Does Your Professional Development Honor Teachers as Learners?

For the past couple of years, our school has worked to create a way of supporting professional learning that is more personally meaningful. We were inspired by the idea of Genius Hour and how that might be relevant for teachers too. What if teachers were able to learn in a way that respected their individuality? What if they pursued their passions? What would that look like? How might that empower teaching and learning in our school?

We are trying to create the most powerful professional learning possible. We realize the importance of learning and growth for each individual. If we want sustainable, meaningful change in our schools, it will only happen when teachers are learning and leading.

From this thinking, we developed a plan for teachers to have greater ownership of their professional development. The idea was for teachers to pursue any learning they wanted so long as they believed it had the potential to improve our bottom line. And for schools, our bottom line is never about profits or shareholders. Our bottom line is about creating powerful learning for students. 

So our message was clear. If it might make learning better for students, then pursue it. If you are passionate about it, then pursue it. That was the challenge. We asked every teacher to write a Personal Learning Plan, to express a general direction for where they were headed. 

The first year I met with every teacher and signed off on the plans. I quickly realized that the meetings were standing in the way of teachers pursuing their goals. In meeting after meeting, I heard questions like "Does this sound okay?" or "Is this what you were looking for?" We were seeking to empower teachers, but the requirement of a meeting and a signature seemed to take away empowerment. 

So last year we didn't have the meetings or the signatures. We had several activities during our regular staff meetings to brainstorm ideas and share possibilities, and then teachers simply shared their plans through Google Classroom. We wanted to remove the barriers and get to the real work.

So much of the PD of the past felt like jumping through hoops. It wasn't always relevant to every teacher. It might be exactly what one person needed, but it might not be helpful at all for another. In a sense, it created a culture where professional learning became lifeless. It was just something that was expected and sometimes dreaded. I think some teachers began to view professional development as something that was being done to them instead of something they felt invested in. 

We needed a professional development reboot, one that actually honors how people learn best. These principles work for students, and of course they work for teacher learners too. 

Greater Ownership

The success or failure of each teacher's plan belongs to the individual. The responsibility for growing personally and professionally ultimately rests with the individual and not the organization. We will provide support and encouragement, but you will get out of your professional learning what you put into it.

If you are taking risks and pushing the envelope, you may experience failure in the short term, but that is okay. Sometimes we learn the most from what doesn't work. The important thing is to be invested in your own learning. We want it to be authentic and feel personal to you.

Increased Choice

Two years ago we required teachers to write goals that were aligned with certain building goals. We were emphasizing literacy since that is so important across all content areas. And we were about to launch our 1:1 program so we felt it was important to make digital tools a priority. We asked each teacher to line up their goals with the direction we were moving as a building. 

But last year, we removed that requirement too. Most teachers still had goals that were very relevant to literacy or digital tools, but they had the freedom to pursue things that might only be relevant to the learning in their classroom. We trusted our teachers to choose the priorities for their learning plan. What is important to you? What will benefit your students? The choice is yours.

Providing Time

We have built-in time for teachers to collaborate and learn. Every Wednesday morning, school starts at 9:00 a.m. The late start provides time to do this work. But we still have to be very careful it doesn't fill up with other stuff that leaves little time for personal learning. It's essential to try to carve out some time to allow teachers to be self-directed learners. However, time should also never be used as an excuse to not be a learner. Everyone has the same number of hours in the day, and learning is not optional for educators. We have to model the ongoing growth and lifelong learning we should seek to inspire in students.

Opportunities for Sharing

We tried to build in some opportunities for sharing Personal Learning Plans throughout the process. However, that is an area we need to continue to develop. It is so important to reflect and share in an ongoing way. Creating the structures for that is one way the school organization can support this process.

While most teachers developed and executed their plans on their own, some teachers elected to work together to create a learning team. We think it's great to allow the flexibility for teachers to choose to work independently or with others. But either way, sharing with others is essential and not optional.

Near the end of the school year, we facilitated a closing event for the Personal Learning Plans. We randomly assigned teachers to small groups for a time of sharing. Teachers were asked to bring an artifact or product from their work to share. It was a time of celebrating all the good work that was done.

What's next?

