Category: Professional Development

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What is digital literacy?

I’m playing #etmooc catch up (again) and will begin sharing all of my reflective posts here as well as my original learning with #etmooc blog space because of the demise of Posterous, which has both saddened and irritated me.

Digital literacy is the topic that made the etmooc learning space so irresistible to me… I think as educators we spout off about wanting our students to be digitally literate, but not many of us (myself included) have a firm grasp about what that actually means, and quite a number of us are still attempting to become digitally literate ourselves.

Whatever that means.

It turns out, defining digital literacy isn’t such an easy task. The etmooc community was fortunate enough to hear Doug Belshaw speak on this topic in a recent webinar. I’ve followed Doug on Twitter for quite some time, and it turns out his dissertation investigates just what is digital literacy… and his TED talk can be viewed here.

Doug explained that digital literacy is quite ambiguous, and he doesn’t have all of the answers when it comes to defining these terms. He made a point to ask, How can we define digital literacy when we don’t know what literacy is? There are over 30 definitions of digital literacy represented in one of the first texts about the topic (from Gilster, published in 1998!!), so it’s no wonder that as educators we have a difficult time trying to figure out what it is and how we can ensure our students are “digitally literate.” (Doug also pointed out that often we like to attach literate to a term in order to make it sound more important :)).

Doug shared this quote from his research (Martin, 2006): “Digital literacy is a condition, not a threshold.” It changes the way we teach. It’s a relationship and represents the way we orient ourselves with the world. Digital literacy doesn’t include a sequential set of skills. There’s a lot more “messing around” involved, and it’s subjective and highly contextual. Digital literacy in a K-12 setting varies greatly from that in a collegiate setting.

From his research, Doug crafted Eight Essential Elements of Digital Literacy:

8essentialelementsofdigitalliteracy

He explained each along with “soundbites” from his research to guide the discussions.

Cultural – We need to pay attention to the culture in which the literacies are situated.

Cognitive – We can’t just consider the procedural ways in which we use devices and programs. It’s the way we think when we’re using them.

Constructive – We can’t be passive consumers of technology/information. We should strive to use digital tools in reflective and appropriate ways to be constructive and be socially active.

Communicative – Digital tools and power structures change the way we communicate. An element of digital literacy is how we take command of that structure and use it to communicate effectively and contribute meaningfully.

Confident – Doug believes that in order to be a proficient user of technology, one must have the courage and confidence to dive into the unknown, take risks, make mistakes, and display confidence when “messing around” with new tools.

Creative – Doug shared this quote from his research, which, to me, said it all:

“The creative adoption of new technology requires teachers who are willing to take risks… a prescriptive curriculum, routine practices… and a tight target-setting regime, is unlikely to be helpful.” Conlon & Simpson (2003)

Critical – Digital literacy involves an understanding of how to deal with hyperspace and hypertext and understanding that it’s “not entirely read or spoken.” Can we critically evaluate the technologies we’re using?

Civic – Something I think many schools are beginning to embrace, we must use technology to improve our lives and the lives of others in our world.

There was a discussion in the session about the term “digital native” and most participants disagreed that digital natives actually existed, and instead the term “digital wisdom” was suggested as an alternative.

So, as someone who is currently working on drafting a sort of elementary “technology curriculum” for her district, based around ISTE’s NETS for Students and aligned to our content curricula, I see a great need to infuse these digital literacy elements into that plan. But, alas, how to do that when digital literacy is so “grey?” How to make a plea for these characteristics and competencies to be modeled by our teachers and administrators when due to our current state, teachers may just revolt if I ask them to veer from the script they’ve been tasked with delivering to spend time on topics and tasks that won’t be progress monitored, standardized-tested or used in their professional evaluations? Alec’s comment in the chat caused me to mutter, “Uh, yes” under my breath when I read it:  “Which is where curriculum planners always get stumped by deliverables.” How can we design standards for digital literacy when we’ve proven how contextual it is? And how best to marry these digital literacy elements with the strictly enforced content area curricula our district prescribes?

All questions I shall continue to ponder.

This is a fantastic digital literacy slideset shared by Doug. Check it out, and ask yourself: In my school, how do we approach these eight elements of digital literacy with our students? Teachers? Administrators? Community? If we don’t, how can we start? If you have ideas/advice/resources to share, please do so in the comments below!

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Learning as we go.

CC licensed photo shared by Flickr user kudaker

As new parents, my husband and I are learning as we go. This isn’t to say we didn’t read, research, and Google the heck out of every possible pregnancy, labor & delivery, and newborn-eat-sleep-and-poop-related topic we could find over the past nine months, but there truly is no replacement for “hands-on learning.” (Especially when your little one surprises you by arriving three weeks before his due date! Talk about the need to be flexible with your thinking.)

