The 3Ls of #Edscape

Yesterday was a very enjoyable day at New Milford High School, where principal Eric Sheninger hosted The #Edscape Conference. My takeaways:

Laufenberg.

Chris Lehmann‘s travel woes detained him in Chicago, so he was unable to open the conference, but to our great pleasure, Diana Laufenberg stepped up to the plate. Opening with the need to transform learning due to the shift from an information-deficit environment (students went to school to get information from their teachers) to a world where information-overload is the norm, it becomes necessary to embrace a “Less us, more them,” perspective in the classroom. At Science Leadership Academy, students and teachers explore, “How do we learn? What can we create? What does it mean to lead?” through the core values of  inquiry, research, presentation, reflection, and collaboration. Diana’s enthusiasm for empowering her students was evident. “We teach kids, not subjects.” She shared with us examples of inquiry-driven student learning experiences. It was powerful to hear how her students spend countless hours (outside of school) ensuring they submit high quality projects and assignments, because they “just don’t want to put crap on the Internet anymore.” Students need meaningful tasks and an authentic audience. They must ask questions, research, share ideas, and be reflective in public spaces. She spoke of the need for transparency and relevance, as well as developing collaborative learning environments that embrace risk-taking and support failure. “If you want innovation and creativity, create a space that allows failure in the learning process.”

Here’s Diana’s TED talk if you have not yet had the opportunity to hear her speak about 3 surprising things she has learned from teaching, including learning from mistakes:

Learning.

Teq helped sponsor the event and offered a variety of Smartboard-related sessions, which I heard were well-attended. Too often schools outfit their classrooms with a specific type of technology, yet fail to provide adequate support and professional development for teachers in order to help the tool be used in order to truly impact learning. I am sure the Smartboard sessions were useful for many. During the first session, I had the pleasure of facilitating a Skype-enabled conversation led by Patrick Larkin and Andy Marcinek from Burlington High School, who shared their experiences implementing a 1:1 initiative with iPads, and also shared strategies for developing ePubs for student and teacher use. They shared a Google doc chock-full of resources: Building a Collaborative ePub.

Over breakfast, Tom Whitby, Adam Bellow and I had a great conversation about how presenters are often fearful they’re sharing the same ideas over and over again, and what if no one learns anything new from what we have to share? I think each of us felt a certain pressure to provide new (or at least tweaked) material at the next conference/workshop/meeting. Then Tom brought up a great point about the amount of educators there are in this world (he threw out the number 7.2 million?) yet, when you stopped to consider the group of teachers & educators that are “connected,” we guesstimated anywhere from 200,000-500,000. So, chances are good that as more people become connected, any ideas you have to share will be new and beneficial to someone just embarking on the connected learning journey.

For that reason, I so appreciated the many folks who stopped by my session. It was wonderful engaging in conversation about the need for educators to share, ideas on how to become a more connected educator, tools to try, and ways that my teachers and students have become connected learners. Afterwards I enjoyed talking to a few attendees with some follow-up questions about Google docs, Wikispaces, and Twitter. I’m so thankful to have the opportunity to touch base with other educators in face-to-face learning environments! Later in the evening I received a tweet from Katelyn, who attended my session and decided to give Twitter a try. She’s a 5th grade teacher – reach out and connect with her! And that’s why I love sharing what I do.

Another great element during my session was the amount of open dialogue. First Aaron Eyler interrupted me (mid-sentence) by broaching the subject of the “virtual high-fiving” in certain Twitter communities. He cautioned the group not to get swept up in retweeting things just because someone who is “high profile” sends it out. He encouraged everyone to read for themselves and determine the value of ideas before freely sharing them. This was an excellent point, and I’m glad he raised it. We discussed that as relationships build via Twitter exchanges, commenting on blogs, etc., it’s important to respectfully push others in their thinking.

Here are my session slides:

and here’s a link to related resources.

In session 3, Brian always-dressed-to-kill Nichols led a conversation about leadership in the age of mobile learning. He shared examples of student work, admitted freely that he was the kid that always got in trouble in school, and he shared some great apps for mobile learning. Check out his Twitter stream for the great resources he always shares.

I ended the day in a session about innovative teaching and learning. I struggled a bit with the use of the word “innovative” to describe some of the resources shared, and I’m not certain it’s necessary to decipher the differences between technology integration and technology infusion, but I think the fact that these conversations are starting to happen across our schools is an important first step. My final comment to the group during that session is that we have to stop focusing on the tool, and that we have to stop insisting teachers become the experts with technology. We have to focus on pedagogy. Teachers need to be partners in learning. We have to get tools in kids’ hands. We have to help students ask questions, dig deeper, work together to solve problems, and create evidence of learning. And we have to get out of their way.

