Inspiration delivers.

Minneapolis Institute of Arts

Minneapolis Institute of Arts

My vision for how staff development should look in my school has undergone a transformation over the past year. In my first year as a principal I recall the dread of conducting the marathon faculty meeting on opening day, droning on and on about everything from recess line-up procedures to my expectations for lesson plan submissions. In Year 2, most of our professional development days were dictated by district initiatives, and the few “building days” planned by principals were spent on data analysis. We looked at a lot of data. No shortage of graphs in those meetings.

We covered a lot of topics, but there certainly wasn’t a lot of learning going on.

In October, Chris Wejr described his plan for covering his teachers’ classes to allow for them to engage in collaborative opportunities, the focus of which would be self-directed and hopefully involve an elements of creative thinking and innovation:

This would benefit me as I would get to spend more time with students, it would benefit the teachers who take me up on the offer as they would be motivated to take a risk and try something innovative, and most importantly, it would benefit the students as the teacher would deliver something to our school that would impact student learning.  The extra prep period would be their “FedEx Prep.”

Chris was inspired by Daniel Pink’s Drive, a book that delves into the fascinating world of human motivation and how the ways businesses and schools currently motivate their employees (and students) is a far cry from the way science says they should.

I finally finished reading Drive a few weeks ago and knew I wanted to explore the idea of helping my teachers be more autonomous in their learning. I wanted to ensure our organization was striving to reach mastery (but never attaining, of course, since mastery is an asymptote) and develop a strong sense of purpose for our actions.

I knew I could accomplish this without having my teachers read Drive, but I certainly brought the book to school and shared it with those who were interested. To start, I asked my teachers to view three short videos: the RSA Animate version of Pink’s Drive: The surprising truth about what motivates us talk; Two questions that can change your life; and What’s your sentence? By taking just 10-15 minutes to view these videos, I feel most of my teachers came prepared to start the day understanding the fundamental ideas behind why we were taking our professional development in this direction. Teachers were asked to consider a “sentence” that exemplifies their role in our school/their life, and when they were comfortable doing so, post on the Wallwisher I created.

I summarized Pink’s key points regarding autonomy, mastery, and purpose and outlined the expectations for the day on our wiki. An excerpt:

So today, your task is to be self-directed in your learning. Be productive. Live your sentence. Ask, am I better today than yesterday?  Seek mastery in your role. Remember our ultimate purpose. The only rule? You must deliver. A product…a project…ideas…action.

Pink calls providing this autonomous time for innovation a Fed Ex Day- employees choose what to work on, with whom, and however they’d like. The expectation is that “they must deliver something: a new idea, a better internal process, a refined lesson plan – the next day.”

As you work today, consider the following:

  • Task – Choose tasks that will benefit and impact student learning. Think differently!
  • Technique – Design your activities and project work in your own way, so long as the end result is a benefit to students.
  • Team – Work with anyone you want to work with today- you do not need to work with your grade level teams. Consult with the many knowledgeable people in our school! Individuals that choose not to collaborate will still be responsible for “delivering.” Consider the importance of the collaborative efforts!
  • Time – Use your time as you see fit. You’re free to head home at 11 AM. Have a wonderful Thanksgiving!

Our day began at 8 AM. We met briefly in the library for a 5-minute, “go and have fun today!” speech from me. That was it. I saw a lot of smiles. I saw an almost-equal amount of incredulous looks. (She’s lost her mind, does she think we’re actually going to work today?!) I told the team I’d be camped out in the library if anyone needed me or wanted to collaborate with me.

So… what resulted? First, I have to share our sentences. They are really beautiful. What I wonder when I read them is how I can urge more of my teachers to be transparent- to not choose to post a sticky under “Anonymous” when they have such meaningful work to contribute?

Watching my teachers work together on our “Fed-Ex” Day actually made me a little giddy. I seriously may have had a smile plastered on my face all morning long. I did a lot of listening. The conversations were encouraging. I relished in the fact that many of my teachers were leaving the “comfort” of their grade level hallways and teaming up with other teachers, including our specialists. To say I was impressed with how my teachers embraced this first foray into autonomous PD would not be fair. They blew me away. And it’s not that they were creating such innovative projects that were going to revolutionize the face of education as we know it… it’s that they were opening their minds to new ideas, they were enjoying their work, they were considering alternatives to current practices, and they were definitely stepping outside of their comfort zones.

