I am in my fourth month as a Professional Development Coordinator. In these few short days, I have learned a great deal about relationships, and have observed many interesting things about the relationships between teachers and administrative leaders in schools. It may sound funny, but sometimes as I walk across the threshold of a door into a school, I am often able to sense the relationships present in the building.
I was fortunate as a teacher to experience an exceptional leader, who always viewed the status quo as being unacceptable. She gave our staff direction, and always knew where we were going and how to get there with our support and expertise as educators. She gave us hope. She was trusted and valued, and I believe she felt the same of each person on our staff. We all knew that she was a gift, and we treasured her and all that she brought to our team. We worked in harmony under her leadership and courage, and honestly, there was nothing that we couldn't achieve because of the strong loyalty we felt for her, and all that she was to us--and our students.
As I reflect upon those previous days of teaching, I am quickly reminded that my former leader was a woman of strength and integrity. She had an infinite level of ambition. She had a way of making her staff, and every single student in our building feel valued and empowered to be more than they thought they could be. She knew every child's name, in an elementary building with over 300 students in enrollment, and how each of those students learned best. She spent time in classrooms, and knew our strengths as educators. She left notes on our desks or in our mailboxes about our instruction, accentuating our positives and noticing our gifts. There wasn't a day that I didn't want to go to work while under her leadership. She encouraged greatness and we would have never accepted the status quo. We learned through her that the key to student success was developing positive relationships and leaving lasting impressions.
I can say without hesitation that anyone who entered our building could sense the relationships, love, hope, and respect that resided as they walked across the threshold. The magic in that building was hard to define, yet any visitor knew it when they saw it.
Is this kind of magic present in your school? If not, what will you risk to make it a part of your life, and the lives of those students you care so much about?
Wednesday, November 19, 2008
Wednesday, October 15, 2008
Where does an educator's philosophy come from? 10/15/08
Where does the philosophy of an educator originate? Is it a matter of opinion? Facts gathered through research? Experience gained by teaching and being with children? Beliefs in perspectives or practices of a current educational guru? Data collection that has driven changes in thoughts, opinions, and ideas? Administration-lead introduction of new concepts or ways of thinking? Peer pressure? Community perspectives?
Where exactly does an educator's philosophy originate?
In my new role as a professional development coordinator, I have found each one of these facets as various 'philosophies' of educators. As I listen, learn through workshops and conversations, and read and research, I have observed that every educator has a different idea, thought, opinion, or philosophy about teaching. I have pondered how all of these philosophies have evolved, and what paths each educator has taken to conclude what they have to this point in their professional career.
I have discovered that some educators currently believe what they believed as far back as when they first became a teacher. Their belief systems have not changed with the times. They may have encountered profound higher education experiences that were embedded in their early career as an educator, and were difficult to let go of. In their eyes, their practices continue to be highly functioning, and these educators often use these practices with all students, each and every year, even when the practices may not meet the individual needs of students. I have discovered that some educators do not have a philosophy at all. They are unable to pinpoint their direction, interests in education, or share their desire to "Make Their Mark" with kids. I have also found that there are others who are reinventing themselves, their classrooms, their philosophies with each new year, with each new set of students that they encounter.
As I look at these three unique scenarios, I am somewhat saddened. Not all of them are child-driven. Two of them are almost 'me' driven. In the first scenario, best practices taught in higher education grounded instructional foundations through the years, rather than children centering their own instruction. This philosophy, in my opinion, is disaster waiting to happen in the lives of children. I base this opinion on my presence in classrooms, as well as my past as a student. It is hard for me to admit, but I had more teachers than not who fell into this category throughout my childhood years, and my higher education years. I honestly did not flourish as much as I believe I could have under this scenario.
In the second scenario, with the educators who don't have a professional philosophy, I become instantly discouraged for their students. How will a child learn, grow, or reach his or her full potential when the assigned teacher does not have a foundation for learning, teaching, developing themselves as professionals, and nurturing their students as individuals? This scenario seems the most 'me' centered. Maybe these educators don't need a philosophy? Or perhaps they believe that they function at a higher level than others because they don't have a philosophy to be accountable to?
In the third scenario, those educators who strive to continuously improve, tend to have an innate need--a passion--to learn, grow, and change with the needs of their students. These are the educators that I see "Making Their Mark" on a daily basis. They believe all children can learn, and they often re-teach things again and again until a child has learned and internalized a skill or new concept. These are the educators who go home at night, assess their students' work from the day and make sound instructional decisions based on individual student needs. If a child has failed, or hasn't learned a new concept, these educators look within themselves to see where they need to improve the following day to change a failure into a success. These educators look for celebrations--the smallest steps in improvement, and they accentuate these strengths to help students discover their full potential. At the same time, they forfeit their role as a 'teacher', and become a facilitator in their classrooms, enabling kids to make instructional decisions that meet their individual needs as learners. These educators are the forces that drive change in the world of education. They take risks. They ask questions. They demand answers--answers that are child-centered, not ‘me’ driven. They want more-for themselves, but most importantly, they desire more for their students. At all costs, these educators journey on, even when paths become mucky, or they reach a dead end. Their foundational philosophy is the map in the journey of achieving the unthinkable, and igniting that same level of achievement and passion in every child he or she may encounter.
So I guess I have to ask...what is YOUR philosophy, and where did it come from? Which scenario is the path you are currently taking? Where is it that you want to go from here?
Where exactly does an educator's philosophy originate?
In my new role as a professional development coordinator, I have found each one of these facets as various 'philosophies' of educators. As I listen, learn through workshops and conversations, and read and research, I have observed that every educator has a different idea, thought, opinion, or philosophy about teaching. I have pondered how all of these philosophies have evolved, and what paths each educator has taken to conclude what they have to this point in their professional career.
I have discovered that some educators currently believe what they believed as far back as when they first became a teacher. Their belief systems have not changed with the times. They may have encountered profound higher education experiences that were embedded in their early career as an educator, and were difficult to let go of. In their eyes, their practices continue to be highly functioning, and these educators often use these practices with all students, each and every year, even when the practices may not meet the individual needs of students. I have discovered that some educators do not have a philosophy at all. They are unable to pinpoint their direction, interests in education, or share their desire to "Make Their Mark" with kids. I have also found that there are others who are reinventing themselves, their classrooms, their philosophies with each new year, with each new set of students that they encounter.
As I look at these three unique scenarios, I am somewhat saddened. Not all of them are child-driven. Two of them are almost 'me' driven. In the first scenario, best practices taught in higher education grounded instructional foundations through the years, rather than children centering their own instruction. This philosophy, in my opinion, is disaster waiting to happen in the lives of children. I base this opinion on my presence in classrooms, as well as my past as a student. It is hard for me to admit, but I had more teachers than not who fell into this category throughout my childhood years, and my higher education years. I honestly did not flourish as much as I believe I could have under this scenario.
In the second scenario, with the educators who don't have a professional philosophy, I become instantly discouraged for their students. How will a child learn, grow, or reach his or her full potential when the assigned teacher does not have a foundation for learning, teaching, developing themselves as professionals, and nurturing their students as individuals? This scenario seems the most 'me' centered. Maybe these educators don't need a philosophy? Or perhaps they believe that they function at a higher level than others because they don't have a philosophy to be accountable to?
In the third scenario, those educators who strive to continuously improve, tend to have an innate need--a passion--to learn, grow, and change with the needs of their students. These are the educators that I see "Making Their Mark" on a daily basis. They believe all children can learn, and they often re-teach things again and again until a child has learned and internalized a skill or new concept. These are the educators who go home at night, assess their students' work from the day and make sound instructional decisions based on individual student needs. If a child has failed, or hasn't learned a new concept, these educators look within themselves to see where they need to improve the following day to change a failure into a success. These educators look for celebrations--the smallest steps in improvement, and they accentuate these strengths to help students discover their full potential. At the same time, they forfeit their role as a 'teacher', and become a facilitator in their classrooms, enabling kids to make instructional decisions that meet their individual needs as learners. These educators are the forces that drive change in the world of education. They take risks. They ask questions. They demand answers--answers that are child-centered, not ‘me’ driven. They want more-for themselves, but most importantly, they desire more for their students. At all costs, these educators journey on, even when paths become mucky, or they reach a dead end. Their foundational philosophy is the map in the journey of achieving the unthinkable, and igniting that same level of achievement and passion in every child he or she may encounter.
So I guess I have to ask...what is YOUR philosophy, and where did it come from? Which scenario is the path you are currently taking? Where is it that you want to go from here?
A Quote for the Fearless 10/15/08
This quote is from a blog shared by one of my FableVision ambassadors, and I love the passion in these words:
"You have power as an accomplished teacher that you could not dream of. If you only realize how much people value what you do and what you believe about your own profession, you would not remain fearful of speaking up and speaking out. You have to believe in your own abilities."
-Tammy King
Tammy, if you are blogging, thank you for inspiring greatness---and a different way of thinking.
"You have power as an accomplished teacher that you could not dream of. If you only realize how much people value what you do and what you believe about your own profession, you would not remain fearful of speaking up and speaking out. You have to believe in your own abilities."