Due to some scheduling conflicts I was disappointed I didn’t get to hear Paul Bogush or Shelly Blake-Plock speak, as they are two educators whose blogs I read regularly and whose ideas I respect greatly. I regret not having the chance to say hello to Paul, but it was great meeting Shelly for the first time. I missed out hearing David Timony, which was sad, because I always leave his sessions thinking that my brain really is out to get me. (That’s a good thing.) I know there are others I missed…

Laughs.

This was a day filled with positive energy. I was able to share some virtual laughs with Patrick and Andy before their session started. Aaron and Brian kept me on my toes all day, and our post-conference debriefing with Aaron, Adam, Dave Zirkle, Dr. Timony, and Mike Ritzius was full of good cheer. I love these days because I can honestly say some of the most enjoyable times I’ve experienced over the past few years have been in the company of those in my PLN. I’m one lucky learner.

Thanks, Eric, NMHS & students, sponsors, and attendees for an excellent day!

The bar has been raised.

“How do we get reluctant administrators on board with utilizing technologies to communicate, connect, and collaborate?”

This is one of the most prevalent questions I encounter when chatting with educators on Twitter, through informal conversations, and in presentations I’ve shared. It came through loud and clear in the Connected Principals ISTE session that teachers want their administrators to value the opportunities to use technologies to enhance learning opportunities for students and to encourage collaboration and connected learning.

I decided to roll with Scott McLeod’s prompt suggestion of: Using the National Educational Technology Standards for Administrators (NETS-A) as a starting point, what are the absolutely critical skills or abilities that administrators need to be effective technology leaders?

How do reluctant administrators begin? By owning up to the fact that their participation and leadership in this area is essential. It’s crucial. This is one of my favorite graphics that Scott created:

In my opinion, it can happen…. I’ve seen many rogue teachers propel their classes forward in a manner not necessarily supported or understood by the administration. But it’s not easy. And it’s not systemic. And it won’t be as meaningful for all kids as it needs to be.

The NETS-A was developed with a critical understanding that the bar has been raised for school leaders. A school leader who wishes to “create and sustain a culture that supports digital age learning must become comfortable collaborating as co-learners with colleagues and students around the world” (aka “I don’t do technology” is no longer acceptable.)  Also, this framework seeks to help school leaders propel their organizations forward as members of “dynamic learning communities.” Vision is vital.

The NETS-A are organized around 5 major themes: Visionary Leadership, Digital Age Learning Culture, Excellence in Professional Practice, Systemic Improvement, and Digital Citizenship. 

If you are an administrator, read the descriptions of the components of each category and ask yourself, “Am I there yet?” If so, how will you influence and develop others in order to contribute to the shared vision? If not, how will you begin to develop professionally in order to get there? So you can get your teachers and kids there?

Visionary Leadership: Educational administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization.

Key ideas: all stakeholders; purposeful change; maximize digital resources; exceed learning goals; support effective instructional practices; develop and implement technology-infused strategic plans; advocate for this vision at the local, state, and national levels

Digital Age Learning Culture: Educational Administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students.

Key ideas: ensure instructional innovation; model and promote effective use of technology for learning; provide learner-centered environments to meet the individual needs of students; ensure effective practice in the study of technology and infusion across curriculum; promote and participate in learning communities that allow for global, digital-age collaboration

Excellence in Professional Practice: Educational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. 

Key ideas: allocate time, resource and access to ensure ongoing professional growth in technology fluency and integration; facilitate and participate in learning communities to nurture administrators, teachers, and staff; promote and model effective communication and collaboration using digital tools; stay current on the latest educational research and emerging trends in educational technology to improve student learning

Systemic Improvement: Educational Administrators provide digital-age leadership and management to continuously improve the organization through the effective use of information and technology resources.

Key ideas: lead purposeful change to maximize achievement of learning goals through appropriate use of technology and media-rich resources; collaborate to collect, analyze, and share data to improve staff performance and student learning; recruit highly competent personnel who use technology creatively and proficiently; leverage strategic partnership to support systemic improvement; manage and maintain a robust infrastructure for technology

Digital Citizenship: Educational Administrators model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture.

