LeaderTalk

LeaderTalk: The End of an Era

2012-04-06T03:50:20Z

As many of you know, LeaderTalk has been limping along for at least a year now. Our original cast of 50+ contributors faded over time due to natural attrition. Despite our best intentions to restock with new authors, we just never found the time, at least partly because LeaderTalk's unique niche (and our urgency) faded as others stepped up and gave voice to practicing administrators. What was new and bold in February 2007 isn't today. And that's okay. Times change and it's important to know when to move in other directions. So I just sent the note to Education Week that it's time to pull the plug on the blog.

I wanted to say thank you to all of the authors who have contributed to LeaderTalk over the past 5 years. We were a bold experiment when we started and we had many wonderful school leaders who supported this effort along the way. Of course, we all have appreciated the readers who have given us their time, support, attention, and comments. We've had some great dialogues here. Finally, I'll thank Education Week for persuading us in 2008 to move over to its platform from our original TypePad site. It's been a wonderful partnership.

With gratitude and fond memories,

Scott McLeod, J.D., Ph.D.
Associate Professor & Founding Director, CASTLE
University of Kentucky
www.dangerouslyirrelevant.org

- LeaderTalk Contributor

Picking an Assessment

2012-03-27T23:35:11Z

Many school districts are starting to choose common assessments from third party vendors. Some of this is due to new federal or state regulations, and some of this is due to allowing for an assessment that might be more reliable than one created internally. The purpose of this article is to provide practical advice on how to choose an assessment; it is NOT an endorsement of one company over another.

Psychometric Questions
The first aspect to consider when researching assessments is the psychometrics behind the assessment. In other words... How is this test put together? For example, the assessment should be one that contains field tested and leveled questions--the most common being Webb Leveling. Some other questions you should ask include:
1. How do you scale your assessment?
2. Can we get the Pvalue of each question?
3. Does the assessment correlate to the state assessment?
4. Is a metric being used in the background so that the assessment will be tailored to the student dependent on their answers? If so, what goes into the metric? The time it took students to answer to each question?? Right answers?

Standards Questions
Another area to review when selecting a third party assessment is its alignment to the Common Core or your state's standards in a given subject area. Such an exam will help students and teachers identify areas of strengths and areas in need of improvement. Some guiding questions are:
1. Is there an item map that shows the alignment between the test questions and Common Core or state standards?
2. Who did the alignment of the questions and what is their background?
3. What resources are available to support teachers as they identify students' needs and develop interventions?

Data Analysis
The assessment is only the first piece of an effective assessment plan. A second piece to the puzzle that is just as important is related to data analysis. Teachers and administrators will need easy to read and understandable data analysis; therefore, asking the right questions to third party vendors is essential. Some questions to ask include:
Is there a way to get the results out of the system via Excel or other flat format?
Does the system come equipped with CBM (Curriculum Based Measurement) reports?
How is RTI supported through the use of the assessment?
Is there a model report accessible to customers to review prior to purchasing the system? Are the reprorts available in color? If so, are the colors standardized throughout the tool? For example, does red consistently indicate an area in need of improvement?
Is there a parent portal or a parent component for school to home communication about student progress?
How soon are reports generated after testing?
Is a benchmarking to other clients or to national norms provided? How many records is the benchmarking based?

Nuts and Bolts
Just as important as all of the above is the backend of the system. You need to make sure that it will fit into your current technology. You will also want to inquire about the company and their history in the industry.
How do we get the students' information into the system? Is there any automated way? SIF, Web folder, auto extract, etc.
Is your solution Web based or Web enabled (Enabled means it is mostly Web delivered but you may need to install certain files on each computer)?
Can students take the test on both Mac and PC?
If it is Web based, then what browsers work the best and what plugins are necessary?
Will the assessment and management of the reports be accessible and editable on a tablet and/or IPad or Iphone?
Can you provide references? Can we do a site visit to any of them?
How long have you been in this specific marketplace?

Implementation
The last part that needs to be addressed is the actual implementation of the assessment. Teachers who administer the test will have more confidence doing so if they can experience the tests firsthand. Finally, knowing what the timeline is between signing a contract and obtaining the product should be discussed and confirmed.
1. How is training provided? Onsite training or Web ex? How much professional development is included?
2. What are the credentials of trainers?
3. How quick after the contract is signed should we expect to be up and running?
4. What kind of contract do I need to sign? Make sure the contract does not allow the company to use your district in any promotional material.

There are several aspects to consider when researching third party assessments. The questions noted above provide a glimpse into the types of inquiries educators may make when faced with the decision to purchase of an assessment. Companies in the assessment field are competitive, and educators do not have to settle for anything less than what is best for their districts. Asking challenging questions will help narrow the selection process; thus, you will be well on your way to picking an assessment that will fit the culture and needs of your district.

James Yap and Dr. Teresa Ivey

- LeaderTalk Contributor

Expand and Contract

2012-02-28T20:32:03Z

In any industry, there are times where there is an expansion of competitors and then, through several different factors, there is a contraction. This is no different than what is happening with data specifications and models that states and the federal government are using to pass all the data that they need to collect. Now, before you become narcoleptic, give this article a chance and let me explain what is really exciting about what is happening.