Our ESL and special needs teachers teamed up and located a fantastic resource and planned for our students to engage with e-Books in their learning. A team of intermediate teachers considered how to develop students’ skills for error analysis in their work. Primary teachers gathered around the Smartboard, some of whom do not ever use the tool, to consider its use with their students. They created a team Diigo group to share resources. Two second grade teachers planned for how they would involve students in reader’s theater, and came to me to discuss their options for recording and posting their performances. Third grade teachers wanted to explore how to better immerse students in literature and enlisted the support of our media specialist. Our music and art teachers seriously debated why in the world we give grades in the specialty areas. Both teachers planned on bringing Fed-Ex type days to their classrooms. The Mid-Winter-Pick-Me-Up-Picnic was born. Primary teachers designed a way to incorporate more student-choice into their project work. One of my tech-savvy teachers bounced from group to group, leading the way with various initiatives. A revelation from a teacher who was working on a document to share with third grade colleagues: “Wait. Why am I using Word for this? I should be using Google docs!” Me: “Uh, yeah!”

Thoughts from the teachers? The day was not without a limited number of grumblings, however, on the delivery form they were asked to submit to me following their work day, I was so pleased to read positive feedback. One of the questions asked, Did they enjoy the format of the day?

  • Yes, because it gave me a chance to be creative in my own way.  If I have had any success in my teaching career, it is because of a format or structure like today, being able to create on my own, curriculum, selecting activities that best meets the every changing needs of our students, with administrative support but without administrative restrictions.
  • I was extremely annoyed at first when I heard the plan, because I had a lot of s$*t that needed to get done, but I have found the day to be extremely exhilarating and rewarding. 🙂
  • Yes we did! We got a lot accomplished and feel that what we did will have an immediate benefit to our students! Thanks for the opportunity.
  • LOVED IT! More please 🙂

And allow me to share the reflections of my most-excellent of guidance counselors, who will not at all be alarmed that I am posting her thoughts on my blog… I think her words perfectly depict her personal journey to planning a new community-building activity for our school, an idea she’d been thinking a lot about but, until Wednesday, had not brought to fruition. I introduced our Fed Ex day on Monday, which is when her wheels started spinning…

“Monday/Tuesday:  Hated it  (too open-ended.  daunting.  outside of my comfort zone.  getting in the way of getting my “real” [boring & mundane] work done.  scary.)

then

Tuesday/Wednesday:  Loved it (went crazy.  found and discarded ideas. refined them.  enjoyed bouncing them off a bunch of people.  liked having people show me what might not work and what would work better.  especially enjoyed watching people go from “What a ridiculous idea” to “Hey … that might actually be fun.”)

You and Daniel are very wise.”

I know that I will be mandated by my central admin to include specific activities on future professional development days, but I also know that a) I will try to transform the day so that I meet district initiatives while granting autonomy to my teachers and b) every chance I get, we’re going to have another day like we did on Wednesday. I enjoyed the feedback on Chris’s post and would love the same about our day’s structure and how I can improve this idea in the future.

I am very appreciative of Chris and all of the innovative principals who’ve inspired me in this area over the past year, and of course to Dan Pink for sharing his thoughts with us all, and making me want to be better and do things differently tomorrow than I did today.

Thanks…

mab2413

mab2413

To me, the Edublog awards aren’t about distinction, or “winners,” or getting a sweet badge for your blog. They’re about appreciation, and recognizing people who have positively impacted my practice. Thank you to these amazing educators as well as to the hundreds of other bloggers whose work I read each week. You’ve truly made a difference in the way I think about education, and you help me love to learn.

* Best individual blogDavid Truss – Pair-a-Dimes for your Thoughts

David is an amazing soul. He is consistently positive, eager to help colleagues, and his posts are inspirational and informative. I appreciate reading about his experiences and ideas, and I’m thankful he has taken the time to comment on my own thoughts on many occasions.

* Best individual tweeter – Patrick Larkin @bhsprincipal

It’s been a privilege getting to know and work with Patrick this year. I always know the resources he shares on Twitter and his blog will benefit my work with kids!

* Best resource sharing blog – Richard Byrne – Free Technology for Teachers

Each week I share various “tech” resources with my staff. This is the site I first reference when looking for great tools and ideas to share. Every time.

* Best teacher blog – John T. Spencer – Spencer’s Scratch Pad

John’s writing style drew me in immediately. I keep reading because of the very honest, real way he depicts life as a teacher and his poignant interactions with his students. The guy also earns some serious points in the wit category.

* Best school administrator blog– George Couros – The Principal of Change

George reminds us, in every post, that administrators are human. His writing displays emotion, shares his successes (and sometimes failures), conveys enthusiasm for his school, students, and lifelong learning, and inspires us all.

