Sunday, March 8, 2015

Digital Tools for Digital Leaders

Digital learning Day is March 13, so I wanted to use this opportunity to share several digital tools that I use a school leader and a one that I hope to make more use of. School leaders must be willing to integrate digital tools to meet the needs of today's teachers and students.

Six years ago I created a Twitter account for my classroom. I tweeted the homework assignments, a summary of class and occasionally posted an question for students. This was one of the few times that I was ahead of the students in regards to technology and digital tools as the account never gained more than ten followers.

Since then, and corresponding to my switch from teacher to administrator, Twitter has exploded. Twitter allows me to connect to other educators, who like me are reflective and are constantly seeking improvement. I routinely participate in several Twitter chats and host #vachat (Mondays at 8ET). Twitter has been a game-changer!

When asked about my favorite tech tools, I tend to overlook Google Drive; perhaps because it's so ubiquitous, I don't even realize how often I use it. Google Docs allow me to share and, more importantly, collaborate with colleagues. Google Forms allows me to collect classroom observation data, conduct surveys and recently I've created forms to monitor to behavior and academic progress for select students.

Remind allows me to send blast text messages to our students and parents. We have six remind accounts (1 for each of our classes, 1 for faculty and 1 for our student mentors). We use Remind to send out information about schedule changes--recently our Remind account has gotten a lot of work because of all the snow days and delay. We'll also use it to remind students and families of important dates, deadlines and events. With the Remind app, it's a quick, easy--and free--way to send out information.

Zite and Flipboard (Zite was recently bought by Flipboard) both learn your interests and tailor articles from across the web to my unique interests.

Although I've had a Voxer account for more than a year, I'm just know beginning to actually make use of it. Like Twitter, Voxer is another digital tool that allows for communication and collaboration. Voxer allows me to "chat" with others through text or voice messages either one-to-one or as a member of a group chat. I have joined a couple of groups and in the future I look to start a couple of groups of my own. What separates Voxer from Twitter is the ability to hear a person's voice, which makes it more personal, and you're not limited to 140 characters.

Wednesday, February 18, 2015

Tough Love

As a freshman in high school, I was shy, timid and extremely introverted. Fortunately, I had several teachers who believed in me and helped me mature and break out of my shell (I blogged about them here), but it was my health teacher who made a lasting impact on my life. 

As a freshman, I was grade-centric--unfortunately I became less focused on academic progress as a sophomore, but that's for another blog. My GPA stood right around 4.0, my teachers loved me, and my classmates looked at me as a top student (i.e. they viewed me as a nerd). But, I was still inordinately shy. 

My health teacher, Coach Smith, saw both my strengths and weaknesses as a student, and more importantly, as a whole person. One day, after countless attempts to engage me in class discussions, Mr. Smith had seen enough of my quietness. Perhaps my incessant "I don't know" answers to questions that had no wrong answers or ones where I clearly knew the answer, caused him to snap, "Reed, see me after class." 

As a bespectacled ninth grader, I barely tipped the scales at 90lbs; Coach Smith, on the other hand, was the prototypical coach, built like barrel with a no nonsense demeanor.  For the rest of the class, I sweated bullets. Never before had a teacher demanded that I stick around after class. Right before class dismissed, Mr. Smith pointed to me and motioned for me to come into the hallway. I don't ever recall being so nervous. 
In his typical direct manner he pointed his finger at me, "You're too smart to act so stupid. When I call on you, I expect you to answer and not with 'I don't know.' Class participation is a big part of your grade in this class and if you don't get it together, you're going to fail. Do I make myself clear?" 
I stammered out a timid, "Yes, sir." 

While I didn't change overnight, Coach Smith's tough love approach forced me to participate. In time I actually became comfortable participating in class. Over the next three years, my relationship with Coach Smith grew stronger. By my senior year, I recognized that his hallway "talk" with me was nothing more than a veiled threat--there was no way he was going to fail me--but at the time I was clueless to that. Coach took advantage of my gullibility and recognized the best way to change me was to scare me. His tough love talk took only thirty seconds, but it made a lifetime of a difference.  

Sunday, November 9, 2014

Do We Need Parent-Teacher Conferences? A Better Alternative

We just wrapped up our most recent round of parent-teacher conferences. Attendance was dismal.

