Sunday, October 18, 2015

Why building commitment is better than gaining compliance



Education seems to be the worst about trying to 'fix' the system with the latest program or the next big thing. Ask just about any teacher who has been in the profession a few years and they will trace how this program came and then faded and then the next thing came along, and it seems like a never ending cycle. I've heard this same narrative for the 20 years I've been an educator, both as a teacher and as an administrator. And, it's frustrating.
We keep trying to improve by implementing a new thing, a new policy, a new set of standards, when these strategies are not ultimately the most important thing to improve. Todd Whitaker has been quoted widely, proclaiming "it's not about programs, it's about people." And we know, almost intuitively, instinctively, that this is true. But the programs and 'accountability plans' keep coming. And the very thing that is intended to improve education is killing creativity and hindering innovation.


But don't we need new ideas in education? Aren't our schools in need of a major update to meet the challenges of today? Absolutely! But the answers to the questions we face aren't found in external mandates. We need to unleash the problem-solving power of the people who have their boots on the ground, the educators working every day in schools. What we need is to find ways to empower teaching and build even stronger commitment among educators.

Building commitment will always be better than gaining compliance, and here's why. Commitment results in buy-in, belief, investment, ownership, and extra effort. Compliance, on the other hand, is little more than checking a box or filling out a form. It may result in some change in behavior, but it may only get the appearance of a change in behavior. As soon as the new thing isn't monitored closely, old ways return. There isn't any lasting change.

So how do we get more commitment? We remove the barriers to true collaboration and communication in schools. We ask teachers their opinions. We value their ideas. We get everyone at the table. We set goals, but we get the goal-setting as close to the action as possible. The graphic below suggests that classroom level goals have far more impact than district or school goals. So why do we continue to write comprehensive school improvement plans that are longer than Gone With the Wind?

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I believe the greatest thing we can do to improve our schools is invest in people and their ideas--cultivate innovation and risk-taking within schools. When we have compliance-driven cultures, teachers are often afraid to try something new. What if it doesn't work? What if my test scores are lower? What if my principal doesn't like it? This type of thinking sucks the passion out of being an educator. Educators are thinkers and problem-solvers and need the opportunity to explore whatever ideas they believe have the potential to improve learning.

When rich conversations are happening in schools, it becomes the source of amazing synergy. This idea was magnified in my thinking by the book Crucial Conversations (2012). It details how we need to have more authentic, completely honest conversations in organizations, and even in families and other relationships, where we share ideas openly and confront problems constructively. The authors shared how synergy develops:
"As everyone on the team began to explain his or her opinion, people formed a clearer and more complete picture of the circumstances. As they began to understand the whys and wherefores of different proposals, they built off one another. Eventually, as one idea led to the next, and then to the next, they came up with an alternative no one had originally thought of and that all wholeheartedly supported. As a result of the free flow of meaning, the whole (final choice) was truly greater than the sum of the original parts." (p. 25)
And so we need to get more input from teachers, and even students and parents, as we seek solutions that are unique to our individual schools. And here is the best part. This is really important. As people develop a shared meaning and have a voice in the solutions they develop, they willingly act on whatever decisions they make. They get behind the decision and put the full measure of their conviction behind it.








Wednesday, July 1, 2015

Goodbye Twitter life, maybe we'll reconnect after the days of summer

As many of you know, the life of an educator can be all-consuming. When your work is purpose-filled and mission-driven, there is always a sense that there is more to do, more to contribute, a bigger impact to make. And the work is big. There are many challenges to overcome. There are many students in need of better opportunities. There are many ways we can and need to improve our schools, so they reflect the world we live in today and not the one we once knew or our parents once knew. So I remain committed to the work, to my purpose as an educator, to sharing my voice, and to growing alongside other passionate educators through my PLN.

But for the month of July, I will mostly retreat from Twitter, blogging, and all other social media. There may be an occasional post of inspiration or personal share. But for the most part, I will pull back as I completely restructure my time. You see, there are five people in my life who are counting on me more than anyone else. They call me husband and dad. And they have often gotten whatever is leftover after my life was poured out for school and work. And I realize they need the best of me. Time is moving forward and no legacy is more important than the legacy of one's family. So for July, I will spend my time wholly devoted to Lori, Drew, Cooper, Maddie, and Emma.

I plan to return to consistent work and presence in my PLN for August and beyond. The connections and learning I have experienced through this community have been invaluable. The support is tremendous. The shared sense of meaning and motivation is powerful to carry the work forward. Thank you for being a part of my learning journey.


Wednesday, June 24, 2015

Avoid these 5 critical mistakes in #edtech planning

Photo credit: http://ln.koneka.com/wp-content/images/technology_planning.png
If you've been in education very long, you've probably seen money wasted on some technology initiative. This year our school is going 1:1 with Chromebooks, and it is very exciting to think about how the devices will support learning in our building. But I feel a great sense of responsibility to ensure that the significant investment by our district (and ultimately our taxpayers) results in a more relevant and more effective learning experience for students. Careful planning should help us avoid some of the catastrophic failures that have happened in other schools (LA Unified for example). In fact, I am confident that with the proper implementation, tech initiatives are a necessary investment to greatly improve opportunities for students. So why are millions of dollars wasted each year on failed technology initiatives?