Key ideas: ensure equitable access to appropriate digital tools and resources to meet the needs of all learners; model and establish policies for safe, legal, and ethical use of digital information/technology; promote and model responsible social media interactions; model and facilitate a shared cultural understanding and involvement in global issues through the use of communication and collaboration tools. (ISTE, NETS-A, 2009)

When I read over these components, none appear glaringly over-demanding.  I cannot image an instance where an administrator wouldn’t consider these competencies important enough to at least begin to acknowledge, given the needs of our children who walk through our schools’ doors each day. Is it going to happen in a year? No. Will competencies and the expected skill set of a principal change continuously throughout her career? Yes. Are the daily demands of a principal exceedingly unreasonable and intolerable some days? Absolutely.

But I think where it begins is with connections. It begins by developing a supportive network of peers that can enhance your comfort and familiarity with the components of these domains. I think where it begins is with no excuses. Try something new. Read about the latest. Communicate in a different way than you did before. You’ll find that you like it. Empower your teachers and students to help you develop in this area professionally, and share what you learn with others.

In last year’s post for Leadership Day, I reflected upon my experiences utilizing various technologies in my role as an administrator. I conjectured about how it came to be that I became so comfortable with the tools and connecting, collaborating, and communicating via social media. I re-read the list of ways in which I used technology to communicate with my school community and further my own professional growth, and this made me realize that my knowledge base has blossomed in so many different directions since Leadership Day 2010. I owe much of this to to the ever-expanding network of professionals I have the privilege to engage with each day and my own self-driven desire to continue to learn more about the benefits of connected learning. Thank you to everyone who continues to contribute. A post recently written by Jon Becker really made me think. Yes, many of us are good at sharing, collaborating, creating. But what do we have to show for it? How can we demonstrate our growth in ways that demonstrate the impact on student learning? I am going to set a goal of sharing more of those stories this year. Of working to ensure what happens in our classrooms isn’t necessarily about the latest tool or gadget, but rather has a focus on learning.

It’s Leadership Day 2011! I hope you’ll add to the conversation!

You know who you are.

CC licensed photo shared by Flickr user always be cool

So a little bird tweets me that there is some sort of list out and about that has my name on it. Neat-o!

Only, upon further inspection, I examined the list and realized, Hey. Let’s all simmer down here. The fact that my name appears on that list is silliness. I know for a fact there are other edu-tweeters out there that are waaay more influential than me. (And have a significantly higher Klout score, for what it’s worth. (Not much.)) Plenty of fantastic people are represented, from whom I learn an awful lot on a daily basis. But this post is not going to debate who should or shouldn’t be on that list. To do so would give it even more attention than it warrants.

What’s worth recognizing is that the list exists. And why is that? Because someone is paying attention to us. We, as a collective network of educators who care about children and their futures, are sharing with one another on a regular basis and helping to influence our practices in positive ways. People are noticing.

I’m thinking about my network. I can easily name ten people who influenced my practice today. Do I need to publicize it in a list? No.

You know who you are.

This influence is not limited to the intertubes, of course. I’m considering the people who’ve shaped me into the educator I am trying to be today. Most of those people aren’t on Twitter. They don’t blog. They don’t have Facebook accounts, can’t get into Google+ no matter how many invites they receive (thanks for nothing, Google), and they surely were not at ISTE. But their influence, care, compassion, and support have forever changed me. They’re the people that demand I put the phone away when we’re out to dinner. Or at an administrative retreat. (I was taking notes, I swear!)

You know who you are.

Tonight I was all set to compose my post-ISTE reflection post, and it seems as though I am now going to combine both my reflections of that event with my ramblings about online popularity. They’re weirdly related.

Cliques. Clusters. Cadres. Cohorts. Cavorting. Cackling. Keynotes. Abuse of alliteration. Cafes. Conversations. Contempt for Comic Sans. Connected Principals. Some sort of fancy dance. All of this and more, at ISTE 11! Many of the ISTE reflection posts have focused on the power of relationships, the importance of conversations, and the jr.-high-esque social mentalities that can ensue when you bring a whole bunch of people together. #sigh

I’d like to highlight two of my favorite memories from ISTE. First, this: Kids displaying their awesomeness. Like this sharp-dressed young man:

who eloquently explained how his school’s project involved using technology to improve our Earth’s ecology. I listened to his podcast using ear buds that probably 100 other people placed in their ears. And I didn’t really care. He shared his thoughts in carefully dictated English, his second language, mind you. This group had it made. They sent out recruiters – pint-sized bits of adorableness- into the crowds to ask attendees, “Do you want to hear our presentation about technology and ecology?” Heck yes, I do. And then they led me to the booth. Gold.

To the kids who inspire me every day, from those in my first sixth grade class to the children I only briefly interacted with at ISTE: You are amazing. You know who you are.