-Tammy King
Tammy, if you are blogging, thank you for inspiring greatness---and a different way of thinking.
Sunday, September 28, 2008
Twitter Friend Challenge-September 28th, 2008
This afternoon, I received a 'twitter' from one of my Twitter friends, whom I value as one of my FableVision Ambassador friends. He is such a creative being, and I can only imagine what his classroom must look like. Apparently today, he was in need of what a co-worker means, so he could blog about it. I sat and wrote a few of the things that I consider from co-workers that I enjoy spending my days with.
Here are a few of my entries to him....
-is humorous--makes you laugh when your not so funny bone is hurting (or your heart)
-makes you want to be more than you think you are capable of
I have been blessed with co-workers who possess many, and often all of these characteristics. I have been so very blessed throughout my life--both personally and professionally.
Add to my list and let me know what YOU consider to be characteristics of a great co-worker.
Go on and find the person above who will challenge you to be better tomorrow than you were today.
Here are a few of my entries to him....
A co-worker should be someone who:
-you can trust
-you can rely upon at any given moment for honestly, acceptance, and support
-inspires your outside and inner spirits
-thinks like you occasionally, but differently on most occasions
-loves growing right along with you
-encourages you, even when creative wheels aren't spinning
-believes in who you are, and what you are made of
-loves finding ways to inspire you to become better--as a professional AND as a person
-excites you to make necessary changes after conversations or meetings you've shared
-learns from you and becomes better
-supports your decisions, but gives you new things to consider
-takes risks with you
-celebrates with you when things go well, and has a shoulder to lean on when they don't
-cares about your personal and professional development
-is friendly
-is constantly moving forward in thought, word, and creative spirit, and wants you right along side
-you can trust
-you can rely upon at any given moment for honestly, acceptance, and support
-inspires your outside and inner spirits
-thinks like you occasionally, but differently on most occasions
-loves growing right along with you
-encourages you, even when creative wheels aren't spinning
-believes in who you are, and what you are made of
-loves finding ways to inspire you to become better--as a professional AND as a person
-excites you to make necessary changes after conversations or meetings you've shared
-learns from you and becomes better
-supports your decisions, but gives you new things to consider
-takes risks with you
-celebrates with you when things go well, and has a shoulder to lean on when they don't
-cares about your personal and professional development
-is friendly
-is constantly moving forward in thought, word, and creative spirit, and wants you right along side
-makes you want to be more than you think you are capable of
I have been blessed with co-workers who possess many, and often all of these characteristics. I have been so very blessed throughout my life--both personally and professionally.
Add to my list and let me know what YOU consider to be characteristics of a great co-worker.
Go on and find the person above who will challenge you to be better tomorrow than you were today.
Thursday, September 25, 2008
Vocabulary...what's in it?
Today I attended a Reading First conference with Dr. Elfrieda Heibert. Dr. Hiebert is an adjunct professor at the University of California-Berkeley. She is fabulous!
We began the day with the changes that we must make in the instruction of vocabulary. Dr. Hiebert shared that as human beings, we are different from other species…we leave a trail of what we think—through reading, writing, and oral expression of our language.
Today was about concepts. About ideas. Reading is really about getting kids to think!
Language is the way in which we learn things. We’ve never been at a time like this where the knowledge of human kind is at the click of a button. Scary, but also very wonderful.
Words give us labels. They give us new ideas. Beginnings of ideas sit with words. It’s not about getting kids to read, but to get them to make distinctions in ideas.
Dr. Hiebert suggests that much of the research that she has been a part of, as well as best practice research, suggests that we as educators need to shift from narrative stories being at the center of our sharing, to informational text as being the center. The primary diet in schools to this point has been narrative, and we need to switch that to informational text to get up to speed in the digital age—in terms of content.
In the past 4-5 years, Science has declined substantially, primarily in the elementary setting. Content areas need to be beefed up! She encourages educators to shift more to Science/Social studies lessons and activities for enhanced vocabulary development.
Dr. Hiebert also indicated that we need to provide students with tier 2 words in every day events. This encouragement came with finding synonyms to those every day events in our classroom settings to enrich vocabulary. How COULD we teach enriched vocabulary for every day events in our room?
The following are some of Dr. Heibert's examples:
Ex: Today we’re going to saunter to lunch. (How many other ways could we walk to lunch??? Kids come up with ideas!)
Our way of speaking today is to murmur. We will need to strain to discern what people are saying.
Be certain to enunciate clearly.
Your task is to get your desk into shipshape form.
It’s time to commence cleaning off your desks.
All of these examples are like receiving the gift of words--and each involves direct instruction.
I recalled my former principal making an announcement at the beginning of the week with a vocabulary word for the week. This small thing made kids THINK about words!
We are living in a fast language time. Language is constantly changing! We as 21st Century educators must change instruction to match the times.
We began the day with the changes that we must make in the instruction of vocabulary. Dr. Hiebert shared that as human beings, we are different from other species…we leave a trail of what we think—through reading, writing, and oral expression of our language.
Today was about concepts. About ideas. Reading is really about getting kids to think!
Language is the way in which we learn things. We’ve never been at a time like this where the knowledge of human kind is at the click of a button. Scary, but also very wonderful.
Words give us labels. They give us new ideas. Beginnings of ideas sit with words. It’s not about getting kids to read, but to get them to make distinctions in ideas.
Dr. Hiebert suggests that much of the research that she has been a part of, as well as best practice research, suggests that we as educators need to shift from narrative stories being at the center of our sharing, to informational text as being the center. The primary diet in schools to this point has been narrative, and we need to switch that to informational text to get up to speed in the digital age—in terms of content.
In the past 4-5 years, Science has declined substantially, primarily in the elementary setting. Content areas need to be beefed up! She encourages educators to shift more to Science/Social studies lessons and activities for enhanced vocabulary development.
Dr. Hiebert also indicated that we need to provide students with tier 2 words in every day events. This encouragement came with finding synonyms to those every day events in our classroom settings to enrich vocabulary. How COULD we teach enriched vocabulary for every day events in our room?
The following are some of Dr. Heibert's examples:
Ex: Today we’re going to saunter to lunch. (How many other ways could we walk to lunch??? Kids come up with ideas!)
Our way of speaking today is to murmur. We will need to strain to discern what people are saying.
Be certain to enunciate clearly.
Your task is to get your desk into shipshape form.
It’s time to commence cleaning off your desks.
All of these examples are like receiving the gift of words--and each involves direct instruction.
I recalled my former principal making an announcement at the beginning of the week with a vocabulary word for the week. This small thing made kids THINK about words!
We are living in a fast language time. Language is constantly changing! We as 21st Century educators must change instruction to match the times.
Tuesday, September 2, 2008
Memories of My Classrooms, Sept. 2nd, 2008
Today I took the day off to catch up after a wonderful weekend away with my family, hanging out at a cabin at Mahoney State Park.
This morning has been filled with an abundance of quietness in my home. I am missing my children, who are already off on their learning journeys. I am quickly reminded of how much I am also missing the children I once taught, and the millions of memories that reside within my heart, soul, and mind of the sixteen years that I spent as an educator of children.
I loved each of my years as a teacher. My favorite thing that came from each year was watching each child find his or her strengths, and expanding those strengths to overcome obstacles in other learning, or lifetime journeys. As an educator, it was amazing to just let go of 'teaching', and become a facilitator in the classroom setting, allowing each child to discover who they were, and to realize how little they needed me as a teacher. I knew that I had fulfilled my promises, and personal goals when a child needed only my presence in the classroom.
I wanted to be a teacher since I was a second grader in Mrs. Stelk's classroom at Knickrehm Elementary, and looking back I think it was because she knew that being a teacher meant giving me the tools I needed to become who I was destined to be--an educator. Thanks, Mrs. Stelk, for teaching me how to love teaching and for modeling how to discover worth, dreams, and full potential.
To the students who I was lucky enough to have in my classroom, may you continue your learning journey, with all of the strength that you have so freely shown me. I am proud to have watched you discover your worth, your dreams, and your potential. May you continue to grow.
This morning has been filled with an abundance of quietness in my home. I am missing my children, who are already off on their learning journeys. I am quickly reminded of how much I am also missing the children I once taught, and the millions of memories that reside within my heart, soul, and mind of the sixteen years that I spent as an educator of children.
I loved each of my years as a teacher. My favorite thing that came from each year was watching each child find his or her strengths, and expanding those strengths to overcome obstacles in other learning, or lifetime journeys. As an educator, it was amazing to just let go of 'teaching', and become a facilitator in the classroom setting, allowing each child to discover who they were, and to realize how little they needed me as a teacher. I knew that I had fulfilled my promises, and personal goals when a child needed only my presence in the classroom.
I wanted to be a teacher since I was a second grader in Mrs. Stelk's classroom at Knickrehm Elementary, and looking back I think it was because she knew that being a teacher meant giving me the tools I needed to become who I was destined to be--an educator. Thanks, Mrs. Stelk, for teaching me how to love teaching and for modeling how to discover worth, dreams, and full potential.