This year as we develop new learning plans, we are going to facilitate several opportunities for teachers to brainstorm and share possibilities. We want to develop more opportunities to support this work and allow staff to encourage one another and build off of each other's ideas. One activity will be a First Turn/Last Turn structured dialogue. Here's how it works:

1. Groups of 6 are ideal.
2. The facilitator will ask one group member to share a possibility for their learning plan.
3. In round-robin fashion, each of the other group members will comment on the idea with no cross-talk.
4. The person who initially shared the idea will then close the round by processing his or her thinking about the comments offered by the other group members.

Emphasizing the rule that there be no cross-talk will help keep the discussion focused and on-topic. Follow-up conversations can occur after everyone has a turn in the structured dialogue.

Transformational Ideas

As I mentioned before, the criteria for the learning plan was that it had potential to improve student learning. But maybe we can aim even higher? We want to think bigger and strive to do things that don't just improve student learning, but that can actually transform student learning. 

It might be helpful for a teacher to learn how to use Powtoon, Twitter, or Glogster, but it could be transformational if the teacher learns how to use these tools to cause students to take more ownership of their learning or to create work for authentic audiences. We want to focus our energy on ideas and learning that has the potential to transform student learning. We want our work to be a game-changer for our students.

Here are a few examples of topics our teachers chose last year for the Personal Learning Plans:

• The impact of goals and journaling on student motivation
• Project Based Learning
• Nonfiction reading with IEP students
• Genius Hour with emphasis on human rights
• Formative Assessment strategies
• Increased choice in demonstrating mastery
• Using CAD to create designs for 3D printing
• Developing math tutorials for student to use for review and reinforcement
• Using technology in choral rehearsals (video, music theory techniques, etc.)
• Creating "flipped classroom" lessons
• Increasing student choice in reading to develop passionate readers

I am very proud of the work our teachers have done as part of their Personal Learning Plans. We have already seen new ideas become game-changers for our school. As we continue to practice and refine this process, I believe we will see even more positive results. Ultimately, our efforts to honor teachers as learners and empower individual and collective genius has been meaningful for our school.

How is your school honoring teachers as learners? Do you believe this type of professional development would be helpful in your school? I want to hear from you. Leave a comment below or respond on or .

7 Reasons for Teachers to Be Enthusiastic About a New School Year

The days of summer will soon give way to the start of a new school year. For teachers, the end of summer can be met with mixed emotions. Even the most passionate educators can be reluctant to give up the freedom and flexibility of summer break. But it's also a great time to get excited about the possibilities that lay ahead. It's GO-TIME!!!

As you gear up for back-to-school, here are seven reasons to be enthusiastic about the new school year.


1. Making New Friends

One of the most exciting things about the start of a new school year is the chance to meet new people and welcome them into your school. It's a privilege to get to know new staff members and students. And it's a great opportunity to share with them all the things that make your school great. It's also a great opportunity to find ways they can contribute to making your school even stronger.

Remember that being new can be terrifying. Offer your support. Be sure to send the message loud and clear to everyone new to your school, "We're glad you're here."

2. Reconnecting with Old Friends

I also look forward to seeing everyone who is returning. Over the years, we build increasingly strong bonds with the people we work with. It's great to hear about their exciting adventures of summer and begin to share in the daily life of school again. I can't wait to see all the smiles and feel the energy as we come together again to help kids.

Keep in mind that returning to school can be especially difficult in certain seasons of life. I am always reminded that a word of encouragement or act of kindness can go a long way to making the new school year better for someone going through a difficult time.

3. Making a Difference 

For some students, summer hasn't been that great. They've had struggles, turmoil, maybe even hunger. Returning to school won't solve all their problems, but it will provide a chance for educators to make a difference. No matter what their summer was like, your students are counting on you now. They need to know how much you care. They need you to love them, listen to them, and to never give up on them.

Your work as a teacher makes a difference in the lives of young people. That's a great reason to get excited about the start of the school year! 

4. Fulfilling Your Purpose

It's great to enjoy the wonderful time away from school during summer break. Good teaching is demanding in so many ways. We need time to recharge. But there is something about doing what you are meant to do, even when it's hard. The start of the school year is a great time to reflect on why you started in the first place. Why did you become a teacher? How will you make a positive impact this year?

When you have passion and purpose for your students and your teaching, you won't have too much trouble being excited for the new school year.

5. New Beginnings

When I reflect on a previous school year, there are always things I wish had gone differently. I see areas I need to improve, and things I want to change. The start of the school year is a brand new thing. It's a fresh start.

There's something about the cyclical nature of school that lends itself to making adjustments based on last year to continue to make things better for learning. But the key is to reflect and set goals during the summer, so that you're ready to adjust and adapt this year.  

