructional leader (lead learner).

Now I am in a position that lets me focus on the part I desire most, being an instructional leader (lead learner). I have grown so much in the past year in this area as I have been handed the baton to continue to guide my amazing educators through the process of Professional Learning Communities (PLCs).

Let me first say that I was extremely blessed that the framework/foundation for PLCs had already been developed before I arrived. Having procedures, routines, and rituals in place make for the process of continuous improvement much smoother. This allowed for the room needed to experiment, take risks, and ultimately move organically and authenticism.

This process of experimentation, risk-taking, and authentic learning began early in the year. I had a teacher who came to me that was “trying something new” in her online AP course. She had decided to pre-record her typical “what’s coming up for the week in the course” that had typically been delivered in the synchronous zoom time. In theory, she was hoping to build a more active synchronous time in her Zoom and at the same time allow time for deeper conversations with and among her students. She wanted to know from me if this was “ok” to do. I was so excited! Without even knowing it, she was attempting flipped learning! I told her to go for it. I also told her that I planned to check in with her from time to time, and if she was feeling things were going well, I wanted her to present to the rest of my teachers her “risk.” In the interim, I shared short articles of strategies and research that supported her decision. In November she shared her “experiment” the initial successes, and strategies she was using with the entire organization.

What did this take? I am not 100% but something I said or did early on in the back to school professional learning, the openness that I presented, and my eagerness to see teachers trust their instincts and what they knew was good teaching and run with it somehow sent a message “Give it a go! You never know unless you try!”

Since that November, others have presented. What is shared is always more meaningful than if I had shared it myself. No matter what it is, every situation comes back to being able to do what is best for students and provide excellent learning opportunities for students.

What has been key to making this happen?

Valuing the PLC process not for the benefit of the organization, but for the benefit of the student, with the teacher at the center of the process.
Listening and noticing the nuggets of greatness and teaching others to “mine for the gold” that teachers have but sometimes think isn’t all that special- (I have been known to share “Obvious to You, Amazing to Others” by Derek Sivers)
Being vulnerable, I mean really vulnerable. If you haven’t read Dare to Lead by Brene’ Brown. Start there and lean into leading with whole-heartedness and tough conversations. The result will be amazing and brave work.
Finally, let teachers know they are seen. Really seen. This means making an effort to be observant to the tiniest of things. Listen to the cadence of an email that changes. The post on their social media that shares a celebration or hints at heartache. Meet them where they are and WALK with them. Do for them what you would hope as an administrator your teachers would do for their students.

It isn’t enough for us to ask our teachers to personalize learning for our students, build unique relationships with each of them, and identify and meet each situation by name and need if we as lead learners aren’t willing to do the same.

This is how we are making progress as a Professional Learning Community. This is how I hope we continue as Community of Educators who profoundly care for one another and the students we have the opportunity to impact.

How are you working toward whole-heartedness, teachers being “seen,” and at the same time developing a healthy PLC culture? Please share in the comments!

Giving the PLC a little TLC: How Quality Checks are Improving the PLC Process

I came to Virtual Arkansas in July 2018. We are a blended online virtual program that is the state of Arkansas’ Public Education option for offering courses that Public Education schools may not be able to offer themselves due to regional, economic or school size challenges. We eliminate the issue of availability and provide equitable access for students to take courses that otherwise they may not have had.

When I began my position as Director of Curriculum and Instruction, one of my responsibilities was to oversee the PLC process. Coming from what my Virtual Arkansas colleagues call a “Brick and Mortar” situation, I had lots of questions on how PLCs could be effective in a virtual platform. What I soon learned was, not only was it possible through Zoom, but Virtual Arkansas had already done so much work to lay the groundwork for PLCs. They had the structures in place and it was an embedded belief that to do the work of Virtual Arkansas, PLCs were a living part of the culture of continuous improvement.

It is without a doubt I took on a solid PLC process. As most Lead Learners would agree, when coming into an organization that has solid practices, it is best to observe and learn before making changes. So I watched, and I learned FROM my teachers and learned WITH them.