* Best educational use of video/visual Shelly Terrell –Teacher Reboot Camp

Shelly’s 30 Goals challenge first led me to this amazing blog, so full of resources and know-how. Love her featured interviews with educators from around the world. She’s also so supportive of everyone in her network!

* Best educational wiki – Dianne Krause | eToolbox

If one of my teachers needs a tutorial on how to use a certain tool, or ideas about the relevance of the tool and its use in the classroom, I go to this wiki. This resource is so comprehensive and user-friendly. And Dianne’s a Pennsylvania girl, so… that makes her even more awesome.

It’s no surprise that many of the listed blogs/people are contributors to Connected Principals. It’s been an absolute pleasure to get to know and share with these educators this year. Thanks again to George for envisioning CP and bringing it to life.

Which leads me to…

* Best group blog– Connected Principals

* Most influential tweet / series of tweets / tweet based discussion– #cpchat

* Best use of a PLN – Connected Principals


What does it look like?

children_learning

What does it look like?

Administrators visit classrooms. They may focus on “look fors” while visiting and consider “ask abouts” in their discussions with teachers. After reading Danielle’s Thoughts on Connectivism and Where We Really Are, and her struggles with finding ways to incorporate connected learning opportunities in her school where perhaps the administration and community has not yet embraced these ideals, I appreciated her list of “these-are-the-things-I-can-do”s. Because that’s what we’re asking for, right? For teachers to try to do things just a little bit differently? To consider the possibilities? To take risks and have an open mind?

After reading Danielle’s thoughts, Lisa Christen asked me to consider what connected, constructivist learning may look like in the elementary classroom. I told her that sounded like some fine material for a blog post. So here we go.

Opportunities for student collaboration – This is easy. Children are social creatures. Do they inherently know how to collaborate effectively to problem solve? No. So we need to model that for them and help them acquire skills for doing so. There are many ways to infuse technology into this practice, but the tools won’t ensure students are collaborating. Primary students can handle this. Example. Last week I observed a first grade lesson where students had just finished reading a picture book about the life of George Washington Carver. Their next learning task? Work in teams to invent something new with the “peanut” as the key ingredient. You get the same tools Carver had available to him. Brainstorm your ideas, draw your process, write your steps, present to the class. Think like scientists. The ensuing thoughts were not only hilarious, they were creative and sparked children’s interest in the process of invention. Peanut crayon? Genius. Peanut clay? I’d buy it. Students took on different roles: team leaders emerged, some jumped right into sketching their designs, others teamed up to describe their steps. Was there a test following this activity? Nope. Was there even a rubric? Nah. Did they learn anything? They clearly did. I watched them do it.

Outside of the classroom, there are so many opportunities for connected learning in which we need our children to take part. Skype with an author or a pen-pal class. Create and maintain a system for housing student blogs. The possibilities with writing, commenting, reflecting, and passionate learning are endless. Begin the process of having students develop portfolios of their work. What an amazing opportunities for them to grow and reflect as learners. Create a Twitter account for your class and use it to connect with other classes, schools, and parents.

Learning is connected – So many standards, so little time. Why we teach subjects in isolation in elementary school is truly mind-blowing to me. Here we are, in a school where a student is likely to spend his entire day with one-three teachers who know him really well. I believe we should be rewriting elementary curriculum to address basic skills in a way that is truly integrated across disciplines. Imagine the connections students could make if they spent two weeks immersed in Colonial Life. From the second they walked through the door, they were transported to a time of the early Americas where every problem they solved, piece of writing they composed, and book they read reflected essential learning strands grounded in that theme. They’d be living their learning.

Stay true to constructivist theory – What I want to emphasize here is that constructivism is a learning theory, not a method of teaching.  Constructivism suggests that children (aka people) learn by constructing knowledge out of their experiences. Students need to construct knowledge by connecting new material to the knowledge they already possess. (Or think they do.) Let’s also ask our children to “deconstruct” their knowledge. Question everything. Prove it to be so. Evaluate the “right answers.” Find the resources to do so. In an elementary classroom, this can be achieved with carefully thought-out processes for delivering content. Consider a math lesson where the objective for students is to learn how to add fractions with unlike denominators. In most instances, the teacher will demonstrate how to do this, explain the steps, review key vocabulary terms, then ask the children to practice a few problems, then do some for homework. Snooze. The child in that scenario is a passive, not active, participant in the learning process. Instead, present a story problem with fractions with unlike denominators as the key ingredients. Ask students to solve the problem. Give them manipulatives, access to resources, and each other to solve the problem. Don’t look for the right answer- look for the process, and for students to be able to explain to one another how they arrived at the “solution.” Bring the class together to evaluate the methods and determine a course of action for solving similar problems. Allow them to argue and make mistakes. Guide them along the way.