To the students who I was lucky enough to have in my classroom, may you continue your learning journey, with all of the strength that you have so freely shown me. I am proud to have watched you discover your worth, your dreams, and your potential. May you continue to grow.
Thursday, August 14, 2008
August 14th, 2008-First Day of School
Today was my child's first day of kindergarten. Colvin is our third, and final child to go through this amazing experience. I have to say it is a bittersweet day. One one hand, it is the proudest day as a parent, knowing that what you have taught and shared in the past six years will now be put into the real world perspectives with educational, social, emotional, and physical experiences--some of which he may have already been exposed to, and many of which he has not. But on this day, I realize how very much he will be exposed to in the next few years of his career as a child in learning mode. It is humbling how much he knows as a six year old, and yet I am in awe of what he has at his fingertips with the 21st Century learning surrounding his academic future.
Looking back, I would have NEVER believed that the 21st Century skills (that are now at my childrens' beck and call) would be what they have become in the course of twenty years since my youth. (Yes, I am dating myself!) I wouldn't have guessed that my three beautiful children wouldn't know what a record player was, as I NEVER could have lived without one not so long ago! I wouldn't have guessed twenty years ago that I could take a phone with me wherever I went to keep in touch the those I love at any given second of any given day. I wouldn't have guessed that I could use something other than a typewriter to finish my two degrees, or compose my thoughts. And I definitely wouldn't have believed that I would be able to share parts of my life, my world, my soul with the click of a button! I am truly living in an amazing world of technology!
It used to be that parents knew it all--or at least I thought MY parents did. They have always been the smartest people in MY life--my mom and dad. When I became a parent, I realized even more how intelligent my parents are, and I so wished that I had all of their intellect in raising my own children. My parents were not weathly, but they were rich in so very many other ways. When they had me in their early 40's, they instilled in me a great value in education. I have internalized that value with great sincerity throughout my life, and I hope that I never take it for granted.
Today, my parents are in awe of their grandchildren, and all that my children have educationally. Much of what my kids have doesn't really matter to my parents. In fact, some of what my kids have make my parents shake their heads and wonder what will come next? Sometimes I think the same. We are so very, very lucky to have all that we do have in the 21st Century.
Just as times have changed in my life, and in my childrens' lives, times have changed--but not enough in the world of education. We have so many wonderful tools at our fingertips as educators, and yet many of us are not on the edge of our seats, wanting to take the risks in knowing just what might be within reach of our very own hands, or our very own minds. For some, it is scary to engage in technology, because our 21st Century children are further ahead in their thinking, skills, and knowledge base when it comes to technology. For others, it is difficult to step out of the ways we've been instructed throughout our higher education. These things seep in occasionally and often pull us back to what we once knew to be 'best practices'. I don't know what all of the answers are, in terms of 21st Century learning, and the bazillions of tools that are out there, but I do know that I sure can learn a great deal from the children of the 21st Century. What I need to accept is that they are brilliant as teachers, and I have so much I can learn from them, if I just let go of the previous practices. It's time to embrace the many wonderful ways of the 21st Century and become better human beings and teachers by allowing our students to teach us all that they know. This may never before happened in the history of mankind, but how simply amazing and powerful is it that our children know more than we do in many facets in the technological world we live in?
Congratulations Class of 2022! May your future endeavors be all that your parents wish for you!
Looking back, I would have NEVER believed that the 21st Century skills (that are now at my childrens' beck and call) would be what they have become in the course of twenty years since my youth. (Yes, I am dating myself!) I wouldn't have guessed that my three beautiful children wouldn't know what a record player was, as I NEVER could have lived without one not so long ago! I wouldn't have guessed twenty years ago that I could take a phone with me wherever I went to keep in touch the those I love at any given second of any given day. I wouldn't have guessed that I could use something other than a typewriter to finish my two degrees, or compose my thoughts. And I definitely wouldn't have believed that I would be able to share parts of my life, my world, my soul with the click of a button! I am truly living in an amazing world of technology!
It used to be that parents knew it all--or at least I thought MY parents did. They have always been the smartest people in MY life--my mom and dad. When I became a parent, I realized even more how intelligent my parents are, and I so wished that I had all of their intellect in raising my own children. My parents were not weathly, but they were rich in so very many other ways. When they had me in their early 40's, they instilled in me a great value in education. I have internalized that value with great sincerity throughout my life, and I hope that I never take it for granted.
Today, my parents are in awe of their grandchildren, and all that my children have educationally. Much of what my kids have doesn't really matter to my parents. In fact, some of what my kids have make my parents shake their heads and wonder what will come next? Sometimes I think the same. We are so very, very lucky to have all that we do have in the 21st Century.
Just as times have changed in my life, and in my childrens' lives, times have changed--but not enough in the world of education. We have so many wonderful tools at our fingertips as educators, and yet many of us are not on the edge of our seats, wanting to take the risks in knowing just what might be within reach of our very own hands, or our very own minds. For some, it is scary to engage in technology, because our 21st Century children are further ahead in their thinking, skills, and knowledge base when it comes to technology. For others, it is difficult to step out of the ways we've been instructed throughout our higher education. These things seep in occasionally and often pull us back to what we once knew to be 'best practices'. I don't know what all of the answers are, in terms of 21st Century learning, and the bazillions of tools that are out there, but I do know that I sure can learn a great deal from the children of the 21st Century. What I need to accept is that they are brilliant as teachers, and I have so much I can learn from them, if I just let go of the previous practices. It's time to embrace the many wonderful ways of the 21st Century and become better human beings and teachers by allowing our students to teach us all that they know. This may never before happened in the history of mankind, but how simply amazing and powerful is it that our children know more than we do in many facets in the technological world we live in?
Congratulations Class of 2022! May your future endeavors be all that your parents wish for you!
Monday, August 4, 2008
Monday, August 4th, 2008
Today, Paula, Denise and I worked diligently on preparing a Writer's Workshop for Centura Elementary, which will take place in a couple of weeks.
We read the book Writing Workshop, by Ralph Fletcher and JoAnn Portalupi, which was a great resource! I would highly recommend this, if you are looking to increase writing scores, or increasing the awareness with your staff on Writer's Workshop. This book also offers close correlation to the Write Traits, so we will be able to draw many of those connections for the elementary staff.
In a nutshell, the book encourages a mini-lesson of 5-10 minutes with particular skills, with 15 minutes of writing for K-1, 20-30 for 2-3, and 45-60 for 4-6. After students complete their writing for the day, there is a 10-15 minute window of sharing time.
This is a great resource and a really fast read for teachers! Easy to use ideas, and the process is quite simple to follow.
We read the book Writing Workshop, by Ralph Fletcher and JoAnn Portalupi, which was a great resource! I would highly recommend this, if you are looking to increase writing scores, or increasing the awareness with your staff on Writer's Workshop. This book also offers close correlation to the Write Traits, so we will be able to draw many of those connections for the elementary staff.
In a nutshell, the book encourages a mini-lesson of 5-10 minutes with particular skills, with 15 minutes of writing for K-1, 20-30 for 2-3, and 45-60 for 4-6. After students complete their writing for the day, there is a 10-15 minute window of sharing time.
This is a great resource and a really fast read for teachers! Easy to use ideas, and the process is quite simple to follow.
Wednesday, July 23, 2008
July 23rd-Ray McNulty-Day 1
Ray McNulty- Day 1: Change in Action
website: leadered.com
1. Opening thoughts
-Gary Larson cartoon “Look who’s excited to see you back from being declawed”
*we go to workshops, and then come back to school, and the life is sucked out by the people that don’t want to change. We have to change with dignity, so we can make it stick
*only the educators are going to change things in education—not people from the outside---it takes those on the inside
*fundamental changes must occur in the next 5-6 years.
*must create a model for change
*Rhoad Island school district-1 teacher takes kids 9th-12th---100% graduation rate. Go to school 3 days/week, 2 days/week spent at workplace.
*the primary aim of education is not to enable students to do well in schools, but to help them do well in the lives they lead outside of school.’
*future is about taking what you know and using it with what you don’t know to figure something out—applying it to the unknown. It’s not about the content---it’s about teaching them the skills for the unknown that is out there.
*we educate our children for the unknown
*study on high performing teachers….asked kids who the best teachers were, then the staff who the best teachers were, then the administrators who the best teachers were—found the people and went in and studied them. The main characteristic was that they teach less than their peers. They said the toughest part of their job was knowing when they needed to intervene, or when they needed to stay back and let issues resolve themselves….giving kids the chance to figure things out on their own. They let their kids struggle enough to learn and become independent!
*there are many kids who don’t score well on achievement tests, but are incredibly bright
Learning should have its roots in…
1) meaning, not just memory
2) engagement, not simply transmission
3) inquiry, not only compliance
4) exploration, not just acquisition
5) personalization, not simply uniformity
a. education isn’t about averages—it’s about making learning real and applicable
b. it doesn’t matter how your school does…now it’s about individual students
c. life, college, work ready kids
6)collaboration, not only competition
7) trust, not fear
*have a voluntary attendance day and see how many kids show up! Probably few. If we want kids in school, we need to motivate them!!!