During this same time, I had the privilege of attending Solution Tree’s “PLC Works” with one of my campus directors and a teacher leader from our concurrent team, CTE (Career and Technology Education) team and Core (core subject content) team. These training sessions are ongoing and began in September and will finish in March. During the training in November, we had to identify our current reality between our culture and our collaboration. One area that had come apparent to me in the meetings was that the PLCs were working well on the surface, but true transparency and trust were areas that needed attention. Before I could ask my teachers to openly talk about their own effectiveness of their instruction, share student performance data, determine alignment between curriculum and assessment, and find ways to raise the Depth of Knowledge within student discussions and activities, I had to determine where my teachers were as a team with trust and transparency.

I realized that I needed to design an opportunity for this dialogue to occur. I established a plan for that dialogue that I ended up calling “Quality Check PLC Meetings.”

Before each team came to the meeting they were asked to assess where they felt their team fell on the “Tuckman’s Cur ve” through an anonymous Google Form. On this same form, I asked for each individual to reflect on the norms their team had determined by consensus in early September and reflect on questions regarding the health of their PLC.

The questions to determine PLC health are listed in the following image.

During the Quality Check, I first had them read the text “Do We Have Team Norms or ‘Nice to Knows’?” using the Making Meaning Protocol (Adapted for Use with a Tex t).

Teams evaluated their current norms, what they have done when norms have been breached and how do they plan to address norm “derailment” in the future to ensure they continue to work toward being performing teams. At the end of the text rendering, I posed the question, “Implication for our Work: How might this particular text influence your work as a PLC?”

I then shared a plotted image of the Tuckman’s curve where I had gathered information from the form that each individual filled out before the “Quality Check PLC” and shared how the team “rated” in regards to forming-storming-norming-performing. At that point, there was a discussion that I stepped back and allowed for free flow. Finally, I asked for each member to reflect by responding to two final questions after taking a period of time to think and then email myself and their campus director. Those two questions can be found on the shared sample google slide show I used to structure the Zoom “Quality Check PLC.”

From that point I responded to over 70 emails where teachers had reflected and responded to the questions:

What can we do as a PLC moving forward?
What can YOU do to keep your PLC performing where you continue to move toward a high impact and highly effective team?

What I have learned from this “Quality Check” process.

None of the teams had a plan in place if there was a norm “breech.” Furthermore, there are not a lot of resources to “coach” teams that are struggling with norm “derailment” or how to establish a protocol to address when a breach occurs.
Some teams define performing as “everyone” gets along. That has tasked me with the work of identifying complacency and helping our teams gain an understanding that PLCs are about challenging the current status quo and pushing our thinking to improve student learning and instruction. As Eric Thomas states, “To get to that next level, you gotta learn to get comfortable being uncomfortable.”
Relationships. Relationships. Relationships. If the PLC teams in my organization are going to be successful they have to have profound respect and appreciation for one another. At one time in my educational journey, I went to a training on PLCs the presenter said emphatically that PLCs can work without one having to like/get along with the others on the team. I held on to that statement for too long, often blaming myself when a team didn’t work well together, believing that as long as we focused on the work the “feelings” on the team should not matter. However, we never performed as well as teams that truly cared for and respected one another. If I could go back, I would have focused on building the relationships on my team first, because if I had done that, in the long run, the work would have been more focused and more productive. Because of a lesson I learned a little too late for teams from my past, I have coached all my teams to make space in their agenda and in their everyday practices (email, text, messaging, etc.) to connect and build/maintain community within their teams. Never take for granted the importance of team culture!

At first, I wasn’t sure this process was a good idea. I did have push back and sometimes the email responses were filled with issues and unhappiness. I poured into these situations with a positive solution-oriented response and with more questions from me asking for suggestions from the teachers I responded to on how we can move forward: as individuals, for their team, and as an entire organization. I also leaned on my administration team during this time expressing the mental fatigue that unexpectedly impacted me and vulnerably shared my struggles. This in turn built up our administration team, too.

In the weeks that followed with some of my Lead Learners (designated the “team lead”), there was purposeful time invested in them to encourage them, especially when teams started asking the hard questions and truly storming. It was uncomfortable, messy, and for my Lead Learners hurtful. They saw this storming as a failure on their part. We worked through that and helped them to see that storming, as long as it is honest, open and moves forward authentically, is a catalyst for growth.