The National Council of Education Statistics (NCES) has released Common Education Data Standards 2.0 (CEDS). This has enabled the use of a common language and code sets for almost any data element that the education system needs. Standard Interoperability Framework (SIF), along with NCES, announced the new standard to pass CEDS “on the wire” including data specification of students’ academic careers. Specifically, SIF allows data such as: student demographics, enrollment, teacher demographics, and almost anything else to do with P - 20 education, to be easily transmitted within an organization and up to the state level. Full compliance with CEDS has the potential to make it easier for programmers and states to use the specification because of CEDS being a common language.

SIF’s recent specification, that will be released in April, also allow states and districts to transmit additional required data including: Staff Evaluation, Response to Intervention, Teacher of Record, and Assessments. Future SIF additions include Teacher Attendance and refining the collection of special education data.

The details included in the data collection process and the code sets is not the sexiest or most thrilling topic; however, the end result is something that all educators should embrace. The more that states and districts use SIF, the quicker the data can be gathered and collated in a way that makes sense to any teacher. Data that is accurate, informative, and easy to understand, allows educators to make instructional decisions that meet the learning needs of all students. Finally, the more educators know about their students, the closer and closer they get to one of the greatest benefits we can provide students... individualized learning.
James Yap and Teresa Ivey

- LeaderTalk Contributor

Distracted

2012-02-18T16:27:10Z

By Ryan Bretag | @ryanbretag

I fully admit that I'm distracted. There are few moments I find myself not wanting to roam around Twitter, hangout on Google+, flip through Zite or Google Reader, tap on some apps, or poke around various social learning networks.

With social media and my mobile devices, learning has become my greatest distraction. I'm on a great learning expedition that is ongoing regardless of place or time - learning opportunities unlike at any other time in human history.

But here is the thing.

I hear over and over about the fear of distraction with social media and today's students. I can't help but wonder: how great would it be if students were distracted... distracted by learning? How great would it be if they were lost in learning and we needed to help them pause, reflect, and disconnect from... <gasp> learning?

I'll take that problem over our current situation: disengaged and disconnected from learning - lost in teaching with a focus on compliance at best.

By Ryan Bretag | @ryanbretag

Image: Texting, a Creative Commons Attribution Non-Commercial (2.0) image from ikhlasulamal's photostream

- LeaderTalk Contributor

The Trials and Tribulations of a Dissertation

2012-01-28T13:59:10Z

Deciding to go back to school for your doctorate is a life-altering decision. There are so many unknowns that come along with returning to school for such a degree, which is something that keeps many people from pursuing this personal challenge and goal. Five years ago, I could not get rid of the nagging thought that it was time for me to seriously consider applying to schools for a doctorate in educational leadership. I applied, was accepted, and am in the final stages of dissertation writing...closing in on my last weeks without the title of Dr. Throughout the process of taking classes, writing, writing, writing, and then revising, revising, revising, people have shared their own desires to return to school; however, with those desires come all the fears of the unknown. In short, going back to school to obtain this degree has been well-worth the time, energy, and money; in long, you need to have stamina, perseverance, patience, emotional support, understanding family and friends, and really thick skin.

Time. Upon interviewing for admission, a professor on the committee said, “If you want to start and finish this program, do not change jobs; do not get married; do not get pregnant.” At first, I thought the advice was a little extreme, but I soon realized that it was the best advice anyone could give to potential students. Doctoral programs require all of your attention. If you are lucky, you will be part of a small cohort, and this cohort will become your life support. Your peers and professors are truly the only ones who understand the time and energy--the mental exhaustion--that is part of the commitment of returning to school. Family and friends, no matter how understanding and supportive they may be, will feel like you have abandoned them. It is imperative to practice good time management and to plan out short and long-term schedules that include time for work and play.

Stamina. Completing weekly school assignments after a 12 hour day at work is exhausting. What’s more exhausting? Completing the five chapters of the dissertation in a timely manner that does not make your research old and your bank account dry. Once you begin writing about your topic, the clock starts ticking. Once again, managing time is the best approach to get you through these steps. Each chapter follows a specific format, and you should be prepared to review and revise each section of each chapter a number of times. The research process, qualitative in my case, required knocking on many doors until I found participants willing to share their stories. I was ready to give up on more than occasion, but in the end, I met some of the most enthusiastic, caring, and inspirational educators. Each “completed” chapter is another step closer to the end goal, which helps build stamina to pick up the pen (or laptop!) and start writing again.

Mentorship. Another approach is finding a mentor with whom you have a good working relationship. The respect the mentor and the mentee have for one another should not be underestimated. Conflicting ideas about research topics, work ethic, and writing styles may create tension and impede progress. Luckily, this was not the case for me, but I have heard stories from people outside of my program who have had to scrap all of their work and start new because of issues with mentors.

Celebration. The coursework and dissertation process is a grueling one, and rewarding yourself for every success can help ease the mental pain. While taking classes, I promised myself a massage for each course I completed. While writing, I celebrate(d) by allowing myself a free weekend with no dissertation talk or dissertation writing... just a relaxed, think and work-free weekend. I also kept my close friends and family up to date with my achievements. In turn, they provided me with words of encouragement, inspiring me to continue striving toward my goal.

Teresa Ivey

- LeaderTalk Contributor

Google or Apple: I Don't Want to Choose

2012-01-13T21:37:35Z

By Ryan Bretag | @ryanbretag

Apple is set to make an "education announcement" on January 19th and I'm frustrated.