6. New Opportunities to Grow

Positive people grow. Happy people grow. Healthy people grow. The new school year will not doubt present challenges that will help us grow if we choose to allow growth to happen. I believe growth is an essential part of being fulfilled in our lives. We can't stay the same or even have stagnant growth and expect to have a healthy and happy life. And for certain, we won't make much of an impact on others if we aren't willing to grow.

I know some people dread the start of school because they feel that they are going to face challenges that are really difficult for them. Some struggle more with difficult students. Some struggle to keep up with paperwork or grading. Clearly, some struggle to get through the school day more than others. I think most of that is related to attitude.

If we welcome the challenges and view them as a way to grow, it changes everything. If we invite hard things into our lives, it makes us stronger. Rarely do I see an unhappy teacher who also regularly takes on new challenges. Usually, the most unhappy people in your school are the ones who are most protective of their time and their comfort.

So I think a GREAT reason to get excited about a new school year is that it's a GREAT opportunity to grow. What would your school be like if every educator had a growth mindset?

7. Believe in Amazing Possibilities

I'm excited about the new school year because I believe this will be the best school year ever. I'm excited about the work our school is doing. I believe we are moving in a positive direction. I see a tipping point happening, where we will see learners empowered in ways we've envisioned. 

Your classroom has amazing possibilities too. Students will learn more about who they are. They will learn and grow and become more confident and independent learners. Commit yourself to the idea that great things are going to happen this year. Focus on the positive. Who knows what incredible things will happen this year in the life of your school?

Questions: What gets you excited about a new school year? What are you anticipating? I would love to hear from you. Leave me a message below or respond on or . Here we grow!

Top Quotes on Excellence for Educators

In a previous post, I discussed some possible distinctions between excellence and success, and why schools should aim for excellence. When success is defined only by the end results, it doesn't honor the process and how not all aspects of our "success" are within our control.

I think about the Olympic athletes who will compete in Rio in just a couple of weeks. Not all of them will be successful as competitors there. In fact, someone is going to finish last in every single event.

But clearly, these are excellent athletes. At least I can't imagine any of these elite athletes not demonstrating courage, heart, determination, hard work, and discipline. One would expect every Olympic athlete must exhibit these qualities just to make it to the games. These are qualities that embody excellence.

But in spite of their excellence, not all of these athletes will experience the same level of success. The same is true of teaching and schools. Sometimes, we do our best work in situations that may not appear to result in outward success.

Below are a few quotes that capture the spirit of excellence I am seeking to describe. For students, educators, and schools, a new school year is filled with possibilities. However, we can't always control our level of success. But we can control our level of excellence.

"Excellence in education is when we do everything we can to make sure they become everything they can." 
–Carol Ann Tomlinson

"Excellence is not an accomplishment. It is a spirit, a never-ending process." 

– Lawrence M. Miller


"Strive for excellence, not perfection." 
– H. Jackson Brown, Jr.


"We are what we repeatedly do. Excellence, therefore, is not an act but a habit." 
– Aristotle

"We should not judge people by their peak of excellence; but by how far they have traveled from the point where they started.' 

– Henry Ward Beecher


"Excellence is to do an common thing in an uncommon way." 
– Booker T. Washington


"Strive not to be a success but rather to be of value." 
– Albert Einstein


“If you are going to achieve excellence in big things, you develop the habit in little matters. Excellence is not an exception, it is a prevailing attitude.” 
– Colin Powell

"The secret of living a life of excellence is merely a matter of thinking thoughts of excellence. Really, it's a matter of programming our minds with the kind of information that will set us free."
– Charles R. Swindoll


"Mediocrity always attacks excellence."
– Michael Beckwith


Question: How will you demonstrate excellence as an educator? How will inspire your students to strive for excellence? I want to hear from you. Leave a comment below or respond on or .

Does Your Classroom Offer Cash-Back Rebates?

Grading as a Kind of Manipulation

Earlier this summer I did something I vowed never to do again. I fell for a deal with a cash-back rebate. You know, the kind where you follow a complicated set of instructions and then mail-in all the required papers and hope it pays off. If you're lucky, you'll get your rebate check back in the mail in a few weeks.

I'm not sure why I fell for this again. I guess I thought the deal was just too good to pass up. After the rebate, the synthetic motor oil was going to be a great buy. And I didn't even need it right away. I had just changed the oil in the vehicle I planned to use it in.