This also caused me to reflect and add some changes to the Leadership PLC that I have with my Lead Learners. I chose to be more vulnerable AND added a section that focuses solely on PLC growth which allows for us to discuss ways we can continue to grow the community and overall health of our PLC teams. In just a few short weeks this change has made an incredible impact.

I will say now, that this was a process worth doing, and I will do it again. Not only do we need to progress monitor our students and their growth, but we need to progress monitor the health, and growth of our PLCs. The work of the PLC, when done well, is the greatest work we can do for students. It is where we build collective efficacy (1.57 effect size) and teacher clarity (.75 effect size), two highly impactful influences on effect size in regards to student achievement, according to John Hattie.

Sources:

Baron, Daniel. “The Making Meaning Protocol: Adapted for Use with a Text.” www.schoolreforminitiative.org, School Reform Initiative, 16 Nov. 2016, schoolreforminitiative.org/doc/making_meaning.pdf.

“‘Tuckman’s Team Development Model.’” Tuckman’s Team Development Model, University of Glasgow, http://www.gla.ac.uk/media/media_358180_en.pdf.

Waack, S, and J Hattie. “Hattie Effect Size List – 256 Influences Related To Achievement .” VISIBLE LEARNING, Visible Learning, 28 Mar. 2018, visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/.

Williams, Kenneth C. “All Things PLC: Do We Have Team Norms or ‘Nice to Knows?”.” About PLCs | All Things PLC | Powered by Solution Tree, Solution Tree, 25 Oct. 2010, http://www.allthingsplc.info/blog/view/90/do-we-have-team-norms-or-nice-to-knows.

My 2019 #oneword- FOCUS: Yes, It is a Revisit!

Last year was a whirlwind of a year. Every ounce of me relied on my #oneword of 2018 Brave. I had to be brave in our process of moving states, finding a new job, relocating my kiddos to a new school… and that was just the big stuff. Who knew finding a hair stylist and nail technician would also require bravery… but a bad haircut and horrible pedicure taught me to bravely face my reflection both on the surface and deep within.

So, here we are and I have never known so clearly what my #oneword should be… FOCUS. Funny thing, it’s been my word before. At first, I thought about changing it. I mean, who has a #oneword twice, unless they really sucked at it the first time, right? And then I really started reflecting. There has been A LOT of change for me and my job isn’t anything like it was for the past two years. I am in charge of guiding, designing and directing the path of our organizations learning and curriculum. I am also a BIG IDEA person. If you are familiar with the Compass Points Protocol, I am an EAST all the way through. This is great for dreaming, for vision casting, for pushing the limits, for designing with the end in mind, but not for details in implementation and making sure there is mastery before introducing something else. It wasn’t that I hadn’t mastered FOCUS, it was that I needed to revisit it. I needed to reel myself in. I need to constantly remind myself to FOCUS.

Let me back up a little and let you know how I came to this clarity of thought. First, our Admin team began reading “Leading With Focus” by Mike Schmoker in mid-November. It has been a true challenge to my “speedboat” approach to learning and thus my leading. I also reinforced what I remind myself of often, “If you are leading where you are so far ahead of everyone else, you aren’t leading you are alone.”

Second, I am one that has a hard time “narrowing down” ideas into details, however, I had been tasked with facilitating professional development for a group of educators that serve a group of students that are some of our hardest to reach. My plan? Fostering Effective Student Goal Setting. How am I going to do this? Have the teachers select their #oneword, create a vision board and then identify achievable step by step goals for themselves, then take the hands-on learning and they had and devise an approach to do the same with their students.

Will this be effective? Well, we will see after January 7th.

Am I optimistic? Yes. Why? Well, you never try something you aren’t willing to do yourself. I have written down ideas, plans, goals around my #oneword before, but never fully done a vision board. I did one this time, and I discovered when you do this you work from your innermost passions.

Where do students derive their motivation? From their passions. Not only that, but the vision boards share visually what words can’t capture and at a deep relational level that a simple written word or goal does not capture. And that is why I am optimistic. I am hoping that this exercise in identifying their #oneword, then creating their vision board and then finally creating simple, actionable, attainable goals that will be shared with their teachers will create the path for a trajectory of positive change.