I'm frustrated that this announcement surely won't be how Google and Apple are putting aside their differences in the best interest of education.

Nope. It is said to be about textbooks, which misses the mark for those like me that envision a learning environment where Google Apps for Education and iPads are foundational pieces for each learner.

And it is this missing the mark that puts schools with similar visions in a most precarious spot: choosing between iPads and Google Apps. And it is this missing the mark that makes me throw my hands up in disgust with both groups for forcing schools into a no-win situation.

Because I don't want to choose. Education shouldn't have to choose.

Stated Beliefs on Education

I understand it is big business.

But, both Google and Apple speak of their strong feelings about the educational community and their partnerships with schools/educators on moving education forward. And often, they both practice what they preach.

So... Google. Apple. Please reflect on your stated beliefs on education and your commitment to learning and teaching:

"At Google, we support teachers in their efforts to empower students and expand the frontiers of human knowledge." Google
"For 30 years Apple has been dedicated to advancing teaching and learning through technology". Apple

Now ask yourself if this disconnect between the two of you shows that "support" and "dedication" for what is best for learners, learning, and education.

Solution

I don't want this post to point out the obvious problem that others have already eloquently done before me. Instead, I'd like to add to it but proposing a solution. After all, I understand there is a bottom-line factor here. However, y'all are smart people that know solutions exist that can either protect or benefit your bottom line such as these two:

Provide a Google Apps for Education app for the iPad that has full capabilities. This app would not work for personal Google or Google Business.

Or, charge for a workable app. Prices could vary by type: Google personal app, Google Business, and Google Apps for Education

(Image: Broken Heart Cookie 1, a Creative Commons Attribution Non-Commercial Share-Alike (2.0) image from kaderli's photostream)

- LeaderTalk Contributor

Online software

2011-12-28T13:57:11Z

Educational software has been around for over 30 years now. In that time we have progressed from graphics that were just made by letters and numbers to programs now with rich graphics and that can really measure student progress in a multitude of areas. My current district has made a big push the last several years to move all software possible to online software.
We are now down to just a few titles that are CD/DVD based. These are mostly in the areas of music, art, and special education due to the size of the programs. Below I answer some of the questions that I get from educational administrators:

Why the move to online?

It allows us to differentiate instruction while also extending the school day. Since many of our resources are online, we send out letters to parents and try to show them the importance of the software. We encourage them to access these resources after school and also during the summer. These online resources have also become part of our curriculum in almost every area.

What do you look for in instructional software?

This can be a laundry list of different criteria but it can be summarized into a few short areas:
1. Data- Does the software have some kind of data component that a teacher and/or admin can track the student’s progress? The more detailed the data, the better.
2. Graphics-Although this is not as important as the data, the graphics should be such that it engages the child. They also should not detract from the overall learning.
3. Navigation- This cannot be overstated. Navigation of the software for both the teacher and the student should be easy and intuitive. Many programs fall down in this area. The navigation should also be uniform from screen to screen. For example, if there is a save button, then it should always be in the same location, color, and size from screen to screen.

But with online software, you usually have to pay a recurring cost. Is it worth it?

At first glance this might seem like a big negative but it is actually great for a school district. When a vendor knows that you could leave and they will lose your business, they are more willing to listen and also make changes. Those changes also don’t have to be bundled with many other changes but could be released in a very short time frame. You are also using your money wisely because you are not paying for the purchasing and burning of a CD as well as shipping. You are only paying for content. Also, Vendors are usually flexible with pricing and can have several different pricing models.

What are some other benefits?
1. Your computers will run quicker and will be easily replaced if something does happen. This is due to less software on the computer.

2. It is easier for your tech department to manage since they are really managing plugins and nothing else.

So what should we watch out for?
1. Not all browsers are created equal. Most educational software will work on the mainstream browsers. However, some do run a bit better in one browser over another.
2. Plugins- make sure the tech department knows the technical requirements of the software.
3. Web based versus Web enabled- MAKE SURE you ask this question and that you understand the difference. Web based means that all the functionality and computing power is done on the Web (this is what you want in most cases). Web enabled means that there is some kind of software that you have to install on your machines. This usually has to do with graphics or audio. This usually slows down the roll out of the software and also takes away one of the main reasons to go online- extending the school day and allowing for parents to see what their child is learning.
4. Internet pipeline- You want to make sure you have enough bandwidth to handle what you are purchasing. Again, a close relationship with the tech director is important so that these requirements can be adhered to and that they can help insure success.

Although moving online is inevitable as the educational software industry moves in that direction, making it a smooth transition for your school district is key. Feel free to share your own lessons or pointers as you comment.

James Yap and Teresa Ivey

- LeaderTalk Contributor

YouTube for Schools - A Leadership Embarrassment

2011-12-27T18:33:39Z

Ryan Bretag | @ryanbretag

The launch of YouTube for Schools is well documented by now and has brought with it considerable excitement. While I should be happy about this opportunity for schools, teachers (check out YouTube Teachers), and students that are in a position to at least have the hand shackles removed, there is a part of me that remains frustrated.

Google should be proud. They saw the unfortunate trend and stepped up. Teachers and students should be happier. Those that have lived in the world of heavy handed filtering now have an easier argument for relaxing it a bit.