I consider the time we spend with our son to be the ultimate authentic assessment. (And I’ve never been assessed by someone as darn cute as our little guy.) If we can meet his needs, he’s happy. If we don’t, he lets us know about it. We use his cues as feedback to adjust our methods and continually strive to get it right, for him. We don’t compare ourselves to other parents. We don’t strive to attain some sort of blue ribbon parenting status, judged by measures that don’t take into account our strengths, needs, and personal circumstances. We work hard to give him a happy life because it’s meaningful work for us. The most meaningful work we’ve ever done, for sure.

Posts here may be infrequent over the next few months as I take some time away from the principal’s office to focus on motherhood. However I will be spending time next semester developing an educational technology integration overlay for our current elementary curriculum, so I’ll no doubt be reaching out to my network for support in that area. If you have any resources you can send my way, please do!

In other exciting news, Powerful Learning Practice has launched its new educational publishing venture, Powerful Learning Press! What’s PLPress?

PLPress will publish concise, inexpensive books that showcase the authentic voices of teachers, principals and other educators who are revamping their classroom and leadership practices to better meet the learning needs of iGeneration students.

PLPress is looking to publish educational voices … from writers like you! Do you have a book idea? If so, check out the Write for Us page and submit your proposal to PLPress!

Also be sure to request your free copy of PLPress’s first interactive eBook, The Connected Teacher: Powering Up! This book is a collection of work from Voices from the Learning Revolution contributing authors. You are sure to be inspired reading the experiences of these dedicated educators who seek to transform learning experiences for students!

In the spirit of the holiday season, I’d like to thank everyone who has read, commented, and shared my posts and work over the past few years. I am truly thankful for my professional network… I appreciate your support, collaborative spirits, and friendships.

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Principal evaluation systems – do they help us grow?

Educators are well aware that teacher evaluation systems are at the forefront of the discussions on school reform. A member of the general public who catches even a glimpse of educational headlines in the local news realizes this as well, although I would venture to say they don’t fully comprehend the scope of implementation and accountability of these systems. The general thinking behind the design and use of teacher evaluation systems is that if we create more effective teachers, better learning outcomes for students will result.

As an administrator, I have noticed that the topic of principal evaluation systems may be a secondary thought in “school reform” conversations. In fact, in many districts, the principals of under-performing schools are simply fired or reassigned to other roles or buildings. Many state systems define the effectiveness of teachers and principals based mainly on one measure: student achievement on standardized tests. This narrow focus does little to improve the quality of our educational organizations or the professionals within. Where’s the professional development? Where’s the support?

Principals play an integral role in the success of school improvement efforts, and they have the power to create solid foundations for improvements in student learning and teacher professional growth. If we believe that principals are essential in developing stronger school systems, how are their professional needs best addressed and supported?

Last week, NAESP and NASSP released a report from their joint Principal Evaluation Committee, which worked to examine best practices in principal evaluation across the nation. Along with analyzing available research on the effectiveness of current principal evaluation systems, they sought out the experiences of acting principals and administrators to help guide the development of a “comprehensive, researched-based framework for principal evaluation systems that links evaluation to professional development” (p. 1).

If you are a practicing principal, consider your current supervision/evaluation model. Does someone observe your practice? Are you held accountable to demonstrate proficiency in and mastery towards a set of leadership standards? Does your system measure your “worth” based on standardized student test scores? What types of professional feedback do you receive from supervisors or peers throughout the year? How is your professional growth nurtured and encouraged? How meaningful do you find your current model to be in improving your skills as a school administrator?

The Principal Evaluation Committee’s report findings indicate that most state and district evaluation systems “do not reflect existing principal standards or proven practices, and many principal evaluation instruments are neither technically sound nor useful for improving principal performance- despite the proven importance of the principal to school and student success” (p. 2)

The committee outlined a framework for principal evaluation based on seven underlying beliefs:

  • created by and for principals
  • part of a comprehensive system of support and professional development
  • flexible enough to accommodate differences in principals’ experiences
  • relevant to the improvement of principals’ dynamic work
  • based on accurate, valid and reliable information, gathered through multiple measures
  • fair in placing a priority on outcomes that principals can control
  • useful for informing principals’ learning and progress (p. 3)

 

The framework is comprised of six key domains, summarized below, along with examples of measurement for each.

1. Professional growth and learning – “focuses on measuring a principal’s growth and the degree to which he or she has followed through on professional development or learning plans to improve his or her own practice” (p. 12)

Examples of measurement could include principal self-reflection, deliberate practice, attendance at national conferences, and portfolio development aligned with core leadership competencies.