For me, I know that taking my #oneword FOCUS and creating this vision board is giving me the guide for leading learning with my organization, for my family and for myself. Additionally, it is helping me with another aspect that I have recently discovered through Brene’ Brown’s book “Dare to Lead.” I want to lead in such a way that whatever our focus we do brave work, have the tough conversations to move forward and I show up with my whole heart. That requires vulnerability and in the spirit of that, I am sharing a picture of my vision board for my readers.

I hope that you find inspiration and encouragement with your #oneword as I have and will with mine. I want to also share that in addition to my personal #oneword my family also has a #oneword they select each year. This year it is BALANCE. To me, it is the perfect intersection of words. If you want to read more about my family’s #oneword you can find it on my family blog: “2019 and Our Family’s #oneword.”

We Can’t Afford to Not Vote…

Image result for Quote george orwell intelligent men In the day of school choice, vouchers, for-profit education systems, and charters, educators can no longer just show up to their jobs. We must be advocates. Not because we fear the loss of our jobs, but because the very students we serve in public education are in jeopardy of losing the opportunity to a free and appropriate education.

Many would argue with me and tell me I am wrong. I wouldn’t be writing this if I hadn’t researched, thought long and hard about this, and weighed the outcomes that would occur from me writing this. It may be your opinion that I am wrong, but I have seen with clarity, that as educators if we choose not to vote, advocate for our students who do not yet have the right to vote, and take the opportunity to have open dialogue to inform those around us, our very democracy is in jeopardy.

I will agree that public education in the 70s and 80s was slow in responding to meeting the needs of all students. Public school was free for the taking, how appropriate it was for the student was questionable. However, one can argue that the public schools of today are serving students and providing an educational opportunity that is beyond what many in public education could have imagined. The sad thing is that those outside our walls have no idea how amazing it is what students can be offered.

In Arkansas, we are breaking barriers with virtual blended courses so that rural and economically disadvantaged schools/students have access to highly qualified educators who capitalize on building relationships while delivering rigorous and relevant content. Students are also able to set themselves on a path to access more AP courses and Concurrent courses (College/HS credit) than ever before both in the traditional brick and mortar setting and through virtual blended courses. Additionally, students seeking a career and technology path (welding, agriculture, culinary arts, media arts, etc.) are able to begin that journey while still in high school.

At the same time that schools are offering these amazing opportunities at the high school level, elementary schools are implementing the most proactive evidenced-based practices to develop our youngest learners into highly literate learners.

I say all this to rally the educators in Arkansas, and beyond. Take note, do your Education isn't just another issue. research… really do your research. Who is sitting on legislative education task forces? Who is writing the legislation impacting public education? Are the interests of the students at the forefront? Is choice about equity and access for ALL students (remember the rural students who need access to opportunity, too)?

Most of all, get out there, talk to your representatives at the local, state and national level. Are the board members of your school board invested in what is best for all students? Does your legislator serve the needs of a few elite or is there a purpose to create opportunity for equitable access for all students? Do they see choice as something to be embedded within public schools or to funnel funding to for-profit programs or charter/private programs without accountability?

It’s time we get in the mix of things and be a voice for those that do not yet have the opportunity to vote. Consider what your community, state, nation, and the world would be like if education is only reserved for a few and denied to those who do not have the means to access. Use caution as politicians use choice and competition to legitimize privatization. If we remove equitable opportunity and access, students will not be empowered to change not only their future path but squelch the change-agents and policy-makers of our country’s future.

The Whirlwind and The WIG…

Image result for quote about there always being storms in life overcoming them is the key It has been a whirlwind like no other for the start of 2018-19. I have experienced it and seen my teachers push through it.

One thing I began reading at the start of my new position, as Director of Curriculum and Instruction at Virtual Arkansas, was The 4 Disciplines of Execution by Covey, Huling, and McChesney. This was for a lot of reasons, but mostly because I know myself. I always bite off more than I can chew and end up accomplishing very little and feeling very defeated.

I had bought the book in February, heard how amazing it was for focusing your goals, and how powerful it could be for an organization. I just wasn’t ready, yet.

In the meantime, I discovered the beauty of audiobooks. Yes, I know, I am way late to this party! I read several other books via audiobooks. Then in late June, I felt the “nudge” to revisit “4DX.”