Then there is the administration.

With Marlin-like fear (Nemo's father), many administrators have allowed YouTube to remain blocked at best for only students at worse for everyone.

With this controlled YouTube, I fear that some administrators will see this as a victory of sorts, a badge of honor for their Filter Fight against such devilish.

Despite its value, YouTube for Schools should be an embarrassment to administrators and school leaders. It is an indictment of our ignorance and inability to lead in a chang(ed)(ing) world.

Broader Discussions

And I have to wonder, are these Marlin-like administrators at all concerned about their choice between YouTube, YouTube for Schools, or <gasp> neither? Are they engaging their leadership teams, their faculty, and their students in a broader dialogue about this?

From my secondary lens, is a content controlled garden what our students need?

What happens to creation in this content controlled garden? From what I understand, the ability for students to create and publish their creations and content is not an option in this area.

What happens to curation in this content controlled garden? Are students able to curate their own content that is relevant to their learning?

Is this in the best interests of learning, exploring, and playing?

Has anyone really talked with students about YouTube?

With all the 21st Century rhetoric bantered about in schools these days, I continue to wonder if our policies and practices are aligned with our stated beliefs.

Final Note: Thank you Google for listening and creating an alternative. This is by no means an indictment on the exceptional work you are doing to make some form of YouTube a reality for teachers and students within schools.

(Image: Nemo's playground, a Creative Commons Attribution Non-Commercial Share-Alike (2.0) image from mythoto's photostream)

- LeaderTalk Contributor

Devices, Devices, Devices

2011-12-04T13:17:49Z

By Ryan Bretag | @ryanbretag

Discussions and debates continue about what technology device is best for students in a one to one computing environment.

iPads. Chromebooks. Netbooks. Windows-Based Laptops. Macbooks.

Recently, this discussion took off on Twitter and great minds weighed-in. While I always grow from these streams of thought, I'm also reminded why discussion of devices are challenging when it is only about the device.

Like always... learning and teaching environment

It needs to focus first in the area of learning, teaching, and environment from your local view. Don't get caught up in the discussions about the device taking place in education circles on Twitter, Google+, Facebook, etc.

You have your Apple Fans that cannot see outside the apple. You have your Google Heads that cannot see past the chrome. You have your Linux Netbook Advocates, your Whatever is New Nuts, and your Microsoft Still Rules Tech Bubble Crew.

And to be honest, each are equip with great points and great arguments for their chosen world. But, there is a time and place for listening to their deeply rooted beliefs. This time comes after you have a clear (I mean CLEAR) understanding of what you are trying to do in your environment now and in the future. It comes after you have a clear understanding of the type of learning and teaching you want happening in that environment.

If not, you'll get caught up in specs, costs, and opinions that will have you going back and forth depending on who is speaking. Cost vs capabilities only makes sense with a strong foundation of the vision for the learning and teaching environment.

Culture and Community play a role...

Along with cost vs capabilities, there is also the notion of culture and community. These two cannot be discarded in the discussion or there is a greater likely hood of failure.

It is easy to paint with a negative brush those that say "we are going with iPads" or "we are going with Netbooks". Perhaps it is even easier today to scoff at those that go with a standard laptop (how old school!).

Those that do are not looking at it from your culture, community, or learning and teaching environment. More times than not, they are looking at it from a device choice.

What is your culture?

What is the past experience with technology?

What are the community expectations and needs?

What do students typically use for technology at home?

What is the home technology like?

What are the expectations students bring to technology?

What do they think of the technology and how it will meet their learning needs, social/emotional needs, and physical needs?

What do teachers expect?

And many more

Maybe these seem like meaningless questions, but the answers are part of a larger equation than a talk about device specs.

Which Device?

Linux Netbooks. Chromebooks. iPads. Macbooks. Android Tablets.

They are all my choice and offer much!

But the question isn't about a device. It is about a device that best meets the needs of the desired learning and teaching state in your environment.

Thus, no one outside of your district can really answer the question for you. They can provide insights. They can give you lessons learned. They can tell you their story.

And, these are invaluable discussions and knowledge sharing. However, each of these stories should be juxtaposed against your desired learning environment.

Because the answer for your environment does NOT come from replicating another school/district model or a vendor model, it comes from the vision of your learning and teaching environment as well as the culture and community in which that environment exists.

- LeaderTalk Contributor

Student Led Conferences

2011-11-28T20:28:10Z

Student Led Conferences

Student Led Conferences (SLC's) might seem to be new but they've been around for awhile, at least 18 years - that's when I first encountered them as a newbie teacher. Since that beginning, I've had the professional pleasure of working with a number of school staffs and communities in adopting and growing SLC's. In my current position, this was our 3rd year with SLC's. Our school, a newly amalgamated K - 12 facility in a rural community, has an evening conference time and a morning conference when parents and their children can come to the school for the SLC. In my opinion, the best way to facilitate the SLC is to have them in the evenings/after school when both parents will be able to attend - as many families have both parents working.

Contrary to what many people seem to believe, SLC's are much more time intensive and require a great deal of preparation on the part of the student and the teacher. Especially in a high school setting where a student will have more than one teacher, there is a greater need to communicate the purpose of the SLC.

So what is the purpose?