Student choice– In the elementary classroom, particularly in the primary grades, we are pretty skilled with providing differentiated learning opportunities for students based on their academic needs. Where we sometimes miss the boat is providing those same small group or individual, passion-driven learning experiences for students, or designing our lessons to allow for more student choice. How can this be accomplished when there is so much curriculum to “cover” and so many standards to address? We need to shift our energies from thinking that every student needs to master every standard, every year. It’s just unrealistic, and frankly, inappropriate. We need to start looking at the big picture. I believe we need to help our children learn how to read and comprehend what they read. From there, they will work wonders. Why not lay out for students the content topics to be explored in social studies for the year, and ask them to choose where they’d like to first start exploring? Or, within a science unit on ecosystems, give students the freedom to choose through which ecosystem they’ll show mastery of the big ideas? And allow them to choose the method in which they’ll demonstrate their learning. Maybe every once and awhile we need to just stop with the routine and give kids what they really want. They’ll never be more engaged.

Opportunities to connect with teachers outside of school – Here I’d like to see a focus on communication with the student and the family outside of school. One thing that has been really powerful for us this year is the development of our teacher webpages. While students are not always contributing content to the pages, the teacher is posting curricular topics, links to relevant material, examples of student work, photos, etc. to share with parents. The parent has access to our classroom experiences 24/7. We are fortunate in that parents are very involved in our school, but we need to do a better job engaging, rather than simply involving, parents in the learning process.

I met with a teacher today who truly wants to transform her practice and student learning. But she is at a loss. She doesn’t know how to balance the enormity of the standards and curricular demands with her passion for bringing individualized, engaging learning experiences to every one of her students. After combating a moment of helplessness where I thought, “How can I possibly tell her she can do this?”, we cracked open the curriculum and decided which of the listed standards were just unnecessary. We talked about the big ideas and ways she could start incorporating project-based, student-centered learning experiences into the content areas. We’ll support her. She’ll make mistakes, and I’ll be okay with that. She is so driven, so student-centered, that her students will learn more this year than ever before.

I’m confident about that, and I know that every time I visit her room and watch her children learn, I’ll know that’s what it looks like.

Go team!

teamwork

The title of our staff’s latest shared Google presentation was, “Go Team Brecknock!” I’m not sure what compelled me to name it that, but I think it’s because the first hour of our morning (before we provided teachers with sweet freedom to collaborate with their grade level peers for the remainder of the day), our discussions focused on the “state of our school,” an overall look at some data trends, where we are, where we need to go, and how we’re going to get there. We are a team, working toward the collective goal of improving learning experiences for all children.

No single person can move a school, therefore team dynamics become critical. We modeled our own professional learning community work after DuFour’s model. One of the “big ideas” of Dufour’s PLC is A Culture of Collaboration:

Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture…. For teachers to participate in such a powerful process, the school must ensure that everyone belongs to a team that focuses on student learning. Each team must have time to meet during the workday and throughout the school year. Teams must focus their efforts on crucial questions related to learning and generate products that reflect that focus,   such as lists of essential outcomes, different kind of assessment, analyses of student achievement, and strategies for improving results. Teams must develop norms or protocols to clarify expectations regarding roles, responsibilities, and relationships among team members. Teams must adopt student achievement goals linked with school and district goals. –What is a professional learning community? (DuFour, 2004)

What makes a strong team? What makes a dysfunctional team? I’ve seen both in action, and I’ve been part of both. As administrators we need to recognize the characteristics of effective teacher teams so we can build capacity within them, strengthening the organization as a whole. To further extend this collaborative power for learning, teachers can and should incorporate team-building and team problem-solving activities into their classrooms with students.

A team of researchers from Centre for Innovation in Education from the Queensland University for Technology set out to identify the characteristics of effective school-based teams through the lens of micropolitics. Their findings are relevant for schools and school-based systems dealing with school-based management and similar reforms/restructurings in that they developed a tool to assess and enhance the effectiveness of teams. Critical reflection of team dynamics should include a look at the

  • clarity of the team’s role and objectives
    • competence and credibility of the team members
    • uniformity of members’ values and their commitment to team work
    • interpersonal relationships and communication among members and between members and other staff
    • accessibility of professional development opportunities for the team and for its individual members

    Developing strengths in these dimensions will better establish school teams in that they will be more prepared to engage in decision-making processes, develop better relationships among colleagues, and embrace future possibilities rather than focus on current realities (Cranston, Ehrich, Reugebrink, & Gaven, 2002).