I downloaded the audiobook and partnered it with the actual book. I devoured it. It hit the very area that is my greatest weakness. I am the person who always sets too many goals. I am the person that has ten New Year’s Resolutions every year (and I usually keep/reach three of the resolutions).

I shared the ideas with my Director and started to find ways to implement some of the strategies of “4DX” with myself and Virtual Arkansas.

I will be honest. I came in late to the game on this one with the teachers. Most of them already had their personal growth goals related to the teacher evaluation system set before they had left in May, prior to my arrival. However, most have jumped on board. The Wildly Important Goal we have for our organization is flexible enough that their own personal growth goals still apply with minor tweaks.

I have had moments that I have had to have one on one sessions to explain the process. I even created a power point to better explain the structure of the WIG in relation to the organization, their PLCs and them personally. I think we are getting there.

The other piece is the cadence of accountability. It has become part of the structure of our PLCs and at the end of every PLC meeting, people meet with an accountability partner to make commitments or plan steps that work toward their personal growth goal(s) or WIGS (and they only have 1 personal growth goal and 1 PLC goal).

How are we doing? I am not sure I can measure it, yet. However, when I am in PLCs and talking to teachers they are mindful of their goal in a way I have not heard teachers talk about goals before.

I realize the implementation is far from perfect. I am eager for this to possibly become a book study/club reading for our organization at some point. I know it is making a difference in how I lead and the way I lead. I am hopeful that in the same way it is making a difference in me, it is making a difference in my teachers and as a result, our students are reaping the benefits!

How are you and your teachers embracing the whirlwind and moving forward with their WIGs?

Bridging the Gap…

I wrote this three years ago. I am not sure why I didn’t post it then, but as I read today it is still relevant. Thank you to my readers for indulging me with this “hidden” post from the past. 🙂

I’m in my second year as an Instructional Technology Coach. I think about my previous year and what I learned, how I succeeded and how I failed. I also think about where am I and the teachers I work with regarding authentic seamless technology integration into classroom instruction and learning, and where I would like to take my teachers and students. I have teachers who seamlessly integrate already. They are the first to show me what they have learned and will often ask me to partner with them as we take risks and try new approaches and techniques with technology.

That is all good stuff. As a coach it makes me feel pretty awesome. However, that is not where the challenge lies. It is in the places where teachers are not confident in their use of technology and are at the same time adjusting to new curriculum resources, techniques and/or scope and sequence that the true test of my abilities as an Instructional Technology Coach arise. It is there I see I have work to do.

Teachers who naturally integrate… they don’t really need me. They are a bonus in my job as they help me sharpen my own skills and provide me opportunities to “try” things with them before I bring the ideas to others.

For most teachers, however, there needs to be a bridging of a gap or divide between technology utilization and content taught. Some may say that the divide is not that big, but in all honesty it is there and larger than many care to admit. It is easy to get frustrated or even say teachers were given the training and it is up to them to use it. However, I go back to the mantra “We do what’s best for kids.” I argue that if we are doing “What’s best for kids,” then, as an instructional technology coach, I am responsible for making it happen with those teachers that are more reluctant to use technology as a seamless part of instruction and/or provide digital platform choices for students to demonstrate learning.

So I asked myself, “How can I bridge the gap between curriculum and technology?”

These are a few things I have learned and through reflection have realized:

1. A teacher who begins conversations with “I don’t have enough time…” I work with them on ways that they can become more efficient with the use of a technology tool. When they see the benefit they will take that same tool and utilize it in ways for students to demonstrate learning.

2. Honor the content expertise of the teacher. When meeting to determine ways to integrate technology in the lesson or lessons, begin with the end in mind, seeking to understand the learning expectations and goals of the teacher. For example, ask “Could you share with me the learning target(s) for your students? I want to understand the content that students should demonstrate mastery with when this lesson is completed.” and “Would you mind sharing the rubric you plan to use that assesses student mastery of the content for this lesson.” (If the teacher does not have a rubric available, this is a great time to collaborate and create one together.)