For me, as a teacher, it began with a portfolio of student work, some I selected and some the student selected. We'd sit down with the parents and "discuss" the work. At the time, there were so few schools doing this type of work that our staff was working to develop these pretty much on our own. What emerged over time, was a realization that we needed to redefine the whole SLC from an event that took place at a particular time and date to a process in which we engaged students and parents and the date and time was just a formal meeting to discuss the process. Whoa- talk about a mindshift! Much as we talk about such things as Differentiated Instruction being a process and not something we do or RtI being a process, so are SLC's. They are a process that involves parents, students and teachers in the learning process and are valuable learning experiences in and of themselves.

The Process

SLC's need to be discussed beginning in September. The process of developing a relationship with parents about student learning should begin when the school year begins and the SLC will be a point in time to review, with the student leading, what has occurred. It also needs to be clear that regular communication with the home is essential. Parents need not wait for that conference to discuss concerns.

Spreading the Message

A good way to begin the discussion is inviting parents to an Open House and discussing the report cards, SLC process and other learning initiatives. Notice that I said discuss. Don't just tell parents what you will do but come up with ways to involve them in the discussion - topic tables, parking-lot discussions (a type of way to elicit questions) and teacher-led focus areas are some ways to involve parents. The first few times you have these Open Houses you may have a poor turnout but if you are truly open to what is being said, listening and then responding, your attendance will improve. People want to know you are listening.

Social media provides another avenue for you to elicit feedback from the community. Whether It's a school web page, a blog, a wiki, FaceBook, twitter, a Ning, Google+ or some other service, you can provide parents with an opportunity to be informed about what is happening and a way to provide you with feedback. A blog post, wiki page, Google+ entry, Ning page would be just some of the ways to provide information and elicit some feedback. A third way, which might not work in some places, is a simple mailout. Now, before you skip over this and dismiss it, my experience, being in a small community for a number of years is that this is by far our best option for communicating to the community. In fact, since we began mailing out our newsletters to the general community, everyone who lives in the towns our students come from, we've had more feedback and comments from ALL sectors of population. The community wants to know what is happening at the school and a large percentage do not use social media - yet. We've had more businesses talk to us about supporting our student-led initiatives than before and more of our seniors contact the school about events.

This helps set the stage for the SLC's. I would encourage staff to continue with the contact with parents either through small information inserts in the school newsletter, updates on the school webpage or FB or whatever is being used. These reinforce the message that learning is continuous and helps parents be aware of what is happening in the classroom.

The SLC "Event"

The actual conference can take a variety of formats and this depends on the age of the students and their familiarity with the process. As I mentioned, we are in our third year with SLC's. This year the K and 1 teacher have been recording their students' growth and progress using a blog. During the SLC, students were able to show and discuss their goals and what they had done through the digital images and recordings. They also had learning stations set up in the room where parents and students were able to explore the learning that students had been doing in the class. Feedback was extremely positive. Our other classes use a portfolio to highlight their learning goals and some use learning stations. In the elementary grades, feedback is positive.

It's in the middle years and high school that the SLC's aren't always as successful at the start. As a school, we need to better prepare all parties. Again, this comes with time and experience. As students become more familiar with the process, parents are more open and teachers become less apprehensive. People begin to discuss more openly earlier in the year and, eventually the lingering effects of the traditional Parent/Teacher interview fade away. Some parents, especially with students in the senior grades don't ever embrace the format and that is okay. We continue to provide them with more information through the many ways we communicate than they previously had and we are always open to parents coming in to talk about their child's learning.

In the MY and HS, we have adopted a scripted format to begin the discussion process. This helps to set the stage. Because we want the discussions to be led by the students and them to focus on their goals, providing them with a starting point relieves some of the pressure they feel. Some of these students still are not very comfortable with discussing their learning. We began this year with asking teachers to have their students set learning goals in each of their classes and then, periodically, reflect on those goals. This was the basis for the discussions at SLC's. We still have work to do to help everyone to see that this is a part of learning and being able to present one's work, thoughts and ideas are essential skills.

In my experience as a classroom teacher, it was during our fourth year that we really noticed a change in the way parents and students interacted during the SLC's and just a general change in the whole home-school communication when it came to student learning. The 7th year, my last at the school, was very different in so many ways. However, one of the keys was, up until then, a small turn-over in staff. We had worked in PLC's to improve our SLC's and this continuity was important in growing this process.

SLC's are not new. We have new means to communicate with parents and students have some different mediums in which they can discuss their learning but the interpersonal skills that are needed and so key haven't changed and the need for teachers and parents to invest in this process is still vitally important. Most of all, it takes time for all parties to work through the process.

- LeaderTalk Contributor

Why? Why not? What if? Questioning Our Way to a Better Tomorrow

2011-11-19T04:14:17Z

by Dave Dimmett
@ddimmett

“To raise new questions, new possibilities, to regard old problems from a new angle, requires creative imagination and marks real advance in science.”
Albert Einstein

“You can tell whether a man is clever by his answers. You can tell whether a man is wise by his questions.”
Naguib Mahfouz

“Judge a man by his questions rather than his answers.”
Voltaire

“There is frequently more to be learned from the unexpected questions of a child than the discourses of men.”
John Locke

I was recently in a training where the facilitator went around the room asking everyone to identify the type of person with whom they have trouble communicating. When it came to me, the best answer I could think of is the kind of person who answers every question without fully hearing or considering it. The ready answer is often not the most thoughtful. Listening well and thoughtfully responding with questions or possible answers takes skill and practice. Asking better questions can radically improve all aspects of our lives. It can make us more mindful of the world around us. How do we ask better questions and what resources are available to realize the power of curiosity?

