April 05, 2012

LeaderTalk: The End of an Era

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

March 27, 2012

Picking an Assessment

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?

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

February 28, 2012

Expand and Contract

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

February 18, 2012


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...   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

January 28, 2012

The Trials and Tribulations of a Dissertation

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

January 13, 2012

Google or Apple: I Don't Want to Choose

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.

Broken Heart Cookie 1

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.


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:

  1. 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.

  2. 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)

December 28, 2011

Online software

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

December 27, 2011

YouTube for Schools - A Leadership Embarrassment

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.

Nemo's playground

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 neither? Are they engaging their leadership teams, their faculty, and their students in a broader dialogue about this?

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

  2. 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.

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

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

  5. 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)

December 04, 2011

Devices, Devices, Devices

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.

November 28, 2011

Student Led Conferences

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.

The opinions expressed in LeaderTalk are strictly those of the author and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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