My second favorite memory of ISTE is Irene from the Newbie Lounge. I wish I had taken a photo of  Irene. She was truly awesome. By no means in her first years on the job (or her first twenty years), Irene sat on the couch with her iPad 2 and called out, “Can you help me with this?” as I walked by, with just a few minutes to go before our Connected Principals panel session. (Thanks, by the way, to everyone who attended. It was slightly overwhelming.) I wanted a bottled water desperately. I glanced at the mile-long concessions line longingly and then thought, What the hell am I thinking? This person needs me. So I sat with Irene for about twenty minutes and walked her through the process of bookmarking a website on her Safari browser. She was truly astounded that whenever she wanted to visit that wiki filled with resources from the last session she attended, she could just go to her bookmarks and … poof! There it was. She was so happy. I was so happy.

Irene, thank you for centering me and helping me realize how much I love being a teacher. I will agree with others that the shared conversations in hallways, cafes, museums, sidewalks, and #Edubros venues were certainly well worth the price of admission. I became a tad bit emotional having to say goodbye to some very good friends on my last day there. Yes, I said it, friends. Real live avatar-people that turned into friends. Shocking! Thank you to the presenters and attendees, young and old, who inspired me at ISTE.

You know who you are.

I guess, that in the end, that’s all that really matters. That you know the positive influences you have on the work and lives of others. I agree with Kristina that many of us felt as though something was missing before we developed this supportive network of professionals via Twitter, blogging, and other media. The connections have certainly added value to our lives.

Yet in a way I also disagree. I am not so sure that something was missing so much as it was lost. Lost inside of each of us. After experiencing powerful learning, working to positively influence others, and doing the right things for kids, every one of us should be able to examine our personal accomplishments and be proud. Be very, very proud. We will make mistakes, falter, and lose our way. We will share ideas and then take too long to act on them. Just pick yourself up, put a plan in place, do something, and continue to be awesome. No list can define our ability to do so. Only you can make that happen.

You know who you are.

Leading the charge.

In many school districts, when summer arrives, administrative teams come together for the annual “admin retreat.” When I first heard this term, I envisioned principals and central office personnel packing up their camping gear, overdosing on bug repellant, and venturing into the Pennsylvania woods somewhere to discuss the trials and tribulations of the role of the administrator. For the past two years, my experience with the admin retreat has consisted mainly of day-long meetings (drowning in data) held in overly air-conditioned rooms (how can I concentrate on all of this delectable data if my body temperature is 92 degrees?) at a local conference center or golf course banquet hall (greens fees not included).

Not so this year.

Kudos to my superintendent for exploring alternative options for our retreat this year, as we spent the day immersed in stories of leadership through the lens of the American Civil War, on the battlefields of Gettysburg. Battlefield Leadership, led by former school administrator Dr. Michael McGough, was highly engaging, personally relevant, and one of the most meaningful days our administrative team has spent together.

Interwoven through his detail-rich tales highlighting the people, places, and events that comprised the battle of Gettysburg, Mike used examples of Civil War leaders’ thought processes, strategies, and character traits to shape our understanding of various leadership styles and provide us with essential principles for educational leaders. He often referenced Jim Collins’ Good to Great, John C. Maxwell’s The 21 Irrefutable Laws of Leadership, as well as wisdom shared by Lee Iacocca in Where Have All the Leaders Gone?

I’d like to share with you several of the leadership principles and ideas we discussed yesterday.