The poor attendance caused me to reflect, “Why was attendance so low?”
  • With student grades being updated regularly online, parents know how their children are doing.
  • Our teachers and counselors regularly communicate with families, sharing positive news, student progress, and student challenges. They’ve reached out to parents of struggling students, so phone calls and conferences with many parents have already been held prior to Parent-Teacher Conference night.
  • By high school, many parents have heard the same thing for years about their child.
The idea behind parent-teacher conferences—to support student success through engaging parents—is commendable, but if parents aren’t attending, we must look at other ways to create shared school-family responsibility to support student learning and development.

So what if, instead of parent-teacher conferences, we used the allotted and required parent-teacher conference days to plan for and conduct Student Showcases?

Many classrooms sat empty during our most recent parent-teacher conferences. Maybe it's time we look for alternatives

What’s a Student Showcase?
  • An annual event where families, community members and others are invited
  • An experiences that highlights student work, creativity, discovery, ingenuity, research, innovation, 21st-century skills, and more
  • A forum that engages students, families and community
  • A means of communicating all the wonderful work our students/children and teachers do
  • Opportunities for students to present their work, interact with the public and gain valuable experiences that extend beyond the classroom
  • A way for students to connect with members of the community, potentially leading to jobs or other opportunities
Possible Student Showcase Ideas:
  • Culinary students perform cooking demonstrations.
  • Choir, orchestra and band classes give small, intimate concerts.
  • Senior capstone students share their projects with community members.
  • Students in floral design hold workshops for families, allowing families to learn the tricks-of-the-trade. 
  • English, foreign language, and social studies classes present projects, make speeches, conduct Socratic Seminars, recite poetry, etc. with families in attendance.
  • Students in Career-Technical Education classes present and demonstrate their projects.
  • Art students display their works.
  • Science students conduct and explain labs or projects to community members.
  • Students in health and PE teach some of the unique games they play to their families or present some of their health projects to families.
  • Students in film analysis showcase their films.
  • Computer programming students share their programs and games. 
I know a school-wide event like this requires immense planning and time, things that educators don't exactly have a lot of, so it would require some tweaking to our school calendar and some other minor changes. But, I also view the Student Showcase as an opportunity to celebrate student growth and excellence, things that we can never do enough of.

As a parent, I know I’d be excited and eager to attend an event like this.

Maybe it’s time we scrap, the traditional parent-teacher conferences for something different, something better. Let me know your thoughts below.

Sunday, October 19, 2014

10 Ways Being a Connected Educator Transformed Me

Like many educators, becoming a connected educator transformed my professional life. Prior to becoming a connected educator my professional network was quite limited. Limited, in fact, to a handful of teachers with whom I ate lunch or talked to as we ran off copies. Becoming a connected educator exposed me to a network of peers and experts who are committed to improving teaching and learning, each willing to share their favorite strategies, resources, and more.

My Top 10
  1. #Edfocus One of the first twitter chats I was exposed to @MrBernia, @mccoyderek,  @BurkheadBill and others showed me the power of Twitter. My journey into becoming a Connected Educator had begun. 
  2. Reading blogs Out of fear of not including several blogs that I routinely read, I'll quote Will Richardson, "The ability to share and connect with many, many others of like minds and interests" has transformed my learning and my own professional experiences. Of course, Will's quote applies to all "things connected" from Twitter to webinars to Voxer, but the depth associated with blogs has clearly transformed me. 
  3. My own blogs This blog, my far too sporadic entries on Brilliant or Insane, and my Cougar Communication blog all require reflection and greater understanding. Through my own blogging, I've been connected to more educators, leading to increased communication and collaboration and ultimately I've become better because of it.
  4. #ptchat I'm proud to say that I've been a regular participant in #ptchat from the beginning. @Joe_Mazza is an inspirational lead learner and someone I've learned so much from. Conversations on #ptchat have ranged from Bully Prevention to Using Technology to Engage Parents to Back to School Nights.
  5. #satchat No other chat has taken off quite like #satchat. Moderators @bradmcurrie @ScottRRocco have created a platform for superintendents, central office personnel, school-based administrators, teachers and anyone else interested in improving education. I've heard Brad describe #satchat as a one-stop place for administrators to share and learn from each other. I wholeheartedly agree!
  6. #iaedchat and #edchatri The inspiration behind #vachat (see #7)
  7. #vachat Along with @philgriffins, I co-host #vachat every Monday at 8ET (Shameless plug). But seriously, inspired by the likes of all the previously mentioned twitter chats, we--along with @Dr_TravisBurns--saw the need for a twitter chat for Virginia educators. Of course, like all the aforementioned chats, our chat has become much more global. Serving as a moderator surely isn't easy (coming up with a topic and questions is much more daunting than I ever would've imagined). The topics I choose are often ones that I'm struggling with, so I'm able to take what I learn and immediately apply it.
  8. #sblchat Like #ptchat, standards-based learning chat meets every Wednesday at 9ET and I'm proud to say I've been part of it since its launching. No other chat includes so many experts (@RickWormeli2, @kenoc7, @myrondueck, and others are regular participants). Personally, before going into administration I had slowly been making the shift to standards-based grading, and I don't think anything transformed my teaching and instruction as much as my shift to SBG. I continue to learn from the #sblchat (I wish it had been around when I was still in the classroom!)
  9. Edcamps If I wasn't connected, I never would have experienced an edcamp, the best professional development conferences ever!
  10. Exposure to New Technologies As an educator, it's important that we not only teach our content, we must also teach and expose our students to technologies that they will use outside of school and that will enhance their learning. Of course, the only way to do so, is to be a connected educator. We can't simply sit on the sidelines; we must be innovative practitioners.
Being a connected educator has enabled me to take full advantage of the above opportunities. Being a connected has stimulated my development as an educator.