2. Student growth and achievement – While included as a key domain in the framework, the report emphasizes

“although student growth and achievement are essential to evaluation systems, the Principal Evaluation Committee noted that while effective principals meaningfully share teachers’ instruction by providing relevant resources and supports that increase learning, there is little research that links principals directly to student achievement. Many of the contextual conditions (such as student and teacher variables) that influence high academic attainment or growth in a given year are also outside the direct control of a principal” (p. 14)

However, the principal does have a large amount of influence over areas including developing strong leadership teams, practicing distributed leadership, and serving as change agents and implementing the change process. As the committee wisely suggests,“states and districts should avoid an over-reliance on standardized test assessments of student achievement in favor of multiple measures designed to encompass the entirety of a student’s learning experience” (p. 15)

Examples of measurement could include portfolio of artifacts, work sample scores, benchmark assessments, discipline referrals, graduate rates, and participation rates in school activities.

3. School planning and progress– “focuses on measuring a principal’s ability to manage school planning processes for achieving school improvement goals and ensuring quality implementation of the programs and services identified with increasing student success” (p. 16)

The report highlights the work of Doug Reeves in his 2006 book, The Learning Leader, who says that through inquiry, implementation, and monitoring, the leadership of school improvement plans can be effective in supporting school achievement.

Measurement examples could include SIP implementation data, teacher and staff questionnaires, and district records.

4. School culture – “focuses on measuring a principal’s ability to develop and maintain a positive school culture that includes not only the tone of a school but also school safety, enthusiasm of students and faculty and level of connectedness with the community” (p. 17)

The report findings indicate that when a school has a positive climate, school improvement can occur at a faster pace and is more substantial. A culture of high expectations, collaborative opportunities, commitment to distributed leadership, and supportive social relationships within the organization, among other characteristics, are necessary for leaders to create a positive school culture.

Examples of measurement could include school climate surveys (from parents, staff, students), observations, interviews with key stakeholders, and stakeholder involvement in the school.

5. Professional qualities and instructional leadership – “focuses on measuring a principal’s leadership knowledge, skills and behavior competencies.” This includes the abilities “to lead instruction, build support for organizational mission and vision, and behave in a professional manner.” (p. 19)

The committee referenced sets of standards/processes used at the national level to evaluate principal qualities and practices, including ELCC 2011 Program Standards, ISLLC 2008: Educational Leadership Policy Standards, and NASSP 10 Leadership Skills.

Examples of measurement could include portfolio artifacts aligned to leadership standards, documented progress towards achieving professional growth plan goals, observations of practice, 360-degree feedback, and self-reflections.

6. Stakeholder support and engagement – “focuses on measuring a principal’s ability to build strong community relationships with stakeholders within and outside the school” (p. 21)

This domain speaks to the vital importance of the principal’s ability to be able to engage stakeholders and develop supportive relationships in order to meet the needs of all students. In order to effectively evaluate principals, stakeholder engagement must be measured.

Measurement examples could include stakeholder surveys, school recognitions, and newsletters/communications.

I appreciate that NAESP and NASSP recognized that creating a stronger evaluation system required the input of acting principals. They state,

“without principal participation in the national, state and local discourse about performance assessment design, new evaluation systems will not be improved, and principals may not view feedback from these new evaluation systems as informative for improvement of their practice or their schools” (p. 9).

The core belief underlying the framework is that “evaluation feedback be used as a formative tool for building a principal’s leadership capacity” (p. 24). If that is the case, principals need to be engaged as participants in the evaluative process, and this process should be used to build administrative capacity.

From this research, the committee recommends that states and districts design processes that are flexible for evaluation teams, and should include collaborative efforts with input and data from key stakeholders. States are encouraged to compare their current systems to the criteria in the report in order to identify and reflect upon areas of need in their current systems, and use the committee’s findings to design better professional supports for principals. In Pennsylvania, our new teacher evaluation system framework has been released and is in its pilot phases, and there are plans to release the newly revised principal evaluation system in January 2013. I look forward to examining this framework to see how it aligns with the committee’s findings.

Principals, I encourage you to work with your local districts, state departments, and leadership consortia to help influence principal evaluation system frameworks. Make your voices heard in order to make the systems work for you. Be transparent about your professional learning needs. We are in need of frameworks that help us grow as professionals, develop collective knowledge through powerful principals’ networks (and let us not ignore the role social media can play in this), and create systems that will promote stronger organizations and improved learning outcomes for students.

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Join us at PLP Live!

PLP Live is fast approaching… if you’re looking for a day of learning facilitated by passionate speakers and educators, this is the day for you. I have no doubt you will leave feeling inspired!

When? Friday, September 28, 2012

Where? PA Convention Center, Philadelphia, PA

Who?  John Seely Brown, Suzie Boss, Darren Cambridge, Bruce Dixon, Will Richardson, Sheryl Nussbaum-Beach, Jackie Gerstein, Jane Krauss, Renee Moore, and more!