  • “A leader without followers is just a person taking a walk.”
  • A leader understands her role in the organization.
  • A leader doesn’t allow his followers to forge ahead without first surveying the lay of the land. He leads from the front, but he always gauges where his team is, and knows how he will adjust if necessary.
  • Great leaders always have a plan B. And a plan C. A great leader is always focusing on his next move in checkers, not the move he’s about to make.
  • True leaders breed other leaders.
  • Powerful leaders know the people they’re leading. Build relationships.
  • “The absence of leadership is chaos.”
  • The people you’re leading should always know exactly what you’re asking them to do. When there are communication lapses, it causes frustration for both the leader and his followers.
  • Leaders understand that they are part of the emotional framework of the organization. They lead with civility and compassion.
  • Always be willing to adjust long-term goals based on short term successes and strategies.
  • What one thing made Lincoln such a powerful leader? Unwavering vision. (Did Lee lack this quality?)
  • A leader knows the difference between winning and not losing.
  • A great leader concerns herself with the critical mass. She does not base her effectiveness on the accolades of the two people who think she walks on water, nor the two people who criticize her every move.
  • Ego-driven leaders are not true leaders.
  • You’ll never hear the bullet that hits you.
  • Leaders effectively and eloquently react to unexpected circumstances.
  • Leaders are directly responsible for some successes, and others are delivered to them by successful team members. Know the difference. Recognize and celebrate the team members who bring the organization success.
  • It is essential for a leader’s followers to respect the leader and what he does. It is not essential for a leader to be well-liked by everyone in the organization.
  • Leaders know when to admit defeat and take responsibility for it.
  • Leaders have the desire to express a lot of things… but true leaders know what’s appropriate to express and how to do so.
  • Leadership is time, place, and situation sensitive. Leadership can be studied, refined, and augmented to meet any condition.
  • When issuing directives, make it clear whether you want the task completed effectively or efficiently. Dedication to one may be at the cost of the other.
  • A great leader knows where a person best fits within the organization. He delicately and personally evaluates each person’s performance and moves them to another role if necessary for the good of the organization.
  • Leaders make sure to differentiate between fact and opinion when someone else delivers information to their door.
  • It’s not degree or pedigree… true leaders are born of hard work. True leaders are tired at the end of the day.
  • Leaders understand the power of words and know how to use them.

We were asked to consider each thought in the context of our role(s) within the learning organization, and I encourage you to do the same. At the start of our day, we were given green and yellow index cards. Our task was to consider our goal-setting, our strategies, our actions, and jot down things we wished to stop doing on the yellow cards, since these things were not contributing to or aligning with our ultimate visions. On the green cards, we were to document ideas for how we might improve in an area or do things differently. At the conclusion of the day, we sealed the cards in separate, self-addressed envelopes, which we will receive anytime over the course of the next six months. These short messages will serve as reminders of our day together and all that we have learned.

If you would like to inquire about this learning experience and how it can serve your organization, Mike can be reached at drmike3@comcast.net. Many thanks to Mike and my administrative colleagues for a day immersed in history, learning, and camaraderie.

Principal 2.0

 

CC licensed image shared by Flickr user davidr

This piece was originally posted on Powerful Learning Practice’s Voices from the Learning Revolution blog. Visit Voices and be inspired!

“The principalship is the kind of job where you’re expected to be all things to all people.” (Fullan, 2001)

“Wanted: A miracle worker who can do more with less, pacify rival groups, endure chronic second-guessing, tolerate low levels of support, process large volumes of paper and work double shifts (75 nights a year). He or she will have carte blanche to innovate, but cannot spend much money, replace any personnel, or upset any constituency.” (Evans, 1995)

“At the present time the principalship is not worth it, and therein lies the solution. If effective principals energize teachers in complex times, what is going to energize principals?” (Fullan, 2001)

Not worth it. That is a pretty significant phrase, but one that I don’t believe most administrators find true. I would like to instead address Fullan’s question, “What is going to energize principals?” One possible answer? Connected learning.

I experienced some feelings of isolation my first year in the classroom, as my assignment was in a small, rural school where I was the only sixth grade teacher. The feeling of not having readily available help that first year pales in comparison to the isolation I felt in my first year of the principalship. Add to that the increasing demands Fullan describes, and the rate at which administrators are expected to lead change, and the complexity of our role increases hundredfold.

An administrator has the option of seeking guidance from a principal colleague or central office administrator, although there are times when doing so could cause the principal to feel fearful that she is exposing a weakness or lack of judgment. She instead turns inward for solutions, for explanations, until the isolation compounds and the day-to-day management tasks overwhelm the true leadership that should be prominent in her work.

As administrators, we expect our teachers to collaborate, cooperate, and continue to learn. We ask the same of our students. Why should we hold ourselves to a different, even lesser, standard? I believe assuming the role of lead learner in our school community is one of the most imperative roles we can play.

Harnessing the power of social media

We live in a time where the tools and technologies we are afforded have flattened our world. Principals and school leaders now have a vast array of options for learning and connecting with others. I have experienced the very real benefits of time invested in developing my own personal learning network, utilizing the Web and social media tools.

By harnessing the power of social media, principals can take advantage of improved organizational efficiency, solidify and broaden communications, serve as lead learner, and develop relationships that will ultimately build an organization’s capacity and benefit children. Our students will be expected to enter adulthood as critical thinkers, problem solvers, and collaborative, productive team members. We must model the power of digitally enhanced learning for them, for our teachers, and for the community.