Out of every 100 9th graders in the US, only 65 will graduate, 39 will enter college, 15 will actually graduate from college
It’s not the educators that aren’t working, it’s the system that is not working. We are working really hard, but we are not getting the results we want.
Rankings in US (1999): reading 15th, Math 19th, Science 14th , out of the 32 countries that we compete with. So we dumped money into these areas, and in (2003) Reading score was 20th, Math 24th, Science 19th
Educators need to become the agents of change.
Clayton Christensen—kids in other countries go to school, because they want a way out—they want more and are motivated! Kids in the US go because they have to—and only want what they ‘deserve’ to get---it’s an expectation, not a privilege. NO internal motivation. Our kids sit back on cruise control and ask, what more will you do for me?
TOP 4 reasons people don’t want to change:
1. Afraid of losing something of value. (I did this unit, and don’t want to lose it)
2. Miss understanding of the reason for change. People don’t understand the long-term effects of it.
3. Belief that the change doesn’t make sense for the organization.
4. Low tolerance for change.
2. 4 major challenges
1) Globalization
-9/11 changed the world
-11/9 had a more profound effect (Berlin Wall down in 1969)
-tax returns are being completed overseas
-it has allowed us to work anywhere in the world (work to worker)
-80% of MRIs are read in India, as it is all digitized
-McDonald’s has a few drive throughs with call center to get order-one call center will handle two stores
-Oil –US consumes ¼ of the world’s oil
-Savings rate –in India people save about 25% of salary, Japan 28%, Korea 30%, China 50%, US -4% (yes…a negative!)
2) Demographics
40is the new 30
50=40
54-beginning of 2nd half of life
WOOFS-well off older folks
3) Values/beliefs
Be incrementally smart about making changes in strategies and ideas.
Larger Context 1901-1924-The G.I. (war for peace people)-risk takers
1925-1942 Silent (didn’t do much…get kids to H.S.)
1943-1960 Boomers (anti-everything!! Kids with authority)
1961-1981 Gen X (led the technology generation)--they raised themselves on whatever kinds of electronic innovations they could find
1982- present- Millennials--group of kids who care about the world, very caring generation. Problem is that they have Gen X parents—helicopter parents---they hover and protect—they want to know what is going on in school, etc. Millennials are incredibly scheduled! Always on the go!!! They have been given a LOT! They think they are perfect.
Every generation flipflops. The millennial generation is very different from us, and we are trying to understand them.
4) Technology
1) processing speed
2) communication
3) size (computers getting smaller, etc.)
4) information and hardware
SPOT technology—(new technology) spot personal object technology
3. Leadership skills for ALL in the 21st Century
4. 21st Century Challenge
We are already here! It’s happening already!
5. Generation Gap and Learning
It’s about learning, and moving ahead. It’s not about us….it’s about the kids. Motivation is the key to success in learning.
The internet has created the greatest generation gap since the advent of rock and roll.
Don’t call things a 'pilot' program, or a new ‘version’. Just make a decision to change and do it. Let the people in your organization know you are moving in a new direction. Then ask for how you can make it better, etc. Launch it with people who WANT to do it and be a part of it. You can’t always please everyone. They’ll learn to expect change…and anticipate it.
Parents need to be brought in to the conversation of changing:
1) what does the future look like?
2) What do you want for your kids?
3) What will the school look like in 2025?
A system must have:
1) coherence
2) adaptability—being able to change
3) scalability
4) fidelity
(this is disruptive innovation—making things innovative)
6. Traits of Top Performers
7. Key Strategies for sustainable change
8. Learning from the field
9. Closing advice
Attend to the BIG THREE changes:
1) Literacy
can our kids read manuals, internet articles, etc.
2) Numeracy
mathability you need to do certain things, jobs—our current math requirements are well-beyond what they will need as lifelong workers. Should teach finances courses, etc to prepare them for the real world
3) Well-being of the learner
this is the biggest, or most important
Focus on attacking common cause problems, not special cause problems. Ex: If there is a snow storm, and the busses are going to be late, you have a special cause problem. But if reading scores are down one year after another, focus on attacking common cause problems. Only attack one at a time!
Ask your students, after you teach a lesson:
If you were me, how would you teach this??? Go home and think about it tonight and come back tomorrow.
website: leadered.com
1. Opening thoughts
-Gary Larson cartoon “Look who’s excited to see you back from being declawed”
*we go to workshops, and then come back to school, and the life is sucked out by the people that don’t want to change. We have to change with dignity, so we can make it stick
*only the educators are going to change things in education—not people from the outside---it takes those on the inside
*fundamental changes must occur in the next 5-6 years.
*must create a model for change
*Rhoad Island school district-1 teacher takes kids 9th-12th---100% graduation rate. Go to school 3 days/week, 2 days/week spent at workplace.
*the primary aim of education is not to enable students to do well in schools, but to help them do well in the lives they lead outside of school.’
*future is about taking what you know and using it with what you don’t know to figure something out—applying it to the unknown. It’s not about the content---it’s about teaching them the skills for the unknown that is out there.
*we educate our children for the unknown
*study on high performing teachers….asked kids who the best teachers were, then the staff who the best teachers were, then the administrators who the best teachers were—found the people and went in and studied them. The main characteristic was that they teach less than their peers. They said the toughest part of their job was knowing when they needed to intervene, or when they needed to stay back and let issues resolve themselves….giving kids the chance to figure things out on their own. They let their kids struggle enough to learn and become independent!
*there are many kids who don’t score well on achievement tests, but are incredibly bright
Learning should have its roots in…
1) meaning, not just memory
2) engagement, not simply transmission
3) inquiry, not only compliance
4) exploration, not just acquisition
5) personalization, not simply uniformity
a. education isn’t about averages—it’s about making learning real and applicable
b. it doesn’t matter how your school does…now it’s about individual students
c. life, college, work ready kids
6)collaboration, not only competition
7) trust, not fear
*have a voluntary attendance day and see how many kids show up! Probably few. If we want kids in school, we need to motivate them!!!
Out of every 100 9th graders in the US, only 65 will graduate, 39 will enter college, 15 will actually graduate from college
It’s not the educators that aren’t working, it’s the system that is not working. We are working really hard, but we are not getting the results we want.
Rankings in US (1999): reading 15th, Math 19th, Science 14th , out of the 32 countries that we compete with. So we dumped money into these areas, and in (2003) Reading score was 20th, Math 24th, Science 19th
Educators need to become the agents of change.
Clayton Christensen—kids in other countries go to school, because they want a way out—they want more and are motivated! Kids in the US go because they have to—and only want what they ‘deserve’ to get---it’s an expectation, not a privilege. NO internal motivation. Our kids sit back on cruise control and ask, what more will you do for me?
TOP 4 reasons people don’t want to change:
1. Afraid of losing something of value. (I did this unit, and don’t want to lose it)
2. Miss understanding of the reason for change. People don’t understand the long-term effects of it.
3. Belief that the change doesn’t make sense for the organization.
4. Low tolerance for change.
2. 4 major challenges
1) Globalization
-9/11 changed the world
-11/9 had a more profound effect (Berlin Wall down in 1969)
-tax returns are being completed overseas
-it has allowed us to work anywhere in the world (work to worker)
-80% of MRIs are read in India, as it is all digitized
-McDonald’s has a few drive throughs with call center to get order-one call center will handle two stores
-Oil –US consumes ¼ of the world’s oil
-Savings rate –in India people save about 25% of salary, Japan 28%, Korea 30%, China 50%, US -4% (yes…a negative!)
2) Demographics
40is the new 30
50=40
54-beginning of 2nd half of life
WOOFS-well off older folks
3) Values/beliefs
Be incrementally smart about making changes in strategies and ideas.
Larger Context 1901-1924-The G.I. (war for peace people)-risk takers
1925-1942 Silent (didn’t do much…get kids to H.S.)
1943-1960 Boomers (anti-everything!! Kids with authority)
1961-1981 Gen X (led the technology generation)--they raised themselves on whatever kinds of electronic innovations they could find
1982- present- Millennials--group of kids who care about the world, very caring generation. Problem is that they have Gen X parents—helicopter parents---they hover and protect—they want to know what is going on in school, etc. Millennials are incredibly scheduled! Always on the go!!! They have been given a LOT! They think they are perfect.
Every generation flipflops. The millennial generation is very different from us, and we are trying to understand them.
4) Technology
1) processing speed
2) communication
3) size (computers getting smaller, etc.)
4) information and hardware
SPOT technology—(new technology) spot personal object technology
3. Leadership skills for ALL in the 21st Century
4. 21st Century Challenge
We are already here! It’s happening already!
5. Generation Gap and Learning
It’s about learning, and moving ahead. It’s not about us….it’s about the kids. Motivation is the key to success in learning.
The internet has created the greatest generation gap since the advent of rock and roll.
Don’t call things a 'pilot' program, or a new ‘version’. Just make a decision to change and do it. Let the people in your organization know you are moving in a new direction. Then ask for how you can make it better, etc. Launch it with people who WANT to do it and be a part of it. You can’t always please everyone. They’ll learn to expect change…and anticipate it.