Monday, October 6, 2014

Instead of Seeking to Control...

Many teachers don't understand the difference between being in control and controlling. As a novice teacher, I clearly didn't know the difference resulting in poor classroom management, student-teacher conflict, and student learning suffered. Seeking to control, I became controlling.

During my first year teaching, I had one particularly challenging class, one that consisted of some of the school's best and brightest students. Yet every day represented increasing conflict, so I sought my administrator's advice. Failing to see the root of the problem--students weren't challenged and I was over-controlling--we developed a system to monitor and hopefully change their behaviors.

I created a spreadsheet with each of their names and various symbols. Every day they earned or lost points based on their effort, behavior, preparedness, etc. After all, I needed to show the class who was in charge.

An example of my ineffective classroom management tracking tool.

For a day or two it worked beautifully. Slowly though, power struggles materialized. Then total combustion.

A student, I'll call him Devin, approached me at the start of class and asked to go to his locker for his textbook. But since the bell had rung, I told him he would be marked tardy or unprepared.  The eighth-grader judiciously offered a reason for not having his textbook, but I stood firm. Rules are rules. I'm in control.

Begrudgingly, he took his seat while mumbling under his breath. I turned to him and told him that he was being disruptive and duly noted such on my spreadsheet. More points off.

I was winning, right? 

About halfway into class, I directed students to get their textbooks out and begin an assignment. A conscientious student, Devin began working with a classmate, so in no uncertain terms, I told him that partner work was not permitted.  After all I needed to control this situation and teach him responsibility.

Devin quipped, "Well how am I supposed to learn then?"

I countered, "That's not my problem. YOU need to come prepared. That's your problem."

Sensing the opportunity to escalate the situation and make his point, Devin immediately retorted sarcastically, "You're the teacher and it's not your problem that I'm not learning?!"

The power struggle was on. I felt 25 pairs of eyes on me. I picked up the clipboard and deliberately added another mark next to Devin's name to which he bluntly stated, "You've already taken away all of my points for the day, so what? I'll just sit here for the rest of the class."

He was right, but I couldn't cede control with the entire class bearing down on me. We went back-and-forth, each seeking the last word. After exchanging a couple of quips and barbs, I'd had enough--meaning I'd lost control and was backed into a corner--wrote a referral for Devin and sent him to the office. I had gotten in the last word. I was in control.

But in actuality, I had lost and I had lost control long before sending Devin to the office. Sure,  Devin demonstrated some disrespectful behaviors, but much of the escalation was caused by me. Everything from poor lesson planning to not listening to him to seeking to control Devin. Along the way,  I humiliated and degraded Devin in front of his peers. My actions placed my needs ahead of Devin's. I escalated a simple situation (Devin not having his book) and attempted to control the situation using grades, embarrassment and punishment.

So let's rewind. What should I have done? What should all teachers aim for?
  • Treat students with respect
  • Always consider the student's perspective. In the above scenario, I shut Devin off by not allowing him to get his book. We've all forgotten something, had I simply allowed him--trusted him--to go get his book, none of this would have transpired.
  • Avoid systems, like the demerit system in the above, that lead to power struggles. 
  • Give students options and allow them to make choices. The students in this class were high-achievers. They had a desire to learn and succeed, but I sought control. My lessons and their assignments--sadly, lots of worksheets--were highly scripted.
  • Allow students to work with each other. We can't expect students to sit quietly at their desks for an entire class period and if I had simply trusted Devin and his friend to work together, the situation wouldn't have escalated.
  • Instead of grading students, provide feedback and allow them to assess their own learning
  • Celebrate students for their differences and their strengths. 
  • Provide students with a challenging curriculum, but ensure each student can be successful by providing the necessary support through individualization, personalization, and differentiation.
As educators we toe a thin line between being in control and controlling; let's aim to "merely" be in control.