We must connect. If you’re capable of connecting and learning from those in your physical realm, consider the power of building relationships with other inspiring educators from around the world. Too often we think: how could that person’s experiences help me when their schools and circumstances differ so greatly from mine? That’s precisely the reason we can learn so much from one another. I have as much to learn from a high school principal in an urban school setting as I do from an elementary principal in a neighboring district. The varied perspectives are invaluable.

So, where can an administrator find these connections? For me and many others, Twitter has been the main vehicle through which we’ve built a network of professional learners. This article can help you get started, and I personally am willing to help any interested administrator embark on this journey! The blog Connected Principals was essentially born out of the relationships built around conversations on Twitter. George Couros, recognizing the valuable contributions stemming from our online discussions, decided to create a common space for administrative bloggers, to bring us together and unite our voices under a shared purpose. I know that if I ever need advice, ideas for projects or resources, or just someone willing to let me vent, I can go to any of my Connected Principals colleagues who will be there for me with a supportive, critical voice.

We must share. As a starting point, consider the simple benefits of using shared, digital spaces such aswikis to organize and exchange information with staff. Respect your teachers’ time by only holding a faculty meeting when there is an agenda item worth true discussion. Empower your teachers to be wiki contributors so they can add information of their own. Stop the insanity of searching aimlessly through email inboxes to try to find that tidbit of information someone mass-emailed two weeks ago! Do you and others often locate great resources to share? Use Diigo or a similar social bookmarking site to share and even annotate those resources in a streamlined, organized manner. Collaborate on projects usingGoogle Docs. No longer do precious minutes have to be wasted in meetings if project authors can work in a common digital space and contribute at times that best suit them.

We must build community. Communications with families and community members are vital to the success of any school and can be powered up through the use of social media. Consider the advantages of writing about school successes in a public blog or Facebook page regularly, highlighting the wonderful accomplishments of students and staff. Social media affords principals the opportunity to develop forums where community voices can be heard and valued. The benefits of managing public relations before outside sources distort the facts are innumerable, and the platforms through which these communications can occur are, for the most part, free to use!

We must be transparent. Are you transparent in your learning? Would you like to be? What does transparency entail? For one, allow your teachers and students to see that you value your own learning. Have you ever discussed with a teacher how a book or article you’ve read could impact classroom practice? If so, you’re comfortable with sharing your learning in a local forum, so consider branching out to share your ideas with other interested parties. Blogging is a great first step to becoming a producer, not just a consumer, of information. Simply take the thoughts you’d normally converse about and compose a post! Posterous, WordPress, and Blogger are all user-friendly platforms and ideal for the beginning blogger.

Keep in mind that there are no right or wrong ways to express one’s feelings and share knowledge. New bloggers often ponder, “Who really wants to read what I have to say?” “What if someone doesn’t agree with what I write?” Begin blogging as a personal form of reflection, to help you examine your decision-making processes and actions as principal. Read other educators’ blogs. Subscribe to RSS feeds and organize the flow of new ideas with Google Reader. Comment and include links to your own writing to develop a readership. Get to know the other educators you’re connecting with. Learn about their philosophies, and let the shared wisdom you discover help guide your work.

Principals leading the way

The role of the principal is definitely worth it. It’s a role that should, first and foremost, be about sharing, building relationships and community, and connecting for learning. Principals need to ensure they are modeling and building capacity in the most efficient and meaningful ways possible. We need to embrace, not ignore, the tools we now have available to build powerful learning communities. We are faced with a compelling need for change, and we owe it to our children to lead the way in bringing connected, enhanced, and authentic learning opportunities to our schools, communities, and world.

Evans, C. (1995) ‘Leaders wanted’, Education Week.
Fullan, M. (2001). The new meaning of educational change. Teachers College Press.

 

Living on the edge.

Shared via Imagebase

Since much of the most relevant knowledge on the edge is tacit knowledge, edge participants naturally place a heavy emphasis on building diverse networks of relationships that will help them to collaborate more effectively with others in the creation of new knowledge. For this reason, conferences and other gatherings where participants can share stories and experiences, learn from each other, and identify potential collaborators become particularly prominent on edges. The Power of Pull (Brown, Davison, Hagel)

Do you live on the edge? Are you an educator who uses the power of pull to access, attract, and achieve in shared, passionate-filled learning spaces? Having recently attended Edcamp NYCEducon and Pete & C, with ntcamp Burlington to follow next weekend, I can say with a fair amount of certainty that the educators involved in the passion-driven organization of these events harnessed the power of pull to make these learning experiences a reality for attendees. What’s so great about gathering together in these types of learning environments? Why do so many of us count down the days until the next Educon, Edcamp, Ntcamp, ISTE…  what’s in it for us?