    I am generally pleased with the collaborative efforts my teachers are making. Each team is finding their way… each team member is defining and honing his/her role in that team. One area where we need to develop is in our team leadership/coaching roles. Team leaders were appointed and attended professional development sessions on coaching and adult learning. This experience was not enough to impress upon our teacher leaders the essential components that exemplify a true leader. They need continuous exposure to new ideas, time to conduct peer observation and reflections, and time spent with administration to work at defining and refining the shared vision and goals of the school. Most of all, these team leaders need to extend trust to all members of the team and school, and need to be trusted by all. This aspect requires a lot of work and dedication on everyone’s part.

    Finally, I’d like to share @l_hilt’s Dos & Don’ts of team dynamics….

    • Do seek to act upon that which you can positively change. Don’t be negative and dwell on things you cannot.
    • Do be a giver. Don’t be selfish.
    • Do understand that “the way we’ve always done things” is not necessarily the best way to help students learn. Don’t get sucked into a solitary cave of complacency.
    • Do communicate clearly, accurately, and respectfully. Don’t hide your feelings about a situation or make them known maliciously.
    • Do be open and accepting. Don’t be defensive.
    • Do realize that you are not the most important part of the equation. Don’t forget for one second that the child is.

    Who are the Problem Solvers?

    http://thisisindexed.com/
    Many look to the principal to be the problem solver.

    We can’t agree on how to schedule these students. What should we do?
    There’s an issue with the lunch cards in the cafeteria. How should we handle it?
    My child is being bothered by another student. Can you help us?
    We’ve tried many different instructional approaches with this child, but he’s still not understanding. What can we try next?
    Most principals are inherently skilled problem solvers. One of the benefits we have in our role is being able to step outside of the situation and view the varied aspects of the problem before offering input into how it can best be solved. As sometimes uninvolved participants in the conflict, we can remain cool-headed, consider all options, and draw upon our experiences to help craft possible solutions. John Gardner reflects in On Leadership that leaders who work to resolve conflicts use their influences to eliminate irrational demands, and “foster the transition from a cross fire of accusations to a collaborative search for solutions” (p. 105). Leaders look for the underlying causes of the disputes. Is it a lack of communication? Insensitivity to needs? Leaders then work to solve conflict in an environment of open communication and honesty and explore all alternative solutions.

    Let’s examine the graphic above, shared from one of my favorite sites, Indexed. (Go to this site after you are finished reading my post. And after you are finished commenting. It’s so smart.) On one hand, the graphic is an accurate representation of how someone from outside of the situation can bring a unique, honest, unfiltered perspective on the conflict. It is sometimes easier for that person to recognize a solution and thus, it becomes less “impossible” to solve. However, personal accountability is huge. The more invested in a situation someone is, the more difficult, ultimately, it is to solve the problem. But truly, can anyone other than the people so deeply involved make the change?

    Principals are certainly not the only problem solvers in the school. In fact, some of the best principals will insist that teachers who raise an issue also present possible resolutions to that problem. Last year a team of teacher leaders in our building read John G. Miller’s QBQ: The Question Behind the Question: What to Really Ask Yourself to Eliminate Blame, Complaining and Procrastination. Intense subtitle aside, the guidelines within this text really help you focus on what you can do to alleviate a problem as opposed to look to others to solve the problem for you. When a teacher asks, “How can I improve this situation?” “What can I contribute?” or “How can I make a difference?” he is placing himself in a different frame of mind that will empower him to be an active part of finding the solution to the problem, not just bringing the issue to someone else’s attention.

    How do these principles apply to our lives in schools? Reading Brian Crosby’s words about what teachers need from administrators helped me reflect on the fact that most teachers want to be held accountable, want to be involved in the change process, and want to do what it takes to improve their practice and their schools. They don’t want change handed to them- they want to be active participants in the process. Anyone who has ever tried to initiate change in an organization knows that conflict will certainly rear its ugly head at some (and likely, all) points in the process. Problems will need to be solved.

    Carry this premise into the classroom as well. Teachers and staff should model for students what effective problem solving looks like – identify the issue, examine the facts, determine the emotional elements involved, brainstorm possible solutions and the consequences of each, agree on some form of action, and continually reflect on that decision to ensure it was right. Students will absolutely need to be adept problem solvers in all capacities in their adult lives, and we need to help them hold themselves accountable for the fact that they do have the power and skills to make the right choices.

    Principals are problem solvers, but we cannot, and should not, do it alone. We need the expertise and creative solutions of our faculties, parents, and students to help us. I’d love to learn about the different approaches to problem solving in your schools!