What? Inspire – Collaborate – Shift! Inspirational keynotes, collaborative opportunities with educators and educational leaders, “lunch ‘n’ learn” with the speakers, and more. The day’s agenda can be found here.

I’m really excited to be facilitating a “collaborate” session with Lisa Neale, Alan Fletcher, and Bonnie Birdsall.

Are you ready for the shift? Join us!

For all of the great details and to register, click here!

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Looking forward to learning with you!

On Monday, August 13, 2012, I’ll be facilitating four webinars for the Simple K12 Teacher Learning Community as the “spotlight” presenter. Join me!

10 AM EST – Getting Your School Started with Blogging – the what, hows, and whys of blogging for schools interested in getting started with student, teacher, and/or administrator and school blogs

11 AM EST – Google Apps for Streamlining Tasks: An Administrator’s Guide – easy ways to utilize Google Apps to make your life (a little) easier as a school administrator

12 PM EST – Innovative Professional Development: Host a Fed-Ex Day! – ideas for how to spice up professional development opportunities for your staff including the use of the #edcamp model, Fed Ex days, and other non-traditional types of PD

1 PM EST – Free Web Tools for Administrator Communication and Collaboration -an overview of some of the online, interactive tools administrators can use to enhance communications and collaboration within their learning organizations and among networks

Click on any of the above links to register. While much will be shared to guide the administrator in learning more about these topics, teachers and other educators are encouraged to attend. Hope to see you there!

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Professional development for educational leaders- a follow-up post and request for input

A short while ago I posted Learning as Leaders, a personal reflection of my experiences with our state’s PA Inspired Leaders (PIL) initiative. Our state enlisted the services of National Institute for School Leadership, NISL, as one of two curriculum providers for our state’s program. NISL has “worked with Pennsylvania to develop state standards for school leaders, design training programs that give participants the skills to meet these standards, and create assessment tools that measure the effectiveness of the program.”

Apparently at least one person reads my blog, because the post and its contents found their way to the PA Department of Education and supposedly to the NISL folks in Washington. The PIL program leader contacted me the week after my post was published and asked me to call him to discuss my experiences.

I nervously called the program leader, not sure how the organization would view my constructive criticism. We had a great conversation, and he shared that he and others had been working to ensure the program could continue to be funded for the future. He closed by asking me to put together my ideas for how the program could become more collaborative/networked in nature and meaningful for participants.

I think this is a really exciting opportunity, and I’m pleased that I have the chance to share my thoughts on this issue, even if the ideas never come to fruition. That being said, I know some folks at PDE and NISL are likely bothered by the fact that I publicly reflected upon my program experiences. I’m okay with that, because, honestly, we’re asked to put our feedback in writing after every single session. The evaluation form asks participants to rate the facilitator, the session’s organization, content, etc. on a Likert scale, and I’ve watched my table mates simply check off boxes to be able to get out of the room in a timely manner. Many do not leave descriptive feedback in the comments sections. I know there are other participants who share my sentiments, whether they chose to express them on those evaluations or not. My reflections found an audience, and for that I am grateful, especially if it helps to bring about positive change.

I’d like to reiterate that the NISL program content is very powerful, and I’ve been able to apply many of the concepts learned in my work as an administrator. The course organization and content delivery, however, assume that all administrators in the PIL program are in need of the exact same type of professional development, delivered in a one-size-fits-all-we’re-going-to-lecture-to-you-now mode. That has been my experience.

The online content portal lacks depth and includes no capabilities to connect with other course participants. I’d be interested to know how many principals actually spend time engaged with the online material. It includes specified areas for reflection- a “journal” if you will- but the mechanisms for doing so are cumbersome and do not allow for a continuous flow of reflective thoughts to enhance practice. The inclusion of a reflective mechanism for both individual reflections and those that could be shared with colleagues across the state would be very beneficial.

And while the issue of “powering down” during training sessions was irksome to me, and while most of the administrators and PIL facilitators I encounter in face-to-face PD sessions are not yet utilizing technology tools to facilitate their own learning experiences let alone the learning of others, the changes necessary to better connect administrators across our state and develop cohesive networks of school leaders are going to necessitate the use of internet-based, social media and communication tools.

In my PIL experience, some facilitators were able to better engage participants than others. Those facilitators planned opportunities for meaningful participant-talk time. As I stated in my previous post, most of us are just longing to have the time to speak with other administrators and learn how they are handling issues and strategizing in their schools. Our PIL cohorts are localized mainly to our county, with a few principals from neighboring counties in attendance. Imagine the power if we connected PIL participants across the entire state via social networks and created the mechanisms for true learning communities to blossom?