3. Design a lesson that reflects the philosophy of teaching on that campus and district. In our district we have moved to a workshop model approach and have campus level Problem of Practice (P.O.P.)/Instructional Focus to address areas of continuous improvement. As I continue to move forward bridging the gap between curriculum and technology, I consider how I can help teachers seamlessly integrate from the opening, to the work period, and then at the closing. Additionally, at every turn the process will be measured against how the integrated technology and instruction work toward the P.O.P./Instructional Focus while delivering the content.

4. Streamline paperwork. Teachers are inundated with forms, data collection, and progress monitoring tools. When teachers see technology as a seamless way to perform their behind the scenes duties they become open to ways to integrate in the classroom. Providing tools that streamline this and provide them ways to better interpret the data and make informed decisions about how to best meet the needs of students is essential. If we don’t meet them in the areas that consume their conference time and relieve those time demands via efficient tools then they won’t make the time to learn ways to integrate technology into daily instruction.

5. Change the mindset of how the Instructional Technology Coach is viewed. If you are still getting emails or being stopped in the hall to fix a printer, politely offer to show them how to put in a help desk, but then take the opportunity to ask them about upcoming instruction. Take that opportunity to share a way for them to go paperless with that lesson. When they email you asking for a fun new presentation tool you would recommend, refer them to a database of tools, but then ask them what is the lesson target and could you meet with them to see how the lesson could be fully integrated and student learning redefined.

6. Perform your own walk throughs and collect your own data. How many students are actively utilizing devices for learning? Are the students interacting/collaborating with the lesson via their devices or is it to record information? What level on SAMR is being demonstrated in the class instruction and student product? What are some next steps that could happen very easily with technology? What is motivating about the lesson and the teacher’s use of technology? (ask a student) Then share your data with your administrative leadership team.

The gap is getting smaller, but there is still much work to be done. Teachers can no longer ignore the essential need for technology in the classroom learning environment. Technology if used just as a tool or toy is not beneficial to anyone. Technology is only beneficial if it is partnered with good instruction and fully integrated into instruction and learning with purpose.

What are ways that you are closing the gap between tool based technology implementation and a separate content implemented curriculum?

Creating a Perfect PLC…

to-get-to-that-next-level-you-gotta-learn-to-get-comfortable-being-uncomfortable-quote-1 PLCs have been a part of my professional learning and growth for years. I have experienced it as a teacher, a team leader, an instructional coach and now as a campus administrator. I have seen it from the implementation phase to fully involved.

A question that was recently posed with a learning team I am a part of was, are the systems and structures we have or do not have in place limit the progress and authenticity that PLCs are meant to produce with learning and collaborative efficacy?

The learning team reflected and asked how much of PLCs should be directed and clearly defined by administration and how much should be guided and directed by the teacher team?

Much like we have learned that our students need differentiation with instruction and the way they share their learning, teachers need it in the structures and systems they have within their PLCs.

Teachers, curriculum writers and administrators agree that the conversations and data discussed is different in Kindergarten through second grade teams compared to third through fifth grade teams. There is a concrete area that differentiation is needed. The other is based on the needs of team.

It takes time both for the administrator and the teams to determine where they are as a team in the process of becoming high performing (Stages of Team Formation). Then each team’s PLC structures and systems would be designed in such a way that there is a gradual release of responsibility in communication, planning, lesson sharing, data analysis, and collective professional learning.

It is a delicate balance for administrators to know when we need to say something and when they can attain the learning on their own. A fellow colleague recently commented on this stating “If we say something teachers can get on their their own… why are we saying it?” It is, with the work together as educators (teachers and administrators), we find a place for each team between accountability and autonomy.

We have amazing teacher leaders in every place you look in education. Every educator should see themselves as a leader both for the students they have in their classrooms, but also within their own teams and beyond.

When our learning team met it was a mix of both classroom educators, campus administrators, curriculum directors and district administrators. The most powerful thoughts and reflections came from our classroom educators… what resonated was how excited they were to be with the learning team, to meet other educators that were so deeply passionate about teaching, learning and their students. As one teacher stated, “We desire to be with others that think at the same level as we are.”

Reflecting on Theories of Action That left me pondering… how do we differentiate learning both in PLCs and individually for our teachers? How can we provide systems and structures that allow purposeful PLCs to occur instead of limit progression due to too many constraints or not enough guidelines?