The Socratic Method –

Asking better questions and having healthy dialogue takes skill. It is worth investing time in training and practicing the basic skills that serve as the foundation of the Socratic Method. Perhaps the biggest challenge here is developing true listening skills. Some of my best experiences in teaching and learning were the result of really listening to others. The Socratic Method is a powerful tool that can help improve the quality of dialogue between students, teachers, administrators, and parents. We should not underestimate the power of listening to one another and asking questions that help us better understand our peers, the world around us, and ourselves.

The Scientific Method –

The Scientific Method encourages thoughtful questioning and a curious mindset. What would happen if …? How does this work? What are the possible solutions to this challenge? When we greet each day with this perspective, it changes the way we see the world around us. By asking questions and hypothesizing about possible solutions, we create the context for innovation and creativity. Any list of the all-time great innovators and thinkers will be filled with people who lived the Scientific Method.

Much of our K-12 education system, especially the 3-12 part, is focused on right answers. The mantra of our time seems to be, “what gets measured gets done.” Couple this logic with large numbers of students to assess and limited resources to design and deliver such assessments, and the outcome is less than desirable. Short of a full debate on this topic, I suggest a paradigm shift would prove beneficial for our country as we seek to be an innovative leader in both thought and action. Our quality of life requires an economy that allows families to earn living wages as they attempt to deliver on the American Dream. Innovation, creative thinking, the Scientific Method, and curiosity are all bound together. What does teaching and learning look like when these elements are considered cornerstones of best practice?

In short, I believe we need a paradigm shift, and we need it today. Out of crisis can come opportunity, but not through wishes and hopes. What we say and how we say it matters. Questions invite dialogue and thought. The concrete actions and everyday interactions of educators, learners, and students like you, me, we, us are the difference in a more thoughtful and inquisitive tomorrow.

How do we shift from Q and A to Q and C (question and consider)?
How do we pivot from FAQ to I-FAQ (infrequently asked questions)?

I have found the resources below to be interesting and useful. Please share additional thoughts, great questions, and relevant resources.

HBR – “The Question That Will Change Your Organization”

How to Think Like Leonardo DaVinci, by Michael Gelb

Leading with Questions, by Michael Marquardt

What’s the Big Idea?, by Jim Burke

Socratic Method Research Portal

- LeaderTalk Contributor

Urgent Learning Revolution: What Did I Do Today?

2011-11-03T03:10:26Z

by Dave Dimmett
@ddimmett

How much change has really taken place in American schools in recent years? For most of my career in education, I’ve read about and experienced first hand school reform. But, what has been reformed and how has the student experience in school changed for the better?

The case for change is compelling and clearly identified through surveys such as the High School Survey of Student Engagement. The report found "two out of three respondents (66%) in 2009 are bored at least every day in class in high school; nearly half of the students (49%) are bored every day and approximately one out of every six students (17%) are bored in every class. Only 2% report never being bored, and 4% report being bored “once or twice.” Is it any wonder students mentally and physically drop out of school. It lacks meaning and value for them.

There are a couple of things that stand out to me based on recent visits in schools in a number of states. First, students are more savvy and capable than ever. They live in a world that is more connected, complicated, and challenging than the one I inhabited as a k-12 student, and they value their time in ways that make impersonal, didactic instruction unacceptable.

While we see movement and the pockets of excellence referred to so long ago in Good to Great, we have failed to realize comprehensive, systemic improvement. Student voice in some settings is as absent as it was a decade or generation ago. Today’s young people are less willing to tolerate a world that does not make sense, as is evidenced by the Arab Spring and Occupy Wall Street movements. If we truly believe our young people are our greatest resource, we should sit elbow to elbow with them and take on our schools’ greatest challenges.

Second, teachers’ days are full. From the time they usher their own children off to school till the time they retire for the day, teachers are task-minded and focused on the multitude of responsibilities that are included in their daily work—attendance, late work, hall duty, lunch duty, playground supervision, copies, phone calls, meetings. My recent experience with Lean Six Sigma makes me wonder, what are the value-added elements of the average teacher’s day? What are the teacher activities from one day that are adding value to student learning? If I think about the full professional day for most educators, it involves tasks that likely fall into some of these categories: adds value to student learning, doesn’t add value but is required by law, doesn’t add value but is required, doesn’t add value to student learning and can be eliminated without difficulty. High performing organizations know that the world has changed and they must adapt or become irrelevant.

What would teaching and learning look like if teachers had more time devoted to developing engaging lessons and connected them to their local community or a school half-way around the world? Innovation and creativity must be developed thoughtfully and well. Do our teachers have the time and expectation to deliver on instructional excellence in this way? Transforming or even flipping the traditional classroom is work. Are we establishing the context within which teachers can experiment and develop curiosity-fostering learning spaces for our children?