As our passions become our professions, we begin to see how social networks can provide us with an unparalleled opportunity to achieve our potential by allowing us to access resources and attract people who can help us while we help them. We construct our own personal ecosystems, an interesting blend of local relationships and global relationships, and a mutual leveraging occurs.

Not long after arriving in Philadelphia for Educon, I was surrounded by familiar faces. How was that possible, considering I had never before met most of those with whom I interact in the Twitterverse? Because we’ve spent the last few months…years… connecting. We’ve reached out to one another in times of need, shared our excitement and successes, and revealed personal tidbits of our lives to help connect with one another. Throughout that weekend, I was able to engage in meaningful discussions about learning (and sometimes nonsense), breaking free of the 140-character limits to really get to start to build relationships with the educators in attendance. There was much laughter, camaraderie, and a little karaoke. Once the connections are made, they require attention. Forming meaningful relationships requires time and a lot of hard work. Those of us in attendance benefited from face-to-face interactions that provided a whole new insight into the hearts and minds of our colleagues. These interactions allowed us to identify those with whom we could exist “on the edge” and continue learning from.

Edges are places that become fertile ground for innovation because they spawn significant new unmet needs and unexploited capabilities and attract people who are risk takers.

Would you describe your school as a “fertile ground for innovation?” Most would not, although I think some of us are starting to see glimpses of what is truly possible! This is because in many organizations, businesses, and schools, push is the preferred mode of operation. Teams of administrators or policy makers forecast needs based on past performance, then design efficient systems using a standardized method to ensure that the right people and resources are available to meet system goals. We push standardized curriculum, lesson plans and strategies, and learning materials onto students and teachers. Push models treat consumers as passive recipients of information, and can lead to boredom and stress among program participants. These conditions are necessary in a push environment because they yield somewhat predictable results that can then feed into the cycle of forecast planning. Push programs are important when explicit knowledge is valued over tacit knowledge. But I do not believe any of us want our students to be passive, bored, and stressed recipients of information that may or may not be relevant to their lives and learning.

Pull differs from push in that it escapes institutional boundaries, seeks to help individuals realize their fullest potentials, and values knowledge flows and experiential knowledge more so than standardized bodies of unwavering factual knowledge. The authors of The Power of Pull examine three powerful levels of pull: access, attract, and achieve:

At the most basic level, pull helps us to find and access people and resources when we need them. At a second level, pull is the ability to attract people and resources to you that are relevant and valuable, even if you were not even aware before that they existed. Think here of serendipity rather than search. Finally, in a world of mounting pressure and unforeseen opportunities, we need to cultivate a third level of pull—the ability to pull from within ourselves the insight and performance required to more effectively achieve our potential.

Pull also requires awareness of trajectory (what’s your vision?), sufficient leverage (how will we best use the passions and abilities of other people?), and the best pace (how fast will we move with these changes?) to make meaningful forward progress a reality in a world that’s constantly changing.

Sometimes it truly amazes me how I managed to assemble such a powerful learning network of educators in such a short period of time. Serendipitous encounters definitely played a role, facilitated by social media, as I know others have also experienced. We can’t be satisfied with the connections we’ve made, however, and not continue to branch out and bring new people to the edge. A comment that has often been made following an Edcamp or Educon is, “Well we’re all just preaching to the choir. Everyone here gets it.” Let’s get new people on board so they, too, can connect, build relationships, and contribute to the tacit knowledge flow that we all seek to learn from. As we increase the number of people we connect with, our ability to pull from that network grows. Doing so will help us all achieve the third level of pull, where we reach within ourselves to achieve our fullest potentials.

The subtitle of this book is How Small Moves, Smartly Made, Can Set Big Things in Motion. And isn’t that what we’re constantly discussing, debating, and detailing? The educational reform movement is a “big thing” that we are starting to put in motion with each one of our smartly made, small moves. We have to continue to connect, build relationships, share knowledge, and live on the edge to make our collective ideas the new reality for today’s students.

Cross-posted on Connected Principals

Thanks…

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To me, the Edublog awards aren’t about distinction, or “winners,” or getting a sweet badge for your blog. They’re about appreciation, and recognizing people who have positively impacted my practice. Thank you to these amazing educators as well as to the hundreds of other bloggers whose work I read each week. You’ve truly made a difference in the way I think about education, and you help me love to learn.

* Best individual blogDavid Truss – Pair-a-Dimes for your Thoughts

David is an amazing soul. He is consistently positive, eager to help colleagues, and his posts are inspirational and informative. I appreciate reading about his experiences and ideas, and I’m thankful he has taken the time to comment on my own thoughts on many occasions.