Parents need to be brought in to the conversation of changing:
1) what does the future look like?
2) What do you want for your kids?
3) What will the school look like in 2025?
A system must have:
1) coherence
2) adaptability—being able to change
3) scalability
4) fidelity
(this is disruptive innovation—making things innovative)
6. Traits of Top Performers
7. Key Strategies for sustainable change
8. Learning from the field
9. Closing advice
Attend to the BIG THREE changes:
1) Literacy
can our kids read manuals, internet articles, etc.
2) Numeracy
mathability you need to do certain things, jobs—our current math requirements are well-beyond what they will need as lifelong workers. Should teach finances courses, etc to prepare them for the real world
3) Well-being of the learner
this is the biggest, or most important
Focus on attacking common cause problems, not special cause problems. Ex: If there is a snow storm, and the busses are going to be late, you have a special cause problem. But if reading scores are down one year after another, focus on attacking common cause problems. Only attack one at a time!
Ask your students, after you teach a lesson:
If you were me, how would you teach this??? Go home and think about it tonight and come back tomorrow.
Tuesday, July 8, 2008
Wednesday, July 2, 2008
Wednesday, July 2nd, 2008-Web 2.0 Tools
My final NECC session was Web 2.0 Tools to Differentiate Instruction with Linda Brandon and Sarah Martabano.
website: http://diandtech.wikispaces.com
Linda and Sarah shared the definite need to differentiate instruction for all learners. This can be done by student readiness, interest, or learning styles.
With Readiness, kids interact, learn and create when they are ready, which can be at anytime, any place! With Student Interest, students may choose their own style of instruction, delivery, assessment, and evaluation (such as project based learning). Student Learning Styles may be met and enhanced by multimedia use, such as audio, video or images of attainable content. This may be an area where you wish to have students blog about their reflections of learning from the differentiated lessons within their individualized experiences.
It is up to us as the educator to decide where a child may need differentiation in their instruction. Using Web 2.0, rather than Web 1.0, the shift has been to a more collaborative role in the classroom setting.
Why Web 2.0??
1) proliferation of tools
2) ease of the use
3) availability 24/7
4) global reach
5) reinforces all of those 21st Century skills
website: http://diandtech.wikispaces.com
Linda and Sarah shared the definite need to differentiate instruction for all learners. This can be done by student readiness, interest, or learning styles.
With Readiness, kids interact, learn and create when they are ready, which can be at anytime, any place! With Student Interest, students may choose their own style of instruction, delivery, assessment, and evaluation (such as project based learning). Student Learning Styles may be met and enhanced by multimedia use, such as audio, video or images of attainable content. This may be an area where you wish to have students blog about their reflections of learning from the differentiated lessons within their individualized experiences.
It is up to us as the educator to decide where a child may need differentiation in their instruction. Using Web 2.0, rather than Web 1.0, the shift has been to a more collaborative role in the classroom setting.
Why Web 2.0??
1) proliferation of tools
2) ease of the use
3) availability 24/7
4) global reach
5) reinforces all of those 21st Century skills
Wednesday, July 2, 2008-Visual Tour of a 21st Century Educator
This morning was my final morning at NECC, as I have to catch a flight back to Nebraska. I unfortunately had to miss out on afternoon sessions, as well as the final keynote presentation. I am hoping that I will be able to catch it via a podcast when I return home.
My first session was with Valerie Greehill and her colleagues, from Infotech Strategies out of Arizona, which is funded by the George Lucas Foundation.
website: www.21stcenturyskills.org
Valerie encouraged participants to go onto their website to map new content in all areas of curriculum. To do this, search under PUBLICATIONS on their site above. The great thing about this site, is that educators like you and I can submit their own ideas or 21st Century tools on the site to share with others who access the site. Once you submit an idea, it takes approximately two weeks before your idea will post. All ideas on the site are content driven projects for students to do. There are MANY, MANY ideas, and Valerie shared many of them from the site
for participants.
I encourage you to go online and check out the projects, as well as sharing your own for the rest of us to learn and grow in our professional settings!
My first session was with Valerie Greehill and her colleagues, from Infotech Strategies out of Arizona, which is funded by the George Lucas Foundation.
website: www.21stcenturyskills.org
Valerie encouraged participants to go onto their website to map new content in all areas of curriculum. To do this, search under PUBLICATIONS on their site above. The great thing about this site, is that educators like you and I can submit their own ideas or 21st Century tools on the site to share with others who access the site. Once you submit an idea, it takes approximately two weeks before your idea will post. All ideas on the site are content driven projects for students to do. There are MANY, MANY ideas, and Valerie shared many of them from the site
for participants.
I encourage you to go online and check out the projects, as well as sharing your own for the rest of us to learn and grow in our professional settings!
Tuesday, July 1, 2008
Tuesday, July 1st, 2008 Improving Technology Facilitation....
This afternoon's last session that I attended was Improving Technology Facilitation and Leadership Resources for Professional Learning, with Dr. Jo Williamson, and Dr. Traci Redish, of Kennesaw State University in Georgia.
Dr. Williamson and Dr. Redish shared the technology facilitator(TF), and technology leader (TL) standards for ISTE. These standards were publishes in 2002, and are aligned to the NETS-T, and NET-S standards. The TF standards must come first, followed by the TL standards. The three levels of growth are:
1) approaches standards
2) meets standards
3) exceeds standards
One TF standards meet the 'exceeds' level, TL standards will then be addressed, and go through the same levels of growth.
These standards:
-educate others about what we should be doing
-validate teaching
-shape school technologies
-build human resource structure and tools such as descriptions, evaluations, and various instruments used
-train future technology facilitators and leaders
This quote was shared from these two individuals:
"we ask teachers to do things, but do not give them the tools, or show them how to 'connect' with technology". I loved this, as typically, educators get fabulous training, but do not always get the necessary skills or tools to immerse our newly learned skills with technology innovations and learnings. This quote will stick with me in future encounters! :)
Dr. Williamson and Dr. Redish shared the technology facilitator(TF), and technology leader (TL) standards for ISTE. These standards were publishes in 2002, and are aligned to the NETS-T, and NET-S standards. The TF standards must come first, followed by the TL standards. The three levels of growth are:
1) approaches standards
2) meets standards
3) exceeds standards
One TF standards meet the 'exceeds' level, TL standards will then be addressed, and go through the same levels of growth.
These standards:
-educate others about what we should be doing
-validate teaching
-shape school technologies
-build human resource structure and tools such as descriptions, evaluations, and various instruments used
-train future technology facilitators and leaders
This quote was shared from these two individuals:
"we ask teachers to do things, but do not give them the tools, or show them how to 'connect' with technology". I loved this, as typically, educators get fabulous training, but do not always get the necessary skills or tools to immerse our newly learned skills with technology innovations and learnings. This quote will stick with me in future encounters! :)
Tuesday, July 1, 2008-Working as an Educator Ambassador for FableVision
This afternoon, I had the honor and esteemed privilege to work at Peter H. Reynold's booth-FableVision for a few hours. As an educator ambassador, I got to share some of the amazing pieces of software that FableVision has available online for educators. It was great fun meeting new people from all over the world when they visited the booth! It was an experience that I will not soon forget!
Tuesday, July 1st, 2008-Developing 21st Century Skills...
This morning's first session after the keynote was Developing 21st Century Skills in School and District Leaders with Christopher Corallo, who had a family emergency and was not present, so his two colleagues Adam Garry, and Debra Roethke presented in his absence.
These three individuals were from Henrico County Public School in Virginia, who happened to be one of the first districts in the US to go with a 1:1 initiative!
website: http://staffdev.henrico.k12.va.us
Adam and Debra shared that in order to go to a 1:1 initiative, your district MUST train parents, staff, and students after the 1:1 kickoff!
21st Century skills were needed, but the staff had to decide what does the 21st Century classroom look like? Where do we want to go? So they met with teachers, technology staff, parents, administrators, etc. and discussed what they wanted to do, and where everyone wanted to go...and of course everyone had their own different ideas, which made it tough! They decided to totally reinvent the wheel, and didn't just stick with the ISTE standards.
They developed a TIP Chart (Technology Integration Progression Chart) to help develop a common language for teachers, community members, and school leaders so everyone knew what was important and needed. They used this TIP Chart to guide their growth and data for professional development needs for staff.
The district found it imperative that the IT (Instructional Technology specialist in the district) go out to the schools and meet with principals and media person to look at technology lessons of the teachers/staff. After watching a lesson, the IT person would then meet with the administrator to discuss what went well in the lesson, as well as guide what may need to be improved upon, using the TIP Chart as a tool during their discussion.
They also found that the instruction had to be differentiated between schools. The TIP Chart was a 'suggestion' tool, but each school varied the tool to meet their needs as a staff. They wanted their schools to become more 'alike', so they had meetings to introduce a new 6 year plan, with 21st Century skills embedded in the district goals and TIP Chart, and made it a 'leadership academy'.
In the Leadership Academy, there were classes held throughout the year for staff to improve their 21st Century skills. They used iTunes University to do online podcasts for learners to get the professional development information when they were unable to attend. In addition, they came up with a professional development plan and put it online so staff could go in and search by date what they wanted/missed at meetings. They also set up a blog with these varying plans, so staff could provide suggestions for potential growth.
Each school had different plans going, and administrators and staff could go in and search for what other schools were doing with reading, or writing, or whatever, and use those same ideas for their own purposes, if they met the needs of their student body. Staff members were mandated to share at least 4 lesson plans a year to show how they were using the TIP Chart to teach their 21st Century lessons.
Although this was a slow process, it has been a great learning experience for the entire district!
These three individuals were from Henrico County Public School in Virginia, who happened to be one of the first districts in the US to go with a 1:1 initiative!
website: http://staffdev.henrico.k12.va.us
Adam and Debra shared that in order to go to a 1:1 initiative, your district MUST train parents, staff, and students after the 1:1 kickoff!
21st Century skills were needed, but the staff had to decide what does the 21st Century classroom look like? Where do we want to go? So they met with teachers, technology staff, parents, administrators, etc. and discussed what they wanted to do, and where everyone wanted to go...and of course everyone had their own different ideas, which made it tough! They decided to totally reinvent the wheel, and didn't just stick with the ISTE standards.
They developed a TIP Chart (Technology Integration Progression Chart) to help develop a common language for teachers, community members, and school leaders so everyone knew what was important and needed. They used this TIP Chart to guide their growth and data for professional development needs for staff.
The district found it imperative that the IT (Instructional Technology specialist in the district) go out to the schools and meet with principals and media person to look at technology lessons of the teachers/staff. After watching a lesson, the IT person would then meet with the administrator to discuss what went well in the lesson, as well as guide what may need to be improved upon, using the TIP Chart as a tool during their discussion.
They also found that the instruction had to be differentiated between schools. The TIP Chart was a 'suggestion' tool, but each school varied the tool to meet their needs as a staff. They wanted their schools to become more 'alike', so they had meetings to introduce a new 6 year plan, with 21st Century skills embedded in the district goals and TIP Chart, and made it a 'leadership academy'.
In the Leadership Academy, there were classes held throughout the year for staff to improve their 21st Century skills. They used iTunes University to do online podcasts for learners to get the professional development information when they were unable to attend. In addition, they came up with a professional development plan and put it online so staff could go in and search by date what they wanted/missed at meetings. They also set up a blog with these varying plans, so staff could provide suggestions for potential growth.
Each school had different plans going, and administrators and staff could go in and search for what other schools were doing with reading, or writing, or whatever, and use those same ideas for their own purposes, if they met the needs of their student body. Staff members were mandated to share at least 4 lesson plans a year to show how they were using the TIP Chart to teach their 21st Century lessons.
Although this was a slow process, it has been a great learning experience for the entire district!
Monday, June 30, 2008
Monday, June 30th, 2008-A dinner with Peter H. Reynolds
Tonight I had the amazing opportunity to enjoy a delicious dinner with author and illustrator, and inspirational educator-leader, Peter H. Reynolds. This past year, I became an ambassador to FableVision, a company that Peter co-founded with his twin brother, Paul. Tonight was fun, as Paul was along for dinner, as well as Peter's right hand man, Bill Norris.
Our dinner was at Joe's Crab Shack, on the RiverWalk. It was a beautiful evening, filled with great conversation and hearing of the many journeys that FableVision is currently taking to inspire creativity and enhance greatness in teachers and children.
Peter is incredibly talented, and it was so humbling to be a part of an evening of listening to his stories and dreams! At the evening's end, Peter gifted Jason and I with our own autographed copies of his 2006 book, So Few of Me, which he had dedicated to his twin, Paul. What a gift and treasure this book will be, especially after having an evening with Peter and his brother and their closest colleagues.
If you don't know FableVision, I encourage you to go to their site at FableVision.com. There are so many terrific ideas and dream-ish items for educators there, if you feel like taking yourself on a new journey with your students!
Our dinner was at Joe's Crab Shack, on the RiverWalk. It was a beautiful evening, filled with great conversation and hearing of the many journeys that FableVision is currently taking to inspire creativity and enhance greatness in teachers and children.
Peter is incredibly talented, and it was so humbling to be a part of an evening of listening to his stories and dreams! At the evening's end, Peter gifted Jason and I with our own autographed copies of his 2006 book, So Few of Me, which he had dedicated to his twin, Paul. What a gift and treasure this book will be, especially after having an evening with Peter and his brother and their closest colleagues.
If you don't know FableVision, I encourage you to go to their site at FableVision.com. There are so many terrific ideas and dream-ish items for educators there, if you feel like taking yourself on a new journey with your students!
Monday, June 30th, 2008-Implementing & Managing a Successful online Professional Development Program
The last session of today was Implementing and Managing a Successful Online Development Program, presented by Dr. Nancy Howell, of N.W.Howell and Associates of Georgia.
Dr. Howell discussed:
1) Building a planning team, compiled of District Dept. representatives, school staff, professional learning representatives, and technology staff members.
2) Getting Input from the compiled team
3) Creating an Online Staff with a program manager, course designers and instructors, and a technology specialist
4) Providing Team Training for designers/instructors, course designers, and the technology specialist
5) Designing a Needs Assessment as the team's first task, deciding if the assessment should be online, in paper format, or in an email to survey all stakeholders in the district
6) Determining Training Needs, based on the survey results from the stakeholders: students, staff, classified staff, etc.
7) Creating an Action Plan to incorporate survey results, and plan flexible, realistic details
8) Developing Online Program Guidelines with program standards, design standards, and format standards
9) Determining the Team's Tasks: Course development, graphic design, generic evaluations, content reviewers, and course delivery
10) Managing the Online Staff by setting meeting schedules in order to utilize online options, plan an agenda, and seek staff input, while also offering course evaluations to get appropriate feedback that may enhance course changes
11) Keeping Major stakeholders informed by meeting quarterly, encouraging input, and implementing changes as needed in the plan
12) Planning for the Future by staying current on new trends, staying involved, expecting the unexpected, and marketing everything going on to the stakeholders
Dr. Howell can be contacted by nwhowell@nwassociates.com
Dr. Howell discussed:
1) Building a planning team, compiled of District Dept. representatives, school staff, professional learning representatives, and technology staff members.
2) Getting Input from the compiled team
3) Creating an Online Staff with a program manager, course designers and instructors, and a technology specialist
4) Providing Team Training for designers/instructors, course designers, and the technology specialist
5) Designing a Needs Assessment as the team's first task, deciding if the assessment should be online, in paper format, or in an email to survey all stakeholders in the district
6) Determining Training Needs, based on the survey results from the stakeholders: students, staff, classified staff, etc.
7) Creating an Action Plan to incorporate survey results, and plan flexible, realistic details
8) Developing Online Program Guidelines with program standards, design standards, and format standards
9) Determining the Team's Tasks: Course development, graphic design, generic evaluations, content reviewers, and course delivery
10) Managing the Online Staff by setting meeting schedules in order to utilize online options, plan an agenda, and seek staff input, while also offering course evaluations to get appropriate feedback that may enhance course changes
11) Keeping Major stakeholders informed by meeting quarterly, encouraging input, and implementing changes as needed in the plan
12) Planning for the Future by staying current on new trends, staying involved, expecting the unexpected, and marketing everything going on to the stakeholders
Dr. Howell can be contacted by nwhowell@nwassociates.com
Monday, June 30th, 2008 The Missing Link in 21st Century Classrooms
Dr. Chris Moersch, from the National Business Education Alliance, who is also the Director of LoTi spoke this morning on The Missing Link in the 21st Century Classrooms: 21st Century Leadership.
website: loticonnection.com
LoTi stands for Levels of Teaching Innovation, formerly Levels of Technology Implementation.
School districts are inundated with many heavy local, state, and national mandates and restrictions on how to improve academic success. Loti believes they are different, as they "ASSESS, PLAN, IMPLEMENT, and SUSTAIN a systems approach to improved student achievement using 21st Century teaching, learning, and leadership".
LoTi has come up with the following levels of innovation in the classroom setting with 21st Century Skills and Technology:
Level 0- Non-use
Level 1- Awareness
Level 2- Exploration
Level 3- Infusion
Level 4a- Integration (mechanical)
Level 4b- Integration (routine)
Level 5- Expansion
Level 6- Refinement
LoTi uses the following form to "turn up the H.E.A.T. in the Classroom":
H--HIGHER-ORDER THINKING
-students taking notes only, no questions asked (level 1)
-student learning/questioning at knowledge level (level 2)
-student learning/questioning at comprehension level (level 3)
-student learning/questioning at application level (level 4)
-student learning/questioning at analysis level (level 5)
-student learning/questioning at synthesis/evaluation levels (level 6)
E--ENGAGED LEARNING
-students report what they have learned only (level 1)
-students report what they have learned only; collaborate with others (level 2)
-students given options to solve a problem (level 3)
-students given options to solve a problem; collaborate with others (level 4)
-students help define the task, the process, and the solution (level 5)
-students help define the task, the process, and the solution; collaborate with others (level 6)
A--AUTHENTICITY
-the learning experience is missing or too vague to determine relevance (level 1)
-the learning experience represents a group of connected activities, but provides no real world application (level 2)
-the learning experience provides limited learning real world relevance, but does not apply the learning to a real world situation (level 3)
-the learning experiences provides extensive real world relevance, but does not apply the learning to a real world situation (level 4)
-the learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation (level 5)
-the learning experience is directly relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students (level 6)
T--TECHNOLOGY USE
-no technology use (level 1)
-technology use is unrelated to the task (level 2)
-technology use appears to be an add-on and is not needed for task completion (level 3)
-technology use is somewhat connected to task completion involving one or more applications (level 4)
-technology use is directly connected to task completion involving one or more applications (level 5)
-technology use is directly connected and needed for task completion and students determine which application(s) would be address their needs (level 6)
Level 1 classrooms are the farthest away from obtaining 21st Century leadership and learning tools, but must work their way through the other levels to obtain what students need in order to compete in the global society that we now live in.
website: loticonnection.com
LoTi stands for Levels of Teaching Innovation, formerly Levels of Technology Implementation.
School districts are inundated with many heavy local, state, and national mandates and restrictions on how to improve academic success. Loti believes they are different, as they "ASSESS, PLAN, IMPLEMENT, and SUSTAIN a systems approach to improved student achievement using 21st Century teaching, learning, and leadership".
LoTi has come up with the following levels of innovation in the classroom setting with 21st Century Skills and Technology:
Level 0- Non-use
Level 1- Awareness
Level 2- Exploration
Level 3- Infusion
Level 4a- Integration (mechanical)
Level 4b- Integration (routine)
Level 5- Expansion
Level 6- Refinement
LoTi uses the following form to "turn up the H.E.A.T. in the Classroom":
H--HIGHER-ORDER THINKING
-students taking notes only, no questions asked (level 1)
-student learning/questioning at knowledge level (level 2)
-student learning/questioning at comprehension level (level 3)
-student learning/questioning at application level (level 4)
-student learning/questioning at analysis level (level 5)
-student learning/questioning at synthesis/evaluation levels (level 6)
E--ENGAGED LEARNING
-students report what they have learned only (level 1)
-students report what they have learned only; collaborate with others (level 2)
-students given options to solve a problem (level 3)
-students given options to solve a problem; collaborate with others (level 4)
-students help define the task, the process, and the solution (level 5)
-students help define the task, the process, and the solution; collaborate with others (level 6)
A--AUTHENTICITY
-the learning experience is missing or too vague to determine relevance (level 1)
-the learning experience represents a group of connected activities, but provides no real world application (level 2)
-the learning experience provides limited learning real world relevance, but does not apply the learning to a real world situation (level 3)
-the learning experiences provides extensive real world relevance, but does not apply the learning to a real world situation (level 4)
-the learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation (level 5)
-the learning experience is directly relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students (level 6)
T--TECHNOLOGY USE
-no technology use (level 1)
-technology use is unrelated to the task (level 2)
-technology use appears to be an add-on and is not needed for task completion (level 3)
-technology use is somewhat connected to task completion involving one or more applications (level 4)
-technology use is directly connected to task completion involving one or more applications (level 5)
-technology use is directly connected and needed for task completion and students determine which application(s) would be address their needs (level 6)
Level 1 classrooms are the farthest away from obtaining 21st Century leadership and learning tools, but must work their way through the other levels to obtain what students need in order to compete in the global society that we now live in.
Monday, June 30th, 2008 Blogging Communities
My first official session this morning was titled 'Blogging Communities in the Classroom', with Dr. Konrad Glogowski, from Canada. He is an instructor at the University of Toronto.
I loved Dr. Glogowski's first quote of the morning, which was taken from the Shell Corporation's commercial: "The blank page--still the most challenging environment there is!"
Dr. Glogowski earned his PhD recently on blogging with his eighth grade students. While beginning the blogging, his main goal was to let the kids work alone, and he found out that the kids didn't need him anymore as an instructional leader in their classroom. THEY became the instructional leaders independently.
Dr. Glogowski's steps to beginning:
1) Have students create a community of learners, which is a safe, comfortabel, and supportively engaging group. These communities will have constant interaction with each other--online, or in person.
2) Extend the classroom discourse, by acknowledging student work and successes---EVEN IF it may not pertain to your curriculum!
3) Redefine your presence as an educator. You need to let go of the reins and no longer find yourself teaching at the front of the room. Your students should be blogging about their learning.
A. Participate as a reader--NOT an evaluator--respond to students in writing, not with a grade
B. Show that you are human! Respond based on your own past, experiences or memories.
C. Make every student heard on the community, by acknowledging their engagement in blogging. Validate their work--they LOVE being validated!
If your students are doing their best work, you should not be able to read their writing on a daily basis. If you can, your students are not writing enough on their blogs, so meet with them to improve their writing skills.
Dr. Glogowski found that his students were much more expressive when they aren't going to get a grade of 14/20 for their work!
As Educators, we must:
*encourage expressive writing in their blogs
*extend classroom discourse
*support interactions by adopting a reader's voice
*allow students the freedom to be independent workers, problem solvers, writers and thinkers
*create a supportive place where all content can be easily seen and shared
Dr. Glogowski shared that his eighth grade blogs were stored on the district's server. He did not allow others outside of the "community" to make postings about pages, so as to protect the authenticity of thoughts, opinions, and feelings that were communicated on the blogs.
He found that "school writing"--the writing that MOST students are required to do is:
-voiceless and generic
-meant for one set of eyes (the teacher who gave the assignment)
-written for one purpose only
-usually conforming to a rubric or specific guidelines
-presented as a skill to be acquired--not from the inner self
-determined by the teacher, based on content, not what the student wants
"21st Century writing" is:
-expressive
-informal talk or discussion
-using content over form or a directive as an assignment
-a sharing of thoughts or opinions, with rich language embedded
-a validation of kids and their thoughts, opinions, feelings, etc.
-meaningful
As a result of 21st Century writing, kids:
-are validated and become much more involved in the learning process
-care about their inner voice
-have a greater awareness of a global world, and knowledge of collaboration
-learn how to be contributors to their own communities
-aren't imposed with grades and rubrics
I loved Dr. Glogowski's first quote of the morning, which was taken from the Shell Corporation's commercial: "The blank page--still the most challenging environment there is!"
Dr. Glogowski earned his PhD recently on blogging with his eighth grade students. While beginning the blogging, his main goal was to let the kids work alone, and he found out that the kids didn't need him anymore as an instructional leader in their classroom. THEY became the instructional leaders independently.
Dr. Glogowski's steps to beginning:
1) Have students create a community of learners, which is a safe, comfortabel, and supportively engaging group. These communities will have constant interaction with each other--online, or in person.
2) Extend the classroom discourse, by acknowledging student work and successes---EVEN IF it may not pertain to your curriculum!
3) Redefine your presence as an educator. You need to let go of the reins and no longer find yourself teaching at the front of the room. Your students should be blogging about their learning.
A. Participate as a reader--NOT an evaluator--respond to students in writing, not with a grade
B. Show that you are human! Respond based on your own past, experiences or memories.
C. Make every student heard on the community, by acknowledging their engagement in blogging. Validate their work--they LOVE being validated!
If your students are doing their best work, you should not be able to read their writing on a daily basis. If you can, your students are not writing enough on their blogs, so meet with them to improve their writing skills.
Dr. Glogowski found that his students were much more expressive when they aren't going to get a grade of 14/20 for their work!
As Educators, we must:
*encourage expressive writing in their blogs
*extend classroom discourse
*support interactions by adopting a reader's voice
*allow students the freedom to be independent workers, problem solvers, writers and thinkers
*create a supportive place where all content can be easily seen and shared
Dr. Glogowski shared that his eighth grade blogs were stored on the district's server. He did not allow others outside of the "community" to make postings about pages, so as to protect the authenticity of thoughts, opinions, and feelings that were communicated on the blogs.
He found that "school writing"--the writing that MOST students are required to do is:
-voiceless and generic
-meant for one set of eyes (the teacher who gave the assignment)
-written for one purpose only
-usually conforming to a rubric or specific guidelines
-presented as a skill to be acquired--not from the inner self
-determined by the teacher, based on content, not what the student wants
"21st Century writing" is:
-expressive
-informal talk or discussion
-using content over form or a directive as an assignment
-a sharing of thoughts or opinions, with rich language embedded
-a validation of kids and their thoughts, opinions, feelings, etc.
-meaningful
As a result of 21st Century writing, kids:
-are validated and become much more involved in the learning process
-care about their inner voice
-have a greater awareness of a global world, and knowledge of collaboration
-learn how to be contributors to their own communities
-aren't imposed with grades and rubrics
Sunday, June 29, 2008
Sunday, June 29th- James Surowiechi, Keynote at NECC-San Antonio
Here are some notes I took on his Keynote presentation:
*Groups of people are smarter than one of the smartest in the group...no ONE person is smarter than the entirety of the whole.
*There is wisdom in crowds and power that never before existed.
*How to make your groups the smartest:
1) Aggravate: Find a way to aggravate group ideas and foster them into an idea for the group to run with. Find a working tool to help facilitate this.
2) Diversity: We all know that age and experience can vary with group members, so that is always something to consider as 'crowds' are made. Look for cognitive diversity--group members who will look at problems from different perspectives and use different tools to get the job done. (Key: do not make groups homogeneous...but DO place a devil's advocate in each group! It will make for better diversity and creative thinking!)
3) Independence: All group/'crowd' members should be able to think on own, and behave in their own ways as thinkers. As a rule, human beings tend to herd together like elephants, in order to protect themselves, when really, they are avoiding confrontation and getting to the real meat of the problem/issue to be resolved.
**an argument in the crowd tends to bring you closer to the truth, stretch everyone's thinking, and may even bring trust happen in a group consensus.
**groups are smartest when each member is able to think for his/herself
*Groups of people are smarter than one of the smartest in the group...no ONE person is smarter than the entirety of the whole.
*There is wisdom in crowds and power that never before existed.
*How to make your groups the smartest:
1) Aggravate: Find a way to aggravate group ideas and foster them into an idea for the group to run with. Find a working tool to help facilitate this.
2) Diversity: We all know that age and experience can vary with group members, so that is always something to consider as 'crowds' are made. Look for cognitive diversity--group members who will look at problems from different perspectives and use different tools to get the job done. (Key: do not make groups homogeneous...but DO place a devil's advocate in each group! It will make for better diversity and creative thinking!)
3) Independence: All group/'crowd' members should be able to think on own, and behave in their own ways as thinkers. As a rule, human beings tend to herd together like elephants, in order to protect themselves, when really, they are avoiding confrontation and getting to the real meat of the problem/issue to be resolved.
**an argument in the crowd tends to bring you closer to the truth, stretch everyone's thinking, and may even bring trust happen in a group consensus.
**groups are smartest when each member is able to think for his/herself
Sunday, June 29th-ISTE President Shares Goals to Consider at NECC
Dr. Trina J. Davis-Texas A&M professor and this year's ISTE President shared:
1. Be an advocate!
2. Share your knowledge and passion with others!
3. Showcase your work in innovative, creative ways!
4. Dream BIG! Have high expectations!
5. Use any and all resources available to create change, and promote growth!
1. Be an advocate!
2. Share your knowledge and passion with others!
3. Showcase your work in innovative, creative ways!
4. Dream BIG! Have high expectations!
5. Use any and all resources available to create change, and promote growth!
Sunday, June 29th, 2008
Today it was hotter than blazes here in San Antonio! I'm not certain what the temperature might be, but it could most be described as hot and humid--of the extreme nature kind!
Today, Jason and I spend some time on the Riverwalk. We met up with the rest of the ESU crew, and had lunch at a Chinese place on the RiverWalk. Jason and I enjoyed our lunch outside in the sun, while being serenaded by a man blowing in his wooden pipe. It was beautiful, and so soothing!
In the afternoon, we went to the Market Square across town to check out souvenirs for the special friends in our lives! We had a fun time, checking out many of the original items from Mexico. Everyone was so friendly and helpful. Jason scored a beautiful (and entirely too large for an airplane) sombrero to bring back to our home! Not exactly sure at this point where this will be stored, but really won't inquire, as he is very excited about his new find.
Later in the afternoon, we ventured over to the Conference Center to be a part of the Keynote speaker, James Surowiecki. He was enjoyable to listen to, and definitely has a way of making everyone feel so important in group situations. His theme for the night was that wisdom comes crowds working together to solve, create, and problem solve. Although most groups tend to have a great deal of diversity, everyone achieves by sharing, working together, and achieving the end target goal.
In my next post, I will share about James' thoughts he presented.
Today, Jason and I spend some time on the Riverwalk. We met up with the rest of the ESU crew, and had lunch at a Chinese place on the RiverWalk. Jason and I enjoyed our lunch outside in the sun, while being serenaded by a man blowing in his wooden pipe. It was beautiful, and so soothing!
In the afternoon, we went to the Market Square across town to check out souvenirs for the special friends in our lives! We had a fun time, checking out many of the original items from Mexico. Everyone was so friendly and helpful. Jason scored a beautiful (and entirely too large for an airplane) sombrero to bring back to our home! Not exactly sure at this point where this will be stored, but really won't inquire, as he is very excited about his new find.
Later in the afternoon, we ventured over to the Conference Center to be a part of the Keynote speaker, James Surowiecki. He was enjoyable to listen to, and definitely has a way of making everyone feel so important in group situations. His theme for the night was that wisdom comes crowds working together to solve, create, and problem solve. Although most groups tend to have a great deal of diversity, everyone achieves by sharing, working together, and achieving the end target goal.
In my next post, I will share about James' thoughts he presented.
Saturday, June 28, 2008
Saturday, June 28th, 2008--NECC Prep Day!
Today we hooked up with the rest of the ESU 10 crew and their spouses for a fun day at the Riverwalk. We spent most of our day down underground, checking out the many, many places under the city, San Antonio! It is a beautiful place to visit, although I must share that it is most warm this time of year here! WHEW! I didn't pack near enough clothes for Jason and me, so perhaps that will mean a serious shopping spree?!?!? (Keep your fingers crossed for me, please!)
We ate lunch at the Hard Rock Cafe, which is a must whenever we travel from place to place. The food is always incredible, as is the atmosphere. Such a great time for sharing with our friends, Leon and Deanna, who have made the trip with us!
Tonight, we ventured to a little Mexican place on the River, called the RioRio. It was a good time by all, as we were visited by a delectable, or not so delectable cockroach while we were eating. You probably had to be there, but a manager came over by our table, politely pounced down on the little creature with his shoe, and then proceeded to wave a bus-boy to bring a dust pan, while he stood there so very eloquently upon his catch! We all had a very fine laugh, as we finished our fine dinner.
After dinner, we took a little tour around the RiverWalk on their mandolin boats. It was a beautiful evening to be on the river, and we enjoyed taking in the scenery, and being able to be a part of the many, many happenings on the RiverWalk!
What a delightful day it has been, but I must say we are all very exhausted from the travel times of yesterday's marathon!
We ate lunch at the Hard Rock Cafe, which is a must whenever we travel from place to place. The food is always incredible, as is the atmosphere. Such a great time for sharing with our friends, Leon and Deanna, who have made the trip with us!
Tonight, we ventured to a little Mexican place on the River, called the RioRio. It was a good time by all, as we were visited by a delectable, or not so delectable cockroach while we were eating. You probably had to be there, but a manager came over by our table, politely pounced down on the little creature with his shoe, and then proceeded to wave a bus-boy to bring a dust pan, while he stood there so very eloquently upon his catch! We all had a very fine laugh, as we finished our fine dinner.
After dinner, we took a little tour around the RiverWalk on their mandolin boats. It was a beautiful evening to be on the river, and we enjoyed taking in the scenery, and being able to be a part of the many, many happenings on the RiverWalk!
What a delightful day it has been, but I must say we are all very exhausted from the travel times of yesterday's marathon!
Friday, June 27, 2008
Friday, June 27th, 2008-Travels to NECC
Today my husband and I headed to NECC (National Education Computing Conference) in San Antonio, Texas. We left home around 9:00 a.m., and had to pick up his teaching colleagues in Lincoln around noon. From there, we were off to the airport to catch our flight. We had an on-time flight to Dallas. In Dallas, however, we had a little glitch as we left the gate! Our auxiliary power went out as we were backing out of the gate! The pilot came on and shared that it would be ten to fifteen minutes to fix, and it was a bit longer than that, but I was able to read a bit of my A Whole New Mind book---a most fascinating read, I might add and suggest! Consequently, we arrived slightly off our 7:55 arrival schedule into San Antonio, and ended up at our motel somewhere around 10:30 p.m. We did find a Denny's Restaurant a few blocks away from our motel, so had a late dinner there. It was good to be in our new little home away from home after a twelve hour day of traveling!
Thursday, May 29, 2008
Just Googling Along
The past two days of educational learnings of summer (aka: a teacher's summer vacation) have been spent in learning how to be a Googler! What you may ask is a Googler? Well, I'm not exactly sure, either, but the instructors-Jason Everett and Deanna Stall, have given a multitude of reasons to use the search engine: Google. There are SOOO many, many things that Google has to offer educators, and yet without the assistance of these two esteemed colleagues, I would NEVER have known all of the tools embedded in this amazing engine!
I am hopeful that I will recall all of the wonderful entities that I have learned. And yet, if I happen not to, I will simply go to the humble instructors and plead for their assistance! And to think that I was on 'summer vacation', learning and stretching my mind, and my education. What a fun way to spend a couple of summer days!
I am hopeful that I will recall all of the wonderful entities that I have learned. And yet, if I happen not to, I will simply go to the humble instructors and plead for their assistance! And to think that I was on 'summer vacation', learning and stretching my mind, and my education. What a fun way to spend a couple of summer days!
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