Sunday, September 21, 2014

Deflating My Desire To Learn

My high school had a somewhat archaic English assignment. Freshman were required to memorize and recite a 40-line poem twice a year, sophomores memorized 50 lines, juniors 60 and seniors 70. Fortunately by the time I was a senior, they had canned this assignment.

During the fall semester of my freshman year, I bombed the assignment. I waited far too long to begin the memorization. Disappointed with myself, I made an honest effort during the second semester. I chose a poem of high interest; I planned ahead and pledged to memorize five lines each night. Most importantly, I felt confident in my abilities.

But then, as I began memorizing, I stumbled. The first five lines came relatively easily. The next five proved a little more challenging. Lines 11-15 posed significant problems; lines 20+ seemed impossible. I continued to study, but I began to doubt myself and I lowered my own expectations; instead of aiming for mastery of all forty lines, I became content to just memorize thirty. Soon, with the due date upon me, I knew thirty might be a stretch.

Sure enough, when it came time for me to recite my poem I floundered. While I was highly frustrated, I tried not to let the teacher know. I brushed it off as a stupid assignment (too this day I still believe that) that I didn't care about and didn't prepare for. That was surely easier than showing and admitting a weakness.

As my sophomore year rolled around, I dreaded the assignment--and having an additional ten lines. But I committed myself to acing it. I began preparing almost as soon as the school year began. Things didn't improve, however. For whatever the reason, I couldn't get past twenty or thirty lines. On the day of the recitation, I imploded. I did worse than ever. My well-meaning teacher, tried to boost my morale with generic statements like "you'll do better next time," "keep trying," "I'm sure you can..."

Didn't she get it? I truly had poured everything I had into this assignment. What else could I do?

I contemplated, "Why bother trying to memorize the 50 lines for the spring term?"

Seeing little value and possessing no confidence, I completely rejected the assignment. I felt helpless. My self-efficacy hit an all-time low; one that extended beyond my English classes. My own negative beliefs about my abilities presented a huge barrier to my own success. I withdrew from my classes  and became increasingly sarcastic and began to brush-off my poor grades.

After a summer of testing, I learned I had a learning disability, one that greatly influenced my ability to learn and memorize.

While I eventually regained my confidence and regained my self-efficacy, the the assignment forever turned me off of memorization and poetry.

Twenty-five years later that assignment still leaves a bitter taste, but while I never learned any tricks to memorizing poetry, it did give me a unique perspective on what it's like to struggle as a learner. Sadly, too much of what we do in school further alienates struggling students from school and learning. 

Let's never forget, it's difficult for students--for that matter anyone--to remain motivated when one is consistently unable to meet the expectations of others, especially when it's not your fault. 

Saturday, September 6, 2014

My Ever-Expanding Use of Google Forms

Sadly we're not a Google (GAFE) school, but whenever possible I make use of Google, in particular Google Forms.

Here are some of the ways that I use Google Forms:

Student work completionThis form is used for students who consistently struggle to complete their work as part of our school's RTI process. With the edition of FormEmailer, the form is sent to me, the student's counselor, the student's family and to our school's remediation specialist. 

Teacher Evaluation of Me (Their Assistant Principal): This form  gives teachers the opportunity to evaluate me, which I've blogged about before.

Student Surveys: As a teacher I greatly appreciated feedback from my administrators and from my peers, but the most useful feedback came from my students. Several of the forms included in this database are Google Forms. 

Positive Referrals: One of my favorite parts of my job  is recognizing students for their hard work, their character and their determination. Faculty and staff members are invited to complete a Positive Referral form  . For more about Positive Referrals.

Walk Through Observation Forms: Like most systems our county has a formal observation document that I use for longer observations. For data collection and for shorter (up to 15 minute) observations, we use this form.  Combining this with FormEmailer, which automatically sends the completed observation to the observed teacher, provides teachers with timely feedback.

Google Forms have become one of the most powerful tech tools in my arsenal. I constantly look for ways to expand their use and welcome your ideas.