The questions (taken from the book The Transformative Power of Collective Inquiry: Realizing Change in Schools and Classrooms by Donohoo and Velasco p. 104) to the right are designed to evaluate Theories of Action, but also can be used to evaluate the present state of team’s PLCs and help move forward with next steps.

As we move toward the end of the 2017-18 school year, reflect on our progress and the areas we hope to see more growth in the 2018-19 year, what are the systems and structures that best move your campus, teams, teachers and students forward… what systems and structures (or lack of) could be limiting your progress?

Citations:

Donohoo, Jenni, and Moses Velasco. The Transformative Power of Collective Inquiry: Realizing Change in Schools and Classrooms. Corwin, 2016

mind tools, team. “Forming, Storming, Norming, and Performing: Understanding the Stages of Team Formation.” From MindTools.com, Mind Tools, http://www.mindtools.com/pages/article/newLDR_86.htm.

“To Get to That next Level, You Gotta Learn to Get Comfortable Being Uncomfortable.” PictureQuotes.com, http://www.picturequotes.com/to-get-to-that-next-level-you-gotta-learn-to-get-comfortable-being-uncomfortable-quote-258304.

How Do You Choose to be Brave?

Shortly after I posted “My ‘One Word’ for 2018” the tragedy of Douglas High School in Parkland, Florida occurred. I thought of the bravery of the students, staff and first responders on that day. I thought of the bravery of parents who patiently waited for news of their child. I thought of the bravery of the counselors who consoled the students and faculty in the aftermath.

What I didn’t see as brave is the multitude of social media posts that point fingers and apply blame. We have had an epidemic on our hands for over a century. Our children for over a century have been less important than the blame and rhetoric that seems to fill our media. If our children were truly the priority it wouldn’t be about gun control, or poor parenting, or the moral decline of our society. It would be about resources being allocated to best serve our children. Prioritizing services to provide resource officers trained to deal with the variety of threats that may come into our children’s schools. Please remember, this last one was another student, but many times it is not. Often times the violence isn’t with a gun… look at the recent tragedy in China.

It is time we stop blaming poor parenting, guns, schools, and most of all children. The following was posted on a fellow friend’s Facebook feed:

I responded with the following: “There has been documented school violence for over 100 years. What is not told is that more violent acts are prevented that happen now than before gun laws were in place. Unfortunately, violence happens without guns too, but the media only focuses on guns. Our focus should be on keeping our children safe and how we can address mental illness. Until the rhetoric changes and the argument is focused on something else other than our children nothing will change.“

Children with mental illness are suffering while we debate over guns. Educators are doing everything within their means and beyond to meet the needs of children and families with limited or no resources and little training to address concerns of mental illness and safety. As stated in my response above until our focus and priority both in funding and rhetoric changes, nothing will truly change.

I will not tell a parent that it is their parenting that failed us. I will not tell students that it is the moral decline of their generation that has failed us. I will not tell a student who has experienced great difficulties mentally, physically or emotionally that more gun control can alleviate their challenges. I will not tell a teacher that it is up to them entirely to ensure that they solely can prevent another atrocity like this or that the answer is that they carry a weapon on school grounds. I will not place blame on our counselors or expect myself or my fellow administrators to think less like an educator that presumes positive intent, and instead, assumes worst case scenario.

What I can do is what was so eloquently stated by a fellow Professional Learning Network colleague, Travis Jordan (@Supt_Jordan) in a tweet he shared the Sunday after the horrific event in Florida.

This is how I believe being brave can make a difference. This is how I can help the students be brave, the staff be brave, the first responders be brave and the parents be brave. I refuse to blame. I choose to be brave.

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Citations:

Donohoo, Jenni, and Moses Velasco. The Transformative Power of Collective Inquiry: Realizing Change in Schools and Classrooms. Corwin, 2016

mind tools, team. “Forming, Storming, Norming, and Performing: Understanding the Stages of Team Formation.” From MindTools.com, Mind Tools, http://www.mindtools.com/pages/article/newLDR_86.htm.

“To Get to That next Level, You Gotta Learn to Get Comfortable Being Uncomfortable.” PictureQuotes.com, http://www.picturequotes.com/to-get-to-that-next-level-you-gotta-learn-to-get-comfortable-being-uncomfortable-quote-258304.

Share this:

Share this: