Stop teaching digital citizenship.

Yeah. I wanted you to click on that title. Thanks for stopping by! ūüėČ

Yesterday I spent the day at #DigCitNYC, hosted by Google in their NYC location. 100+ educators/Google for Edu trainers/consultants/parents/teachers/ businesspeople/learners joined together to talk about the ideals of digital citizenship and how Google’s products & services can support those efforts.

Sometimes I feel like I’m living a double professional life. I spend much of my time inside ChangeLeaders Community, where, as community manager, I encourage members to push and challenge and share with one another and we try to think differently about school. We don’t emphasize the use of technology in schools. We don’t particularly care for ambiguous, overhyped buzzwords like personalized learning and digital citizenship, and we’re working hard to bring real change to organizations. We always try to put learning first. ChangeLeaders is a closed community run through Mighty Networks and intentionally serves as an interactive, safe space for discourse. No noise to inhibit learning.

I also work as an educational consultant and spend many days with teachers in my role as Google for Education Certified Trainer. Consulting days are often tool-centric. Technology-centric. Lots of free tools shared. People want to know what’s out there, how it works, and why they should use it. We tinker a lot, both with ideas and with apps & services. I try to muster all the energy in the room to keep things focused on what strong pedagogy infused with a kick of technology looks like, but we almost always use the little time we have to explore tools & tech & techniques.

Yesterday, Stephen Balkam from FOSI shared 7 Steps to Good Digital Parenting, Kerry Gallagher shared the latest from ConnectSafely, and Google team members and teachers shared as well.

Not surprisingly, there was lots of talk about “teaching digital citizenship.” Not so much about¬†learning.

Are we making these lessons relevant to students’ lives? I heard one teacher in the audience tell a peer, “We do teach this stuff. But they hear it, and then they just go back to doing what they were doing.” So for kids, when does it sink in? What stories do we need to tell? Do¬†they¬†need to tell¬†us?

Teachers, principals, parents… we’re still operating in fear-based mode when it comes to misuse of technology in schools. And absolutely, there need to be strict disciplinary measures taken for illegal and bullying behaviors. But for off-task behaviors? When I hear a teacher say something like, “If you’re not careful with the computers, you’re going to get worksheets,” I roll my eyes. Which is what his/her students probably do. Doesn’t seem much like a learning-forward sanction to me.

Lots of the digital citizenship activities out there are pretty contrived. Search for the digital footprints for these 3 make believe characters and fill out this worksheet sharing all you could find. How about, Use Google search and images to find out everything you can about your teacher? Or principal? Or a public figure that students are interested in? They’re doing it anyway. What’s going to be more effective? A worksheet? Or creating conditions for that type of activity to be done in class, with supportive adults, who can then finesse discussions and allow kids to really delve into their findings and implications? Are we considering the broader importance of helping students become digitally¬†literate, not just well-behaved online? I reviewed Doug Belshaw’s work on digital literacy back in 2013, worth a read.

Yesterday we worked in small teams to share two hopes and two fears on this topic, and it seemed the majority of groups hoped that we could better engage families and parents in this discussion, and fears were that many teachers don’t take seriously their responsibilities to include digital citizenship lessons in their classrooms because they see it as someone else’s job. Or, they don’t address these issues because they don’t have the resources.

The resources are out there, and most of them are free. Whether you choose from Google’s Be Internet Awesome or Common Sense Media or any of the ConnectSafely resources, you can put together a fairly comprehensive curricula based on the needs of your students.

The resources or lack thereof, in my opinion, aren’t the issue. The issue is that teachers, and many other adults in students’ lives, do not have command of their own digital lives, and they lack the confidence to discuss these issues in meaningful ways with students. The adults are still trying to make sense of their digital worlds, strike a balance with online and offline time, seek to understand just what the heck kids are doing and sharing via social networks, and I think for many adults, it’s easier for them to live in a bubble and ignore the digital crisis that’s emerging, or simply say to kids, “This is bad for you. No phones in class. No social networks. No internet. No no no.”

Take a step back from the curriculum, the scope and sequence, the online programs.

Look at your students.¬†Listen to your students. Work in time for morning meetings, advisory meetings, student-led forums, student digital health task forces. Educate the teachers. The administration. Help every adult who impacts a child’s life be confident with their own digital lives. Help them understand safety & security, privacy & data, the opportunities and the risks the internet provides. Together with the support of as many families and community members as possible,¬†make a plan to address this that involves student learning, not “teaching digital citizenship.”¬†¬†

Last week Will Richardson wrote¬†What is the internet becoming?¬†¬†We need to reflect seriously on the spaces kids are frequenting, their behaviors in those spaces, and whether or not we’re doing our best to mitigate the risks that come with online interactions while also taking advantage of the connections, enhanced communications and collaborative opportunities the internet provides.

My hope? The children in our care now, the ones who are trying to finesse their digital literacy skills, will be the people who can help bring rational thought, joy, and truth back to online spaces. They can be the ones who start to demand honesty in publications and news reporting outlets, respectful discourse in online communities, and equal treatment of all.

We have to put our own insecurities aside and help them do it.

 

Are you ready for Change, Leaders? A Community invitation.

Photo by William White via Unsplash

For the past several weeks, I’ve been working with one of the finest teams in educational leadership and innovative teaching & learning, and I’m pretty darn excited about it.

That team is Modern Learners.

If you’re not familiar with the work of Will Richardson, Bruce Dixon, and Missy Emler, be sure to visit Modern Learners now and listen to their podcasts, read the Shifting Conversations content, and get to know the lenses through which school leaders should seek to bring together shifts in beliefs and changes in practice, all influenced by the context of the world we’re living in today.

So what have we been up to? Will, Bruce, and Missy have ignited a spark in educational leaders through their work in Change.School, “a powerful 8-week online experience for educational leaders who are serious about designing and creating relevant, sustainable change in their schools and districts.” Change.School participants are serious, dedicated, innovative leaders who are looking to move their schools forward in powerful ways. As a result of the work in those cohorts, the need became apparent for a space where fellow administrative colleagues, building-level leaders, and teacher leaders could come together and delve into issues and ideas relevant for today’s school leaders.

Enter ChangeLeaders Community: 

“Where courageous educational leaders get real about learning and schooling.”

Networks are really important to me. I’m not the educator I was ten years ago, and connected learning is one of the reasons why. The ideals of connectivism really resonate with me, and I don’t think you can be a successful leader without a formidable, knowledgeable, supportive network. That being said, many educators have, in recent years, embraced the idea of developing a Personal Learning Network aka PLN, and using the connections made via social networks (Twitter, Facebook, Google+ to name a few), to support their learning and professional development. (If you are new to connected learning, be sure to read Why do I need to reinvent my PLN? and My Personal Learning Network is the most awesomest thing ever! to ground yourself as you continue navigating these waters.)

For the past two years or so, I’ve felt kind of meh about PLN-ing. Interactions from typical social spaces haven’t done much to influence my thinking and learning. There has to be more. It’s been hard for me to get excited about what I read, see, and experience in Twitter and on Facebook, even in groups dedicated to educational chit-chat.

And why is that?

Because networks are not communities, and well-crafted communities better support learning.

Networks are important, of course, because with every connection made, collective knowledge can emerge. In Network vs. Community by Clint LaLonde (2010), he shares a remark by George Siemens who attempts to distinguish between networks and communities. In short, there are more explicit norms and expectations for participation in communities. And in ChangeLeaders, we expect participation from our members and know that our community will thrive on member contributions!

Will our ChangeLeaders Community develop into a true community of practice? Our hope is, yes. A community of practice as defined by Wenger: ‚ÄúCommunities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.‚ÄĚ As Downes (2007) states, “Learning, in other words, occurs in communities, where the practice of learning is the participation in the community. A learning activity is, in essence, a conversation undertaken between the learner and other members of the community.”

CLC is about conversations, learning, and change.


So, here’s the thing. ChangeLeaders Community is something you subscribe to, and after your 30-day free trial ends, there’s a cost. That immediately turns some people off, and it causes others to shy away who, in my opinion, don’t stop to consider that the small expense is actually a huge investment in one’s own professional growth and learning. I use a number of free digital tools in my work and learning, but I have no problem paying for others that add value to my life. Good (usually) ain’t free.

The ChangeLeaders Facebook group was not a true learning community. It lacked versatile tools and capabilities to propel learning forward for its members. And, it seems as though every day, I see one or more of my Facebook friends jumping ship. Because Facebook. Through the ever-changing feeds and advertisements and algorithms, learning gets lost. And you’re bombarded with distractions.

CLC is a space that eliminates the clutter and allows its members to focus on the task at hand: How do I grow as a learner so I can ignite change in my organization? That can happen through the use of Mighty Networks and the continuing contributions of its members (over 300 members thus far!)

A CLC subscription is far less than a few Starbucks visits each month or a magazine subscription or the purchase of one of the latest educational fad/innovation books or a membership to a professional learning organization that you may or may not get any actual benefit from. We’re confident that through your willingness to engage in our community, you’re going to be challenged in your thinking and make real strides towards change, far more so than you could ever achieve in “free” spaces like Twitter or Facebook groups.

What will we explore in ChangeLeaders Community?

  • What learning is and what it isn’t, and the gap between what we know and believe about how we learn best and what we actually do in schools.
  • The trends, technologies, and changes happening in the world that really matter to our work in schools and that we need to understand in depth.
  • How educational leaders are building their own capacities to lead change in their communities.
  • What reimagined, modern practice in schools looks and feels like.

ChangeLeaders Community offers

  • a space where you can find signal among the noise – carefully curated content in a dynamic interface that fully engages participants and acknowledges the importance of their contributions in this space
  • jargon-free, buzzword-free, platitude-free discussions focused on change
  • critical friends who will challenge your thinking and support your change efforts
  • contributions not only by community members, but also by Will Richardson & Bruce Dixon in their Shifting Conversations posts
  • frequent, live collaborative sessions via Zoom, during which members can come together, build relationships, and tackle difficult change issues (Monday, October 23, 8 PM ET- you won’t want to miss “ChangeLeadership: Laying the Foundations for Creating Relevant, Sustainable Change in Schools” led by Will & Bruce!
  • the opportunity to reflect on practice, set goals and develop artifacts demonstrating professional growth, all while supported by a group of critical friends and colleagues
  • perhaps even a bit of fun!?

We hope you will courageously join us, we really do. But if you don’t, no matter which networks you frequent and spaces you visit, be sure to participate. Give back. Often. Because as Siemens says,

Being connected, without creating and contributing, is a self-focused, self-centered state. I’ve ranted about this before, but there is never a good time to be a lurker. Lurking=taking. The concept of legitimate peripheral participation sounds very nice, but is actually negative. Even when we are newcomers in a network or community, we should be creating and sharing our growing understanding.

Welcome to Change, Leaders! Let’s create some change.

-Lyn Hilt, ChangeLeaders Community Manager

How will you say Yes! this year? (And what are you listening to?)

Lee Campbell

On work days, I typically find myself commuting in the car for hours at a time. Driving is not my favoritest thing. Podcasts have proven to save my sanity on many occasion. It seems as though anyone can create a podcast nowadays, but it’s tough to maintain a listener’s attention if the content is weak and the delivery is mundane, so I find myself dipping my toes in the various podcast waters until I find something that’s both informative and entertaining. Back in 2007, as the K-5 “computer lab” teacher, I helped our second graders use Garageband to record and share podcasts, and it was really cool to see 7 and 8-yr olds developing the skills to articulate their ideas and share what they learned via this platform.

This week I tuned into from the inspiring team at Modern Learners, and of course I¬†couldn’t wait¬†to hear the wisdom shared by superintendent Pam Moran, someone whom I’ve admired since our beginning days of connected learning and enjoy learning from time and time again.

In the episode Developing a Culture of Yes with Pam Moran, Will Richardson and Pam discuss the integral role of school leaders in cultivating a school climate and culture where taking risks, suggesting changes and promoting unconventional ideas are not only tolerated, but supported through to completion. Pam shares her early experiences as a connected leader and learner, reliving the story of how a teacher came to her and told her about the world of Twitter (quite a difference educational space back then than it is today) and how teachers were learning in new and different ways, and shouldn’t she try it out for herself? Not only did Pam find the value in building those connections and relationships as a leader, but she realized that if her teachers were reaching out and looking to use their newly acquired skills and information to innovate, she’d have to step up as a leader and support the changes in practice that resulted. And how could traditional PD continue to be as effective knowing teachers were crafting their own learning networks and learning anytime, anywhere?

A new school year is upon us. And as Pam reminded school leaders, it’s easy to say no. When I was an elementary school teacher, one of my fifth grade students, an incredibly talented, creative, intelligent, inspiring student, came to me and asked if she could orchestrate a production of¬†The Point¬†to perform for the class. I knew nothing of Harry Nilsson’s work or the storyline of¬†The Point.¬†But this student passionately convinced me that she and her classmates could perform the script she wrote and even I could play a role and we could teach so many life lessons through this performance. She was right. When I examined our daily schedule, I thought,¬†We honestly have no time for this. We don’t have time to rehearse, to obtain props and to set up the stage and oh my goodness what have we done? But I knew, that she knew, that this proposed project was vitally important to her and her learning. So we found the time. We did it. She “did” Genius Hour before Genius Hour was a thing. She led her class through rehearsals, she worked closely with peers, she acquired collaborative, organizational, and social-emotional skills through that process that she would never have learned from whatever I was planning to teach from the curriculum that month. We performed for the school, parents attended, and it continues to be one of my favorite memories of my time as a teacher.

How will you say yes this year? 

P.S. Here are a few other podcasts on my must-listen lineup. What are you listening to?

The Longest Shortest Time

Contrafabulists 

The Creative Classroom

ReLearning

Elise Gets Crafty

Google Teacher Tribe

The 10-Minute Teacher Show

IDEO Futures

 

P.S.S. I drafted this post to almost-completion before this NYT article about edupreneurs and edtech was published. I’m currently trying to wrap my head around it all. I’ll be sharing my thoughts in a future post.

What it’s like to learn alongside you.

High-fives to Google Drawings session participant, Joann at the Garden State Summit ’17!

I love being a consultant. I know that to some educators,¬†consultant is a dirty word. It need not be. As a teacher and principal, I, too, was skeptical of someone from “the outside” coming to our schools and classrooms to show & tell their way into our hearts and minds. In fact, I think I truly connected with and appreciated the work of maybe only a handful of consultants in my time as classroom teacher, coach, and principal. But most days, in this line of work, I leave with a smile on my face, feeling energized and privileged to work with the teachers and school leaders in my midst.

So what do I try to do differently? For one, in my role as Google for Education Certified Trainer, I have the privilege of working with many schools who have established relationships with Google for Education Partner Rich Kiker. This is an advantage for me as a trainer because people trust people, they don’t trust products, or brands, or technologies. They trust that the teachers and leaders sharing ideas and strategies are people who care. Who, down to the core, know that the teachers with whom they work are responsible for children and their learning experiences. I also get to serve schools whose staff members have seen my presentations at conferences, heard of my work through other educational leaders, attended previous professional development sessions I’ve facilitated, or who employed me. (Going “home” to Elanco next week and can’t wait!) My audience usually has an awareness of who I am, what I do, and what I believe in.

Sidenote: I want to share my two cents about people, about educators, and the roles they assume and the career paths they choose. No, I am not currently “in the trenches.” I am a consultant, an adjunct in a higher ed program, and I am a full-time mother to a 4 1/2-yr old son and 18 month old daughter. That is the choice I made, and I couldn’t be more privileged and thrilled to serve in that role. So while we are quick to judge others in the edusphere for the roles they assume or don’t assume, while we celebrate #momsasprincipals and #dadsasprincipals and #peopleasprincipals and #principalsasprincipals and the amount of time they and other groups spend connecting/blogging, there are always reasons why others come and go in these connected educator spaces. I’m sorry, Twitter, and my trusty old blog, but my commitment isn’t to you, not anymore.

Back to business. How can we help? When I start planning to work with a school or team, I generally follow these steps. (Wait, you train in G Suite for Edu. Can’t you just re-use the exact same Google Chrome or Google Drive or Google Classroom slide sets over and over again? No. I can’t. Well, I could. But that would be lousy instruction, now, wouldn’t it?)

  1. Get to know the people! School demographics, leadership, teacher experiences, student populations, grade levels served, community information…. I try to get to know as much as I can about the schools I serve. Another advantage I have as a consultant? I get to share the stories and experiences of other teachers, other districts, other schools with all of the groups I serve. I help connect those who might be existing solely within the walls of their classrooms or schools and who lack diverse and unique perspectives.
  2. What do they already know? What do they want to know? Even if I’m booked for a specific workshop or presentation, I typically like to find out the comfort levels, skillsets, and interests of the people sitting in front of me. Sometimes that happens with a pre-workshop Google Form, sometimes it happens with a quick survey at the start of the day.
  3. Using the info collected, I plan out the agenda for the day. What makes sense, pedagogically, given the needs of the group? How can I infuse as many hands-on and discovery learning opportunities in even the most technical of training sessions? How can I get people talking to one another, sharing ideas, connecting beyond the confines of the walls of the building? What’s great about an agenda, though, is how quickly it can change,¬†how quickly it needs to change, once I’ve developed a better awareness of who is actually in the room. We’ve been known to abandon agendas completely if it becomes clear that it’s not meeting the needs of the participants.
  4. Resources, resources, resources. I share a lot of resources. Sometimes I need to do a better job making them more streamlined in nature, but I publish my session resources and CC license them, encourage teachers to share with their colleagues, and keep the links live for as long as forever. Because I want teachers to have the opportunity to go back and review, revisit, reinvent the things they’re doing in the classroom even after our sessions have ended.¬†There is also¬†a lot¬†of differentiation that goes into my resource and activity planning. I put a lot of faith in the teachers to take ownership of the day. I’m reviewing the basics, but you already know this? Move along in the resource guide or the differentiated design lab I’ve created. Challenge yourself. Look ahead, tinker, build, create… don’t worry about not maintaining eye contact with the presenter, you need to do the work.
  5. I reflect on the effectiveness of my efforts. During the day, I’ll read faces and interpret body language. I’ve been known to call out participants if it seems as though they aren’t being challenged. Tough to do? Yes! But important, because it is very overwhelming to attempt to meet the individual needs of 20, 40, 60, or even 100 participants in the room. At the end of the day, I’ll often share a survey for workshop participants so I know how I can improve my sessions in the future. I won’t lie, sometimes the feedback is tough to read! Overall, though, it has been very encouraging and filled with constructive ideas for how to improve my craft.
  6. I get busy making it better.

I make a lot of mistakes. I am constantly thinking about what I can improve. I think about my ten years as a classroom teacher and cannot believe some of the pedagogies I employed and the strategies I used. It’s all I knew, at the time. I think about my tenure as principal and how now, knowing what I know, I would never approach a disciplinary or teacher evaluation situation in the manner I did. It’s what I knew, at the time. As an instructional coach, I could have done more for certain teachers and sought to work more collaboratively with departments and team members.

We use what we know at the time. And as a consultant, it’s my job to learn alongside you and help us both awaken to the possibilities, so that we can know and do more, in this time.

Shameless plug: Want to work with us? Check out Hilt Consultants and/or comment here and/or tweet me @lynhilt and/or email me anytime lynhilt@gmail.com. Thanks for reading!

Thoughts on professional learning.

Philadelphia School District Headquarters via Flicker by It’s Our City cc-by-2.0

I’ve written about professional learning aka “PD” more often than not in this space. It’s something I truly enjoy facilitating and I’ve created and shared professional learning opportunities through my role as principal, instructional coach, and now as consultant. Some were great, and some not so great.

This post is going to be short and sweet (I say that, and then 10,000 words later, TLDR), but I just wanted to take the time to commend the current group of School District of Philadelphia teachers who are working towards earning their Google for Education Certified Educator Level 1 status. We have spent six hours a day for the past three days together, (one more to go!) in a room with no windows, exploring G Suite for Education. The teachers who are attending our “bootcamp” offered through Kiker Learning are spending their summer vacation days learning and learning some more. They’re not getting paid, but through their time and dedication, could possibly earn Level 1 certification at the end of the bootcamp with a successful exam performance.

I can tell that this week has been the first tried-and-true experience with G Suite for many of the teachers in my group. I know others are already proficient with the basics and could have probably passed the Level 1 exam on day 1 or 2.

Here’s the great thing about this group that I noticed almost immediately – they’re willing to do the work.¬†

I tell my workshop participants at the start that I have provided a variety of digital materials (tutorials, examples of the apps in action, etc.) and that if I am reviewing or demoing something they already know how to do, they should take it upon themselves to explore what matters most to them. 

I say that every time, to every group.  But this group has been more self-directed than most.

If we are practicing formulas and sorting and chart creation in Google Sheets, when I glance around the room, I can tell which teachers are already proficient spreadsheet users, because they’re doing something else. They’re not on Facebook. They’re not online shopping. They’re browsing¬†through the digital resources provided, looking for a challenge, previewing content and apps they haven’t yet explored in depth.

They’re owning their learning. They’re tinkering. They’re creating.

There’s no consequence for these teachers if they don’t pass the exam. They can take it again 14 days later, and hopefully, with additional preparation, earn a passing score. But if they don’t, it won’t impact their job status. It might hurt their ego, but in the end, no Google Educator label is going to make a difference in the day-to-day work they do with their kids.

Even if every single one of the teachers in my group doesn’t pass the exam (that will never happen!), I wanted to share how much of an impact this group made on me.

For their willingness to ask questions. To ask me to slow down. To ask me to repeat concepts. To ask me to demonstrate.

To sit side-by-side with peers, to teach! To lead! For the¬†very best kind of busy conversations¬†that as a teacher, I¬†hate¬†to interrupt because “we have to cover the content!” Knife to the heart.

To laugh. We laugh and we find joy in our work. Teachers are developing relationships with one another, with peers who they’ve never met before this week. They’re thinking through the work they’re doing, and how it applies to their roles in the classroom, and theyre getting excited about the possibilities.

Sometimes, we encounter an app or service whose features have been limited by district constraints. This isn’t unusual in a school setting.¬†This group simply rolls with it. They think about how they can embrace constraints and still do the work. They rarely complain, or badmouth kids, or colleagues, or administration.

They do the work.

I am compelled to blog about this group because I have worked with many many teacher and admin groups throughout my tenure as “connected educator” and consultant, but for some reason,¬†this group is magical. It makes me smile. These teachers make the commute into the city a mere annoyance, and the consecutive days away from my kiddos more bearable, ¬†and I look forward to my continued work with them.

If you are in my bootcamp class, and you are reading this post, I am very proud of you! You inspired me to be a better teacher. I hope that through our work together, you can achieve much success in whatever area of Google for Education you choose to focus. An exam score doesn’t define you. Your actions, your relationships with students, and your attitudes shape you into the exceptional educators you are.

It has been an honor and a pleasure working with you.

Blogging with buddies! #ETCoaches

Earlier this year I participated in a few #EdublogsClub blogging challenges to¬†help make writing in this space more of a consistent habit. ¬†I’ve also recently signed on to be part of #ETCoaches Blogging Buddies. What I love about this initiative is that willing edubloggers have been placed in groups with¬†other bloggers looking to form collegial relationships around their blogging efforts.

What I remember most about blogging “back in the day” is that there were many readers: educators of all kind, including classroom teachers, technology specialists, and principals, who flocked to Twitter each week to share and comment on one another’s thoughts. Most of this was shared via the #cpchat and #edchat hashtags. Comment threads were a mile long. We faithfully organized and checked our Google Reader feeds and reading and commenting was part of our daily routines.

Why blog? Cory Doctorow, 2002:

Blogging begets blogging. I blog because I’m in the business of locating and connecting interesting things. Operating a popular blog gives people an incentive to approach me with interesting things of their own devising or discovery, for inclusion on Boing Boing. The more I blog, the more of these things I get, as other infovores toss choice morsels over my transom. The feedback loop continues on Boing Boing’s message boards, where experts and amateurs debate and discuss the stories I’ve posted, providing depth and context for free, fixing the most interesting aspects of the most interesting subjects even more prominently in my foremind.

Over time those¬†to read lists of RSS feeds became long and tangled and messy and we didn’t pay enough attention to what was being shared, how it was applicable to our roles and schools, and it became more and more difficult to keep up.

The digital spaces that educators flock to today are very different than those from the early days of “connected educators.” There are so many more voices, and diverse perspectives present that were not well-represented before. This is good.¬†But what it requires is a consistent and pervasive effort to think critically, time manage, publish, and give back in order to read and use what’s being shared in digital spaces¬†in constructive ways.

This is easier said than done. Depending on your role, your life, and responsibilities outside of education, you perhaps don’t have time to compose and post to a blog regularly, let alone dedicate time to reading and commenting. My blogging life is very different now than it was before I had kids. Priorities shift and time spent online diminishes (for good reason!) and I consider myself lucky when I stumble upon a gem of a blog post that is worth sharing via Twitter or when I read one that truly moves me enough to sit down and concentrate and compose and share a comment.

The Blogging Buddies guidelines are simple:

  • Blog at least once per month.
  • Offer feedback in the form of blog comments to all others in your group on at least one of their posts per month.
  • Practice best digital citizenship. Discourse is encouraged, rudeness is not allowed. It is okay to disagree with one another (how else will we grow?), but this should ultimately be an encouraging experience. If you find yourself getting heated on any particular topic, remember the LARA method- Listen (or read, in our case), Affirm, Respond, Add.

Check out the links below to visit the blogs of the buddies in my group! I’m sure they’d love to hear from you. Also be sure to follow the¬†blogging buddies list on Twitter¬†to read the latest and greatest from a dedicated group of blogging professionals.

Robin – Pence Passion

Susan – Susan Zanti’s Blog

Rachel – Tech from the Trenches

Erin – Reflections in Tech

What have you been reading? What have you been writing? It’s not too late to join #ETCoaches Blogging Buddies!

I see teachers who…

In my consulting role I have the opportunity to work with teams of teachers, administrators, and on occasion¬†push into classrooms to work with students. Recently I’ve been working with K-2 teachers and students who are learning to craft digital stories on the iPad,¬†using¬†apps such as Book Creator, Scribble Press, GarageBand and iMovie. This initiative came about as the result of an eventual shift in curriculum away from an adopted (textbook/series-based) literacy program to one that is more project-based and technology-infused. A grant was written to obtain the iPads and to fulfill the grant, teachers are working with students to publish a variety of digital storytelling projects that demonstrate their creativity and ideas learned.

Each class has achieved a different level of proficiency using the apps and story publication. This is due to the varying age level and developmental level of students, for sure, but it’s also due to the mindset and willingness of the teacher to embrace this initiative and the resources she has been given.

So what did I see, and what have I seen through both my district coaching and principal roles,  in classrooms where technology use has been embraced?

I see teachers as learners. I see teachers who:

  • Make the time. They¬†examine what they’re currently doing: the books they’re reading, the activities and projects students are completing, and they think: how can technology enhance and transform these projects? How can we change what we’re doing instead of¬†add on one more thing?¬†
  • Have routines and procedures in place, especially for collaborative projects and times when teamwork is expected. Student¬†roles are established and clearly defined. Management is evident, which in turn leads to students being able to lead, learn, resolve conflicts, and create in an environment with fewer¬†distractions.
  • Plan. Anyone who has ever tried to incorporate technology meaningfully into the classroom and who has tried to “wing it” knows it can be less than successful. Know the purpose. Use with intent. (And perhaps your students will unveil a purpose you perhaps never before considered…)
  • Model.¬†These teachers get hands on. They create!¬†They’re not afraid to tinker, not only during their own professional learning¬†sessions, but in front of a student audience, allowing them to observe what it’s like to try something new.
  • Have high expectations for project performance. In my digital storytelling workshops I¬†emphasize the importance of students¬†making¬†meaning, not just making¬†media.¬†Bernajean Porter is a key resource for anyone looking to ensure meaningful content and idea development through digital project work!
  • Learn alongside students.¬†It’s so encouraging as a coach to see a teacher who sits down with a student or a group of students and taps, swipes, creates, questions, and troubleshoots alongside his¬†little learners.
  • Showcase student work. One teacher in particular was so enthused with her students’ creations and couldn’t wait to have them share their projects with me. These teachers find a way to make sure their student voices are heard. Publishing to an authentic audience is a great way to do so. In addition, they utilized¬†the sharing features from each app to publish to Google Drive and share with parents and families via links. Another group’s publications will be shared with local pediatricians’ offices as waiting room reading material!
  • Embrace the noise.¬†Learning is messy. Collaboration can be loud. Conflict resolution is a pretty intense¬†process that rarely¬†involves whispering. Movement to different learning spaces throughout the day is not the quietest of activities.¬†Find ways to help your students thrive in the busiest of environments.
  • Ask for help and actively seek out¬†resources to learn more. Not every teacher I’ve worked with in a coaching capacity is comfortable asking for help. They’re very fixed in their methods and they have a very narrow focus: teach the written curriculum, the way it has traditionally been taught. When a teacher (or principal or coach) asks for help and embarks on a journey to learn more, see more, do more, think differently… kids win.

What am I missing? What do you see when working with innovative teachers and learners?

 

What is ethical leadership?

I’m playing catch-up. The week 3 #EdublogsClub challenge was to write a post about leadership. I’ve done much reflection and writing about leadership over the past several¬†years of blogging. (Check out my Leadership category to browse my posts.) It seems like now, more than ever, we should examine how we can assert ourselves as leaders in not only our educational roles, but in our lives as citizens and members of the human race.

I’m currently teaching Management & Decision-Making in the educational leadership graduate program at Cabrini University. We spend early units in the course reading J. Stefkovich’s¬†Best Interests of the Student: Applying Ethical Constructs to Legal Cases in Education.¬†This book is a must-read for any future or current school leaders and educators. If you haven’t taken the time to familiarize yourself with the ethical framework¬†that influences and governs the decision-making processes, I can’t think of a better time to start than now.

We discuss the ethic of care, the ethic¬†of justice, of¬†critique,¬†and profession. My students were asked to decide which of the four ethics, if any, outweighed the others in terms of importance. Many pointed to the ethic of care. We need to keep the needs of individuals at the center of the decision-making process. But often the needs of individuals clash. What then? Another student held the ethic of justice in high regard. The laws. The policies. The plans and procedures. Surely those things exist to keep order, to guide the leader’s way and ensure justice in an organization? Perhaps. Enter the ethic of critique. Who makes the laws? Who decides the policies? Are the needs of all constituents considered equally when these plans are developed and instituted? Whose voices have power? Which voices are silenced? An educator’s chosen profession holds him in¬†a high regard. We expect professionalism out of his actions, beliefs, & communications. There is an ethical code that exists, sometimes formally and always informally, among those in our profession. We serve children, we serve communities. We must stand as the pillars of those communities.

I was introduced to the Autoethnography project by Curt Rees. He uses this project with his graduate students as well. When I asked last year’s cohort to complete¬†this project, they shared how very meaningful it was to examine their own educational philosophies to determine how their past experiences and biases have shaped them into the educators they are today. Many were brought to tears through the creation process and as they shared with classmates.

There is something very moving about about embracing the opportunity to look within. To examine strengths. To acknowledge weaknesses. To commit to improving. To be determined to make a difference in places where you never before thought your voice, hands, and heart were needed.

Our strength lies within. Our strength lies in community. I know that ethical leadership begins with knowing yourself. Being truthful about who you are and what you stand for. It begins with knowing those you lead. Who they are as human beings, at the core. Only then can you advocate for them. Only then can you act justly.

Only then can you lead.

The Spaces Where I Learn and Work

This week’s #EdublogsClub prompt asks us to share insights about our learning spaces and processes, including tours of our classrooms, offices, and work spaces.

I smiled when I read it, because I planned to share a bit of news this week via my blog, and that news fortuitously intertwines with this week’s prompt.

I remember my first years of teaching…. “decorating” my classroom was one of my favorite school year preparation activities. I loved sharing inspirational posters, bright colors, inventive bulletin boards, and creating spaces where my students could post and share their own work. Desks were in groups or in pairs or we used tables, and my earliest years of teaching sixth and fifth grades are among my favorites in my career! My classrooms were beyond colorful, beyond cluttered, and if I had the chance to do it over today, I’m sure I’d make some changes.

My 2001 Classroom!

I inherited the principal’s office from my predecessor and it served as a functional workspace. In my second year I decided to move my office to a more central location in the intermediate hallway and this larger space afforded me the chance to personalize it and make it an enjoyable¬†space for kids. The putting green, basketball net,¬†bookshelves filled with kid lit, and beanbag chairs were put to good use! I loved being out of the “main office” area and in the heart of the school.

As an instructional technology coach, I used a desk/counter space/table in the hallway in each of the elementary buildings I served, and my classrooms were the teachers’ classrooms!

Well, the time has come where I no longer have an office in a school, or a classroom space that is my own. For the past year I’ve been on leave from my school district after the birth of our daughter, and last week I submitted my resignation.

While on leave I’ve had the great privilege of developing my¬†skills as a consultant, most notably with Kiker Learning offering Google for Education trainings on a variety of instructional topics to a broad range of participant audiences. Professional development is truly my passion. I absolutely loved that aspect of the principalship: designing… facilitating… watching teachers learn and grow…. and before I moved into administration I enjoyed learning alongside my teaching colleagues.

As anyone who has raised two young children knows, these moments are fleeting.¬†I can’t thank my husband enough for supporting my work in this way and affording me the opportunity to stay home with our babies. Serving as a consultant allows me the flexibility to do so while also continuing to learn and serve schools. It is truly an honor to work with so many dedicated teachers, administrators, students, and staff members across the Northeast. I’m thrilled about what’s next and can’t wait to see where future opportunities take me!

My home has now become a place that needs to support my creativity and productivity, whether it’s at my office desk, in the family room, or at the kitchen bar island. I can say that working from home is one of the most difficult challenges I’ve faced in my career! It’s even more incredible trying to find a home-work balance when your work is often done in¬†your home!

I can’t wait to see the variety of different spaces where I’ll work and learn this year. Every school, classroom, teacher, principal, and student I have the chance to interact with strengthens Maybe it will be in your classroom, school, or district?! ūüôā

To learn more about opportunities to learn with me, visit the Hilt Consultants, LLC website or the Work with Me page of my blog.

Thanks for reading!

My Blog Story

Edublogs is hosting monthly writing challenges in the form of shared prompts this year, and I’m thankful for the inspiration to help me revive, refresh, and share my thoughts in this creative¬†space.

#EdublogsClub1 prompt: Write a post that shares your blog story. 

I became an elementary principal at the start of the 2008-2009 school year. I created my first blog via Edublogs, The Principal’s Posts, and wanted to blog every day that first year of the principalship, to create a finished story that would enlighten prospective¬†principals about the¬†highs and lows of such a position.

I think I lasted two days. ūüôā

I quickly adjusted my expectations and used the blog as a space to share my thoughts about teaching, learning, and leading. I didn’t identify my school district name or even my own full name in those initial posts. I, like many other administrators, was nervous about the prospect of learning transparently.

That quickly changed, however, thanks to Will Richardson.

In 2010 at a technology conference for administrators, Will addressed the audience during his keynote and asked if anyone was currently blogging. I awkwardly raised my hand, and it appeared I was the only one to do so. He asked if I would mind if he projected my blog on the (double) screens for the audience to view.

“Why yes, I would mind very much,” is what my brain said, but¬†my mouth replied, “Sure…”

He proceeded to point out some¬†quality features in my blog, like my use of hyperlinked writing and tags. But he quickly pointed out that he couldn’t really identify much about the author or contact information if he wanted to communicate further about any of my ideas. From that day forward I added my name and contact information to the blog and realized that since I was blogging professionally, sharing my ideas in constructive ways, there was nothing that I should be ashamed of sharing¬†by clicking Publish. Read more about that experience here.

There’s power in personal and professional publishing, public relations pro tip #1 for principals.

#alliteration #tellyourstory

Since then I’ve moved my blog to its own domain, I’ve shared posts via Twitter, Google+, and Facebook, I’ve been published in collective spaces like Connected Principals and Voices of¬†the Learning Revolution through Powerful Learning Practice and Learning Forward, and I’ve been recognized for my blogging efforts and my connected education work. Blogging has brought me so many opportunities to continue to learn, grow, and share, and that would not have been possible without those connections. I also love sharing about the power of blogging in schools through my consulting and professional development work. I’ve seen firsthand how blogging can inspire even the most reluctant writers to share their ideas in meaningful¬†ways. I think there’s nothing more powerful than a blog used by¬†a teacher or principal to forge home-school connections.

I read many other¬†blogs when time permits. While I used to use Twitter as my go-to source for finding blogs of interest, I’ve found Twitter has become a very congested space that makes identifying truly innovative voices a very difficult task. A fan of the old Google Reader, I had a bundle of blogs titled “Read These Blogs” that I made sure to catch up on each week. My reading time has diminished some since welcoming Thing 1 and Thing 2 into the family, but I use the Feedly mobile app to read as much as I can during my spare time. I continue to have a Read These Blogs collection in Feedly, and they include many educational leadership and technology blogs such as those of Audrey Watters, Bill Ferriter, Scott McLeod, Rafranz Davis, Silvia Tolisano, Dean Shareski, Pam Moran, and Pernille Ripp. Here’s a look at some of my Feedly collections:

My advice for new bloggers is to write for YOU. Don’t write for page views. Don’t write for RTs. Write to share your ideas, to reflect, to ponder. Write to unleash your creative spirit. Write to make a difference. Schedule time in your day to write. Write every day, something, somewhere. You don’t always have to click publish. Don’t be discouraged if you hit a lull or encounter writer’s block. I used to blog several times a month, and now I’m lucky if I blog several times a year. Life happens, responsibilities shift…. your blog is a space you can always call home and it will welcome you back with open arms when¬†needed.

While I appreciate this challenge to help motivate me to write, I also appreciate that I will be introduced to a number of new educational bloggers and will strive to comment on three others’ posts per week. I was stoked (a Bill word) to read this post from Mr. Ferriter this morning about his commitment to comment more in 2017. ¬†It’s what I miss most about blogging “in the old days”… the camaraderie, the conversations, the constant connections that emerged in the blogging platforms themselves.

Happy blogging!