Amazing teaching and learning happens every day in traditional, home, charter, and alternative schools across our country. Our communities and virtual worlds are brimming full of educators with passion who spend time daily with students who need them and us to insist on more urgency in securing the student-centered, rigorous, relevant, nimble, and connected context for learning. One of my favorite presenters, David Warlick, begins each presentation with a comment about what he learned the day before. With a nod to David and this idea of paying attention to things that matter, what did you do yesterday to advance with urgency the kind of teaching and learning that brings hope to our students and the possibility of a new American Dream?

- LeaderTalk Contributor

Wrong Focus: Teacher-Centered Classrooms and Technology

2011-10-16T15:21:11Z

By Ryan Bretag | @ryanbretag

There is a buzz around me these days about how EdTech is failing to live up to its promise fueled primarily by the In Classrooms of Future, Stagnant Scores.

What is surprising to most when they share this piece with me or ask me my opinion about the failures of EdTech is my response. For the most part, I agree that it is failing but that failure has more to do with us than with the technology.

Why?

We continue to focus on the value of EdTech by what the teachers do with it NOT what the students do with it.

We continue to focus on the value of EdTech by what happens to high stakes, standardized test scores.

Teacher-Centered Classrooms/Technology

When the focus of technology is on the teacher and teaching not learners and learning, it is easy to see EdTech as a failure: a waste of time, money, and resources. For many of us, we've argued for a move away from teacher-centered only to find a movement and investment in EdTech that is the antithesis of such a movement. We've simply added teacher-centered technology to teacher-centered classrooms.

Is it any wonder we find ourselves unable to fulfill the promise we've preached about EdTech?

Simply walk into many classrooms (or talk to some that are wanting to change their classrooms) and you will see.

Look at the front of the classroom from the students' perspective. What do they see? In schools where it is feasible, they see a tech rich experience for the teacher: a computing device, an IWB, a projection device pointing at the front. Perhaps we see a teacher with an iPad, an iPod, or a doc camera. Regardless, we see a very tech rich experience for the teacher - a teacher-centered technology environment.

Now flip it. What do educators see when looking at students?

Paper. Pencils. Print texts. Notebooks. Pens.

What an absolute disconnect!

The expectation is that the teachers have the latest and greatest technology for teaching. Yet, there is little concern about what the students have in their hands for learning. This is one of the fundamental disconnects we experience when it comes to educational technology, when it comes to 21st Century teaching and learning, when it comes to student engagement and empowerment.

We sit back and narrowly think from the perspective of what teachers want - never mind what students want and need.

And then, we have the audacity to judge technology on its success and failures on student learning.

Really?

I simply do not understand when we will come to the realization that more and more technology in the hands of teachers will NOT translate into fundamentally different learning.

Is it more exciting for the teachers? Sure. Does it provide a spark in the classroom? Yes, temporarily.

But, it still comes down to the fact that if you are not...

moving initiatives towards greater access and use of technology by the students and

focusing on enhancing and transforming pedagogy and learning...

...than technology is far less likely to have a significant impact organizationally.

But...

...You have to have it in the teachers hands before the students.
I don't buy into this nor do I see it as necessary. But many do, so fine. The key is having a plan that moves beyond the teachers or you'll continue to wallow in a rich experience for them and a spectator experience for students.

...If we are teaching better with the technology, the students are learning better.
Let's be clear. Teaching and learning are not synonymous with one another. In fact, perhaps our teacher focused use of technology is the problem. The wasted time redoing lessons with new technology to teach a lesson: IWB lessons that were previously PowerPoint lessons that were overhead lessons before that that we simply worksheets or a lecture originally.

And what we see is little to no return on investment because we aren't transforming anything other than our own self-efficacy.

I'd rather see teachers improving their ability to create contexts for powerful discussion, engage students with diverse approaches, facilitate project-based learning, etc. I'd rather see teachers open the doors to the kids getting their hands dirty with technology. I'd rather see teachers focusing on transformative aspects of the classroom than minor upgrades.

Tech for Tech Sake

Let me give you an example. I recently spoke to a teacher while on a site visit. This teacher excitedly explained to me how this program converted simple review questions and made them interactive with an IWB. She showed how you could display the question onto the IWB for the class to read, they would raise their hands when they felt they had the correct answer, and one student could go up to the board and click on his/her choice. The program would then give feedback on the answer.

I asked, "what if you didn't have the IWB? What would happen?"

She paused and then said that the question would be shared with the class and they would work in groups of three to develop potential answers. Then, the groups would share their perspective and discuss/debate the potential of each answers.

Between the two, which one is better? The answer remains clear to me.

I don't blame her nor other teachers like her. They've been sold a lot of hype. I actually blame leadership for the lack of courage.

In fact, I'm not sure when it comes to EdTech, you need all this technology to teach better. Where its purpose is strongest is in the hands of students as they create their path and connections. It isn't when they watch from the seats this high-tech, fun flashy devices and hardware.

I'm just not convinced we are looking at this with logical, rational eyes. But maybe I'm wrong.

Maybe behind the facade of student-centered, constructivist classroom rooted in engagement lies are true fundamental belief: at the heart of all of this is a highly teacher-centered environment that has long been rooted with teachers first and students second.

And I'm just not sure that we can continue to call upon technology as a means of transforming education with that as our core.