* Best individual tweeter – Patrick Larkin @bhsprincipal

It’s been a privilege getting to know and work with Patrick this year. I always know the resources he shares on Twitter and his blog will benefit my work with kids!

* Best resource sharing blog – Richard Byrne – Free Technology for Teachers

Each week I share various “tech” resources with my staff. This is the site I first reference when looking for great tools and ideas to share. Every time.

* Best teacher blog – John T. Spencer – Spencer’s Scratch Pad

John’s writing style drew me in immediately. I keep reading because of the very honest, real way he depicts life as a teacher and his poignant interactions with his students. The guy also earns some serious points in the wit category.

* Best school administrator blog– George Couros – The Principal of Change

George reminds us, in every post, that administrators are human. His writing displays emotion, shares his successes (and sometimes failures), conveys enthusiasm for his school, students, and lifelong learning, and inspires us all.

* Best educational use of video/visual Shelly Terrell –Teacher Reboot Camp

Shelly’s 30 Goals challenge first led me to this amazing blog, so full of resources and know-how. Love her featured interviews with educators from around the world. She’s also so supportive of everyone in her network!

* Best educational wiki – Dianne Krause | eToolbox

If one of my teachers needs a tutorial on how to use a certain tool, or ideas about the relevance of the tool and its use in the classroom, I go to this wiki. This resource is so comprehensive and user-friendly. And Dianne’s a Pennsylvania girl, so… that makes her even more awesome.

It’s no surprise that many of the listed blogs/people are contributors to Connected Principals. It’s been an absolute pleasure to get to know and share with these educators this year. Thanks again to George for envisioning CP and bringing it to life.

Which leads me to…

* Best group blog– Connected Principals

* Most influential tweet / series of tweets / tweet based discussion– #cpchat

* Best use of a PLN – Connected Principals


Communities and Networks

I had the pleasure of experiencing our first Powerful Learning Practice (PLP) cohort session today, facilitated by the inspiring Sheryl Nussbaum-Beach and Will Richardson. My teammates are four enthusiastic, elementary teachers who I could not be more pleased to have joining me on this journey, and our cohort includes about 18 different teams from our county and surrounding districts.

I know my work with PLP will inspire many future blog posts, but today I’m going to focus on the questions Sheryl raised early in our session: What is a community? What is a network?

General thoughts about the “community”: Tight-knit. Relationships. Comprised of people that rely on each other. A group who lives, learns, and works together toward common goals.

General thoughts about the “network”: Comprised of people who share common interests. You can choose your network and can’t often choose your community. Larger than community. Not as intimate as your community.

One of my PLP teammates and colleagues, Greg Frederick, simply depicted the community and network relationship as such:

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His thoughts were that our community consists of the core of our social and intellectual interactions, and as we branch out, our network provides us with additional support and information to help us achieve our goals. Our network envelops our work within our community.

Sheryl continued to share with us the definitions of community and network that we would be using throughout our PLP work to develop common language among the group’s participants. One of the most meaningful points of our morning discussion was the point made about collaboration. Collaboration is not about sharing, it’s about FINDING SOLUTIONS together, and about mutual accountability. Networks are created through publishing and sharing ideas and connecting with others who share passions around those ideas and who learn from one another. Over time, that co-construction of knowledge will build community.

There are days when I definitely feel more strongly connected with my network than to my community. That being said, I can’t allow that to continue to be the case. If I become enriched by delving deeply into interactions with my network, I have a duty to bring that knowledge into my community, and vice-versa.

So, where do we go from here? I was totally impressed with my school team today. They jumped into a seemingly frightening world filled with Twitter tutorials, an introduction to Ning and other social networking venues, and a Skype-in from the fabulous Brian Crosby. The “a-ha” moment for us came when my teachers wanted to know, “How can we get our students to make these connections with others?” And, “How can we strengthen how we collaborate with the teachers in our community to really make a difference?”

That is our next step. We need to examine what we are doing in our classrooms and school on a daily basis and rethink how we can better engage our students in their own learning and help them develop essential, global learning networks to extend their thinking and experiences. We need to take a real look at curriculum, what we are asking students to learn, and how we’re asking them to learn it. We need to develop a system for meaningful collaboration among our peers and beyond. I have no doubt that we will begin to accomplish these goals this year.

I’m interested in learning how other schools develop the capacity of your communities and networks. Please share your successes!

I am so amazingly proud of the work we did today.  It’s only going to get better!