1. Schools purchase technology without considering exactly how it will be used to support learning. More than likely, there is at least a vague idea of the purpose of the tools, but the clear development of a vision and the communication of that vision is lacking. We should never make digital acquisitions simply because "our middle school students really don't have access to much technology." We aren't spending our school budgets just to say we have digital resources. That type of thinking makes 'having technology' more important than 'using technology' to add value. We need to have a clear idea of how digital access will benefit learning.

2. Schools purchase technology without considering the total cost of ownership. I hear the stories all the time in my work with teachers. Our school district bought laptops, but no one considered the expense of support and repairs. Or, we got these devices but our wireless network wasn't sufficient and now there's no money to make the needed upgrades. Or, we had this technology dumped in our laps, but there was no training for teachers. The total cost of ownership should be considered and allowances made for important contingencies that may not have been anticipated.

3. Schools fail to get buy-in from teachers, students, parents, etc. Without the buy-in of key stakeholders, a learning initiative (involving tech or not) will most likely fail to achieve its full potential. So how do we get buy-in? Have conversations about why the initiative is important. Ask questions. Get feedback from those who will be involved. Truly listen. Communicate the vision and consistently offer information and education on how the initiative will impact student learning. Finally, develop leaders from among these stakeholder groups and invite them along to help with the effort.

4. Schools purchase technology without providing support for teachers. This is one of the most common complaints from teachers about tech initiatives, "These devices were just dumped in our classrooms without any training or support." There needs to be a plan for helping teachers learn more about how tech can help with learning. Notice I didn't say that PD or training needs to be scheduled. There is nothing wrong with having training, but I think it's even more powerful to have a culture of sharing, communicating, and learning that is ongoing and teacher-driven. I want ownership for professional learning to be shared by the individual(s), and not just the responsibility of the organization. Another important area of support is related to help being available when the technology isn't working. Teachers need responsive tech departments who can assist.

5. Schools purchase technology with no plan for how to determine if the effort is working successfully. If we are going to spend significant amounts of money, and invest valuable resources of time and effort on a learning-focused technology initiative, there needs to be a clear idea of what success will look like. What types of learning improvements are we ultimately seeking, and how will know our students are gaining from this as we intended? These indicators of success need to be revisited often.


Monday, June 22, 2015

8 Digital Tools to Enhance Your PLN


Every connected educator needs to find tools to help with search, content delivery, communication, and digital curation. I regularly experiment with different tools to improve my work flow and help me get the most out of my personal learning network (PLN).

The basic foundation of my PLN is Twitter, and so these tools are companions to Twitter and help me get the most out of it. They also help me contribute better content, because I want to learn from my PLN, but I also want to add value and share content that needs to be shared.

Here are 10 tips for leveraging the power of personal and professional learning!

1. Twitter advanced search--Instead of performing a normal Google search, I will often use Twitter to search for information on a particular topic. Google dominates search, and its advanced search features are impressive. But I also really like advanced Twitter search. It has a variety of operators from which to query, and you don't even have to be logged in to Twitter to use it.

Search by Words. In the advanced Twitter search interface, it is possible to be drill-down more precisely to get the results you really desire.



Wednesday, June 17, 2015

10 inspiring images to promote a #GrowthMindset


We know the importance of developing a growth mindset for ourselves and for our students. It's really the essence of learning. Carol Dweck's book Mindset is a fantastic contribution for parents, educators, and just about everyone.

We need to constantly remind ourselves and our students that mistakes are part of the learning process. No one is perfect and perfection is not even the goal. The goal is to learn and grow be the best version of 'you' possible. The only way to journey toward reaching potential is to persevere through mistakes and embrace failures as opportunities. It's important to model this mindset for students. When we make a mistake, we should own it and not view it as a failure.




Friday, June 12, 2015

What if we had Genius Hour for teachers?

Photo credit: https://flic.kr/p/e77s5P
We currently have time built into our weekly schedule for teacher collaboration, and that's a good thing. But all good things need to be reinvented, or at least reinvigorated to make them better. We need to be creative to make the use of time and resources as valuable as possible. Our weekly collaboration time grew out of the Professional Learning Communities movement, and our school has benefited from the PLC structure. But I see a new vision for collaboration and growth emerging.

What if we had Genius Hour for teachers, a time for professionals to work on projects they have passion for. I've seen this idea tossed around on various Twitter chats, and it's reportedly been done in forward-thinking schools. The idea is to empower people to use part of their productive work time to pursue projects they believe are most meaningful for them and for their students.

Sunday, June 7, 2015

Maybe I've flipped out...a few thoughts on learning

There are all sorts of mindsets that work against a healthy approach to learning. These are well-documented because we've heard our colleagues complain about them before. "Students nowadays don't know how to...." or "These kids are so..." But this post isn't a rant against students. That is completely unproductive. Learning is a natural part of being human, and the problems students have with learning has a lot less to do with them, and a lot more to do with us.