(Image: Focus, a Creative Commons Attribution (2.0) image from toolstop's photostream)

- LeaderTalk Contributor

Lean Transformation: From Danger to Opportunity

2011-10-14T04:22:10Z

The notion of continuous improvement is nothing new for America’s K-12 schools. Unfortunately, it seems a limited number of schools have pushed past the “notion” to realize noteworthy, sustained improvements in meeting the broad array of student and community needs. As the US economy struggles, families and communities dig deep to sustain the American Dream, a hope that our children’s future will be as bright or brighter than ours. President Kennedy once noted that the Chinese word for crisis is composed of two characters, one representing danger and the other representing opportunity. The crisis our country faces can be turned to opportunity if we choose a different course. In terms of continuous improvement and K-12 education, I believe that a focus on Lean thinking and doing can empower all stakeholders and shift our course from one of danger to one of opportunity.

What is Lean and how can it be applied in the K-12 setting?

Lean is a way of seeing processes and work so that waste is eliminated and resources are used more efficiently and effectively. When I talk to educators about Lean, many of them think it means reducing the number of positions and dividing the work between remaining employees. This is not Lean. Lean is a way of seeing processes in steps, figuring out which parts of the process actually add value, and eliminating the unnecessary aspects of our work. The most powerful part of Lean is the empowerment of all employees and employee groups to consider solutions to challenges and opportunities for improvement.

When schools use time, money, and other resources more effectively, students are the beneficiaries. Lean puts the focus on what matters and helps schools understand and prioritize service to students. Value-added activities are strengthened, and unnecessary, non-value-added aspects of work are minimized or eliminated altogether. In this continuous improvement model, employees and students identify and solve problems. When waste is reduced and learning is prioritized, the full range of learning activities are more thoughtfully addressed with the same or even reduced levels of funding.

How can leaders learn more about Lean and K-12 education?

School leaders should look for models of excellence in this area as well as sources for support and further learning. Manufacturing and healthcare have embraced Lean in many communities, so it is possible that leaders across these organizations can talk about the synergies that exist across their organizations.

In terms of K-12 settings that are doing this well, I recommend the Evansville Vanderburgh School Corporation (EVSC) in Evansville, Indiana. The EVSC has embraced Lean and Six Sigma and realized millions of dollars in savings as a result. These savings are helping the district avoid teacher layoffs while focusing a larger percentage of taxpayer dollars on support for schools and classroom instruction directly. Another K-12 example exists in Denver Public Schools. Since 2009, DPS has saved millions of dollars through a variety of Lean Six Sigma projects.

For Lean learning resources, I recommend Lean Education Enterprises and Lean Enterprise Institute. For those interested in making a deeper commitment to operational excellence, I recommend the Operational Excellence program through The Ohio State University’s Fisher College of Business.

America was once a scrappy, utilitarian, and more self-sufficient country. Times have certainly changed, and I do not advocate isolation, status quo, or returning to past practices in education. However, I do believe that success and excess have diminished our capacity for sustained growth and development. The resources we have in K-12 education are significant. In a recent blog post, Rick Hess noted, “It's painfully obvious by now that transforming an urban school system is not easy work. It requires strong instructional chops, being a smart steward of limited funds, revamping troubled systems, and exploring how to use new tools and technologies to start pushing the boundaries of what's possible.”

Lean thinking and the associated continuous improvement model provide real solutions to our educational and economic crisis. With tough, thoughtful leadership from all aspects of the K-12 organization, we can turn our focus from danger to opportunity and, as a result, give more students access to the American Dream.

Dave Dimmett

- LeaderTalk Contributor

Our Decisions & Actions Are Symbolic

2011-10-11T01:10:39Z

(Cross-posted at Change Agency)

As someone with a background in the visual arts and art education, I know that there are so many important reasons for keeping the arts in our schools. Today I came across a list created and posted by the National Art Education Association that I think addresses the key "lessons" that the arts teach our students: http://www.arteducators.org/advocacy/10-lessons-the-arts-teach

I especially like #10:

"10. The arts' position in the school curriculum symbolizes to the young what adults believe is important."

As I read that reason I realized that the statement can be made about anything and everything we do in schools -- what courses or subjects we cut, which courses we add, which courses we require, which courses are electives, how we choose to integrate and support technology, and so on...

I believe that this serves as a reminder to all educators (teachers and administrators -- everyone...) that EVERY decision that we make about our instructional programs sends a message to our students about what we value and what we believe is most important.

Our decisions and actions on our campuses and within our districts serve as symbols to our students, their parents, and our communities. In my leadership positions I have always reminded my colleagues and the teachers I serve that our actions always speak louder than our words, and that our students are much more perceptive than we often assume.

We must always be reflective on this point and ask ourselves if what we are doing and saying are in alignment with what we truly believe is most important and most valuable in the educational process and experiences of our learners.

This also applies to those who serve in leadership or professional development positions... Our decisions and actions are symbolic for our colleagues, teachers, and other staff members as well as for our students.

With that in mind...

What messages does your school or your classroom send to your students, their parents, and the community as a whole? What do your decisions and actions symbolize?

Please share your thoughts in the comments.

P.S. The list of 10 Lessons the Arts Teach provides strong support for why we need the arts in schools. While #10 on the list did lead me to other thoughts, I do recommend reading the original list as a reminder about why the arts are an important component to a well-rounded education for all students. :-)

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Stephanie Sandifer
Blog: Change Agency
Author of Wikis for School Leaders

- LeaderTalk Contributor