Over my past five years in educational administration, no matter how many principals I speak with, no matter if the principal works in a small rural school or a bustling urban district, and whether he has 2 or 20 years in the principalship, one thing remains certain: administration can be a lonely gig. To be the most effective leaders we can be, we need access to one another. We need to develop strong networks of support, resources, and knowledge. There is great value in developing personal and professional learning networks. More and more educators are starting to realize this, and they’re learning to use digital tools to take advantage of the wealth of knowledge that exists in the minds and hearts of educators around the world. Consider, too, that the U.S. Department of Education has declared August Connected Educator Month and has worked with a number of learning organizations to plan and share webinars, online professional development, and opportunities for collaboration among educators worldwide. I have professionally benefited from being a connected educator, and I know many of my administrative colleagues have as well. There is power in the network.

So, where does that leave us with planning professional development for educational leaders?

I’d love your help. I’m asking my fellow administrators and educational leaders to please take a few moments of your time to reflect upon your own professional development experiences and share them with me through the survey below. Direct link here. Also feel free to email me lynhilt@gmail.com and/or send your thoughts via tweet @l_hilt.

Your honest feedback on learning as an educational leader and the conditions necessary to yield the most powerful professional development possible will help me craft my ideas to share with PDE. I greatly appreciate your time and involvement in my PLN! Many thanks.

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Edcamp Leadership

Dr. Timony’s session at Edcamp Leadership – photo by Kevin Jarrett

One week ago I attended the first Edcamp Leadership, held in Monroe, NJ. The event was attended by a lot of friendly folks from New Jersey and surrounding areas, including administrators, teachers, tech integrators, curriculum specialists, and other fine educators. I was especially excited to meet valued members of my PLN Akevy, Shira, and Jason for the first time!

For those of you unfamiliar with the Edcamp model, the day’s learning sessions are created and presented by the event attendees. Participants sign up on the “board” to share sessions throughout the day. Attendees then choose from the menu, and the “vote with your feet” rule applies: if you don’t like the session you’re in, up and leave and head to another session. There’s a focus on conversation and making sure the day is meaningful for you as the learner.

I attended a number of sessions, ranging from learning more about Evernote and its use in schools to a discussion about personal preconceptions and how they shape our supervision and evaluation of teachers. Here are some highlights of the sessions I attended last week.

Evernote – There are a lot of uses for Evernote in schools, most of which I’ve never fully explored. I mainly use Evernote for personal notetaking, thankful I can access my notes from any device. I will sometimes use the web clipper, but again, I’m not sharing my clippings with the world. I asked the Twitterverse how they’re using Evernote in schools, and many admin chimed in that they use them for note-taking during observations and walkthroughs, which can then be shared with staff (and some even include photos). Our session facilitator referenced Nick Provenzano’s Epic Evernote Experiment, which I recommend to any teacher interested in learning more about how to use Evernote with students in the classroom.

Google Sites for ePortfolios – I stopped into a session about the use of Google Sites since we are a Google Apps school, and I’d like to encourage the use of portfolios for student use. This Livebinder of resources was shared.

#satchat – Brad Currie and Scott Rocco began #satchat to involve educators in rich discussions of educational topics. Held Saturday mornings at 7:30 AM EST (thus my struggle to attend on a regular basis ;)), the Brad and Scott are passionate about learning and leading and did a fine job facilitating a session about the power of the PLN. To learn more about #satchat and the tools and features they use to support this endeavor (such as Storify, which I used only once, but found I really like), check out this post.

He, She, They, We: Tools for Faculty Evaluation and Development with @DrTimony – I always try to attend David’s sessions, because he’s wicked smart and I go in hoping some of his intellect will jump off of him and land on my shirt or my shoes or something and somehow seep into my brain. Our central question was, “How do our unspoken perceptions influence evaluation before decision-making occurs?” He referenced Michael Polanyi and tacit knowledge and its impact on our supervisory roles of teachers. We talked about good design and how something that is designed well requires few, if any, instructions to work it properly. How do our inherent feelings lead us to reasoning (making excuses to ourselves); how do our pre-cognitive decisions made by our brain (our brain is out to get us, I remember that clearly from EdcampNYC) force us into an agenda our brain has already put in place? When we start to process our perceptions, we start to make good headway. We can then intervene on our pre-cognitive decisions and prejudices. And while we can’t always change our prejudices/feelings that we have, we can use mechanisms to help us deal with them. We discussed frameworks for supervision and evaluation and the tools we could use to ensure we’re observing in an objective, constructive manner. Shira suggested asking four nonjudgmental prompts during walkthroughs to assist with this process: “I Notice, I Wonder, What if?, How might?” These questions help shape reflections and conversations following the learning walks.

David continued to stress the importance of observing in a purely supervisory role, not evaluative in any way. I struggled with this concept, because as an administrator, truly everything I see in a classroom could be taken into account in an evaluation. Do I think supervision needs to exist in its truest form to promote professional learning? Definitely, but it’s really hard to make that distinction sometimes. I know other administrators share that sentiment. On the whiteboard David reminded us Supervision = Coaching; Evaluation  = Judging.

Many participants shared that they became uncomfortable when being observed, whether by a single administrator, a team of observers, or by peers. One teacher said her students “froze” when the admin team walked in with their laptops. That, to me, indicates a bigger problem: the administrators/observers aren’t a regular presence in the classroom or school. The culture of the school should support a sense of openness: We don’t teach behind closed doors here, everyone is welcome at any time!

Conversations swirled around the term “effective practice” – determined by whom? What is the evidence of effectiveness? Are we asking students, “What are the characteristics of the most effective teacher you ever had?” Will those responses be the same for every student? Does every effective teacher practice the same way as every other effective teacher? What tool are we using? Checklists? Rubrics? David remarked that we use these standardized tools in a “prophylactic sense.” We want to be protected from what we might write in a more qualitative fashion in an observation report.

So, do our supervisory and evaluation methods operate under the assumption that everybody gets the same thing? Or does everyone get what they need? What’s alarming to me, is that in Pennsylvania and many other states, the teacher and principal evaluation systems have been revamped to be highly standardized, insanely time consuming, and tied to standardized test scores. I am being trained in this system in a few weeks and am eager to find the opportunities for teacher autonomy in professional development that districts can hopefully intertwine into the standardized process. A colleague of mine who has piloted the new system shared the details surrounding the 11+ page paperwork completion process for one formal observation, and I think I blacked out for a minute or two.

Some final thoughts on Managing Change, a session led by @dle59 (sorry, can’t find your actual name on your Twitter page!), who shaped the conversation around Spencer Johnson’s Who Moved My Cheese? Yes, change is uncomfortable. Yes, we work with people who are entitled. “I’ve been teaching for 25 years! I’m entitled to doing things my way!” Yes, change is possible, even in large organizations, and many come to realize that it was silly of them to resist change in the first place. A great analogy was shared by a participant who asked us to consider professional athletes who are in the game too long. “It’s sad to watch, actually.” And then there are others, who realize that physically they can’t perform the way they used to, the way that’s necessary for the growth and performance of the team as a whole, so they find other ways to contribute to the profession. Look at your role. Find ways to be effective in this time of change.

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Learning as leaders.

from Scott McLeod’s Pinterest

As part of Pennsylvania’s Inspired Leadership (PIL) program, as a principal I have the opportunity to participate in professional development sessions offered through the National Institute for School Leadership.

I’m now involved in the fourth and final course of the program, which includes three units: The Principal as Driver of Change, Leading for Results, and a culminating simulation.

The program is comprehensive, and over the past few years I’ve experienced sessions that have greatly enhanced my understanding of my role as a leader, and others that have barely made an impact on my practice. Sessions are led by various educational professionals, both retired and practicing administrators, and I can definitely say the quality of the session and my learning is highly dependent upon the skills of the facilitators. (Sound familiar?)

Another potential beneficial aspect of these sessions is the ability to network with other principals and administrators in our local area. The most meaningful time in our days of coursework came when we were given the opportunity to talk, at length, with our colleagues. Not all sessions are designed in this fashion, and in far too many we were being “spoken to” rather than actually involved in the conversations. While the curriculum itself was designed with a purpose, in some sessions, the needs of the participants clearly varied greatly than what was delivered. (Evident by audible sighs and grumblings.) On those days, most of us were busting at the seams to talk to one another about actual situations we were experiencing, roadblocks we were encountering, and just reaching out for a general sense of support from someone in our role who “gets it.” Just this week I had the chance to talk about the Daily Five with another elementary principal who was looking for a literacy framework for her school. She had never heard of it, and without the opportunity to discuss ideas with one another, she would have left the session not knowing it existed.

In my first few courses, taken about two years ago, we were given strict instructions to “power down.” That, obviously, didn’t go over well with me, or the other 30 principals in the room who were out of their buildings during the school day and who felt a need to be connected to their buildings. For me, I obviously wanted the immediate access to information. If a facilitator mentioned a great book I should read, I was forced to write the title down on the side of a piece of paper located in my ginormous binder of resources (the contents of which are difficult to easily reference and share with others) rather than quickly access it on Amazon and add it to my wish list or add it to my Shelfari list.

After that first adamant directive: “Turn off your devices, folks,” I was brutally honest when completing the session evaluation that afternoon. The devices give us access to information; some people learn very effectively in that manner; we’re principals whose schools are in session and our people need to be able to contact us; oh, yeah, and WE’RE ADULTS. Day 2? They changed their tune. “We understand some of you might use your devices to take notes or access information, so you may use them, just please be respectful of others in the group.” There’s an idea.

On subsequent evaluations I always mention the need for a course that includes learning about the role of the connected educator and the need for skills in networking and familiarity with technology and innovative teaching and learning practices. In one session I was given 15-20 minutes at the end of the day to promote the use of social networks in education, and from that talk I convinced a handful of folks to give Twitter a try and work to update some of their school communications. But even this past week, when asked by the facilitator, “Who among you are using social media for the task of communicating with parents and staff?” (the thought of using it for professional growth wasn’t even mentioned), my hand raised, and after my explanations I again answered questions about safety, fear regarding negative comments on blogs, etc. I’m not surprised, considering the facilitator began her social media discussion by sharing how 9th graders in her school used Facebook to coordinate an end-of-the-year food fight, and it was clear the majority of the blame fell on the tool, not the individuals involved.

So, on one hand, the NISL folks are telling us how the US is lagging behind other countries in so many areas of educational performance, including global awareness, and on the other hand, many facilitators admonish the use of the tools that can GET US CONNECTED.

We leave the sessions, the only connection we have to one another are our shared conversations and a mass email list that goes out to remind us of the session assignments and location. There would be great benefit in developing an online, interactive portal in which participants could network. One time, we tried setting up a cohort wiki, but it didn’t take. I understand there’s a tremendous cost involved to the state for funding this type of professional development for administrators, and perhaps therein lies the problem. We’re neglecting the use of the free and on-demand tools that can connect us together in learning.

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ISTE Wishes

ISTE will be here next week… I was so excited when my proposal was accepted, a session I was hoping to co-present with Patrick Larkin (formerly @bhsprincipal and currently @patrickmlarkin), The Evolving Face of Leadership in 21st Century Schools. The session is Wednesday at 8:30 AM. Don’t miss the chance to learn from Patrick, he’s truly inspirational and knowledgeable!

Unfortunately, this spring our superintendent released the dates for our summer admin retreat and leadership trainings: June 25, 26, 27. No!!!! I felt quite conflicted as I knew the experience of presenting at ISTE would be very valuable, and of course I’d miss spending time with my PLN and greeting new friends I’ve not yet had the chance to meet, but it probably wouldn’t be in my (or my students’) best interests to miss three full days of our district’s leadership days. Add to that, quite fortunately, the news of a new arrival for our family debuting this fall, and it pretty much sealed the deal that I wouldn’t be traveling to sunny California next week. But I’m kind of okay with that. 🙂

Despite the fact that I won’t be physically present, as I know many of you cannot be, there are a multitude of ways to stay posted on ISTE happenings throughout and after the conference. There are three ways you can be a “remote participant” and participate in a full day’s worth of sessions or tune in to virtual workshops. There are also video on demand options that will be posted after the conference.

Something I will be sure to do is follow the #iste12 stream on Twitter. There are already great ideas and session highlights being shared, and if you’re a newbie to ISTE, this is a must-read. Past participants will be sharing their recommendations and advice for new attendees. The whole conference experience can be overwhelming, so it helps to prepare and learn from those who’ve enjoyed learning and networking at ISTE in the past, such as this post from Michelle Baldwin. During and after the conference, attendees will definitely be blogging and sharing highlights from the conference, so do be sure to catch up with your Reader feeds and read others’ reflections of the week.

My ISTE 2012 wishes are

  • that you all meet and greet as many wonderful members of our educational network as you can
  • that you find the time to reflect, away from the buzz of the sessions and the social events
  • that you find all sessions you attend to be valuable (and, if you’re sitting in one that proves it will not be, get up, leave, and find another one!)
  • that you make an action plan to incorporate at least one thing you’ve learned back in your home educational setting
  • that you share your experiences with us!
  • that I could be there in person 🙂

Happy ISTE-ing!

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A strong #ascd12 finish with Todd Whitaker

My first introduction to the work of Todd Whitaker was through reading his book, What Great Principals Do Differently: 15 Things that Matter Most. Todd’s writing style immediately captured my attention. He aptly defined the characteristics of strong principals and described those things I most wished to accomplish as the principal of my school. Easier said than done, of course, but I certainly appreciate how Whitaker takes his many years of experience in education and offers inspirational guidelines for success for administrators (and teachers, another great read).

My next encounter with Todd – I feel like we’re on a first-name basis now – was through our interactions on Twitter. If you don’t follow him, you should, for both the educational resources he shares, and his humor. He’s truly a joy to know virtually, and has offered guidance and support to me over the past year.

And then, last weekend, I had the chance to meet Todd Whitaker for the first time, when he addressed a large group of educators who battled the temptations of the snooze alarm to attend an early morning session on the last day of ASCD. His session, entitled What Great Teachers Do Differently, was filled with amusing allegories, sage advice, and “why didn’t I think of that?” lessons. Warning: Long list of session highlights ahead. I took a lot of notes.

  • In a school, if we don’t have difficult teachers, we don’t have difficult parents.
  • When someone asks you how your day is, say you’re having a great day! How does it help anyone to tell them about the bad day you’re having?
  • The ability to know how we come across and how we are being received by others is the difference between effective and ineffective people – ineffective people have no idea how they come across- to students, to colleagues, to parents, etc.
  • Why do some teachers stay behind their desks all day? They’re afraid of the kids. They don’t know how to interact with them.
  • Some teachers and principals have a “Kids First” attitude. Others? “Kids first… right after me.”
  • It’s hard to envision what great teaching can look like until you see it.
  • Principals can name the teacher who will submit the most office referrals for the 2018-2019 school year. And class lists have not yet been made!
  • Parents bring you the very best they have.
  • Students do the best they know how.
  • Why do whiners whine? Because it works.
  • Stop treating people – teachers, kids, parents- like they are bad. Treat everyone as though they are good. When you see a child in the hall, assume they are doing GOOD. Ask, “How can I help you?” Don’t ask one child, “What are you doing? Where is your pass? Why are you out there?” and treat another child differently by saying, “Hi, and enjoy your day.” Why do we choose to do that?
  • Treat bad people like they are good. This makes the good people feel better and the bad people feel uncomfortable.
  • Great principals confront negative teachers and bad principals don’t. Neither WANT to confront those negative teachers. The difference is in the action.
  • Shift the monkey!
  • When bad people act inappropriately, it gives good people and good supervisors “the monkey.” The bad people have none. Shift the monkey.
  • Don’t take down all of the stall doors if one person keeps writing on it. Don’t punish the whole group for the actions of a single or a minority. (Let’s stop making the entire class put their heads down/missing recess/other consequences.)
  • In a great teachers’ school, nothing happens randomly. Great teachers have an intention behind every action: how the room is arranged, how partners are chosen…
  • Principals, one goal you should have when hiring a new teacher:  for the school to become more like the new teacher – not for the teacher to become like your school.
  • Admin, your teachers and staff want guidance, not corrections. Teach them how.
  • Don’t allow your new teachers emulate the veterans who aren’t good role models – get them to follow the leads of the strong teachers.
  • “Losers” pretend they are representing a whole lot of other people. The best people represent themselves.
  • Approach “crummy” people from the side, because they can’t stand it. The best teachers approach kids from the side, while the worst teachers approach them by drawing a line in the sand.
  • You can’t just win playing defense, you have to cultivate community.
  • Great teachers have an incredible ability to ignore. Ignore means, “I choose to respond or not to respond to something that’s taking place.” A great teacher has an unlimited ability to ignore. A poor teacher has no ability to do that.
  • “It is people, not programs.” Great teachers making a great school. 
  • To improve your school, hire better teachers or improve the ones you have.
  • The trend is to attempt to mandate effectiveness. You can’t do that!
  • “It is 10 days out of 10?” How many days out of 10 do you want students to treat you with dignity? They should expect the same from you.
  • “Arguing with a student is like wrestling a pig. You both get muddy, but the pig sure seems like he’s enjoying it!”
  • In a great teacher’s classroom, the kids don’t know the teachers have “buttons” because they’ve never been pushed. They’ve never seen them.
  • When is sarcasm appropriate in the classroom? Never. Humiliating someone in front of their peers under the guise of humor is unacceptable.
  • Leaders, make expectations clear from the beginning of the year.
  • Great teachers don’t have rules, they have expectations.
  • Teacher and admin evaluation systems systems are now mandating in attempts to teach the ineffective people how to be effective, when the effective people have been doing it right for a long time!
  • Every adults should say hi to every kid every time they pass them in the hall.  It doesn’t matter if that greeting is important to the adult, and it might not mean anything to the student, except for the one day that it does.
  • Classroom management has a lot to do with management of self
  • “The best thing about being a teacher is it matters. The hardest thing is that it matters every day. All the time.”
To close, Todd gave a shout out to Twitter and recommended that educators use the platform to connect with other great teachers and principals from around the world. I personally didn’t find ASCD to have an overly “connected” audience, but I did have the opportunity to meet with two administrators and get them started with developing their PLN, which was rewarding.
Thank you, Todd Whitaker, for your inspiring words in a time in the school year when it’s imperative to remember to “shift the monkey.” And thanks, ASCD, for the opportunity to share my conference experiences.