But in spite of my best intentions, I failed to ever claim my rebate. I kept the receipt. I had the bar-code and the rebate form. I was good to go. But then I got distracted. I forgot about the rebate for awhile. And when I thought to finish the process, I couldn't find the receipt anymore. Game over.

Now I am just a resentful consumer. I'm irritated with myself for breaking my promise to never try for these offers. And, I'm irritated with the brand for manipulating me with a rebate offer they know many customers won't complete. They count on it. They are manipulating customers to buy knowing many consumers won't ever complete the rebate process successfully.

But it's so frustrating, and it's not customer-focused. If they really wanted to give me a great deal, they'd just give me the $10 off, without all the hoops. They don't actually want me to be successful. They want me to fail.

You've probably been frustrated by a rebate offer too. I think most people have. But not getting my $10 bucks is not the end of the world. But when similar tactics are used in the classroom, it undermines the foundation of learning.

The Problem With Points and Grades

In schools, the currency is not dollars and cents, it's points. And for a student, the more points you earn the better grade you get in the class. Students start learning this at a very young age, as soon as grades matter to them and their parents.

The points themselves are not the problem. The problem is how the points are used. Students learn to see the points as part of a transactional system, the game of school. The goal is to earn points. We have used the system to the extent that many students have forgotten how to learn just for the sake of learning. The first question students ask in many classrooms after an assignment is given is, "How many points is this worth?"

Clearly, classrooms and schools aren't offering cash-back rebates, although I'm guessing students might say it was great if we did! But when we further a grading system that is transactional, in essence, we are using sticks and carrots to manipulate behaviors and results. It's very similar to what companies do when they use rebates.

Just like the rebate is used to manipulate, points can be used to manipulate, too. Teachers have used the power of points for all sorts of reasons. To get students to participate, to show up on time, to choose right answers, and even to bring boxes of Kleenex.

Students are even sorted and ranked according to how well they play the game and earn points. I'm not a fan of sorting or ranking when it comes to learning. But this is especially concerning since earning points is often more about compliance and selecting right answers than showing good thinking or solving problems creatively.

In the current system, teachers even communicate the importance of an assignment by how many points it's worth. "The test tomorrow is worth 100 points so you better study tonight."

It's well-intentioned manipulation. And when used on rare occasions it might be helpful. Teachers are always trying to influence student behaviors and decisions. And for good reason. We will do just about anything to motivate students to learn. But as soon as sticks and carrots become routine in the classroom, students come to expect them all the time.

Point Chasing Never Empowers Students As Learners

The problem with transactional systems is they only change behavior for a moment. They never last. In fact, they work against most some of the most valuable things we want students to gain from school. They rob empowerment. They steal intrinsic motivation. And they even undermine relationships. 

Some students get so frustrated with the points game, they just quit caring. They refuse to play along and choose not to care about how the teacher or the school 'grades' them. And it's not just the kids who are 'at-risk' or 'underprivileged' who tend to reject this system. Often some of the most intelligent and creative students see through this artificial construct and pull back from learning in school.

Some of these same students have passions outside of school they pursue as self-motivated learners. They pour themselves into hobbies, interests, and causes. They will read online for hours, they will create art or practice an instrument, or they will share ideas on message boards or through social media on all types of important topics.

We do our students a disservice when we don't empower them as learners at school too. If students leave school less excited about learning than when they entered, we have failed them.

Learning Isn't About Transactions Between Students and Teachers

We don't have to use transactional systems in classrooms and schools.

Some companies choose not to use rebates. They let their product or service stand on its own merits. They communicate the value of their products with a compelling message of why they are helpful and beneficial to us. And because we believe in their product, we are willing to pay full price.

Likewise, classrooms and schools offer something extremely valuable to their end-users. What could be more valuable or more helpful than learning, for the sake of learning? But we have to remind our students of the wonder and awe of learning. We have to package it in ways that are interesting and attractive. This is especially true when they have come to view learning as part of a system of compliance to ultimately earn a grade.

Cash back rebates don't build loyalty with consumers, whether they ultimately receive the rebate or not. And a school culture driven by points and grades won't build loyalty with students either. It won't transform students into self-motivated learners. Only empowerment and authentic learning experiences will do that.

Question: How do you empower your students and avoid the compliance-driven classroom? I want to hear from you. Leave a comment below or respond on or . 

7 Questions To Guide Decisions Of School Leaders

"I am not a product of my circumstances. I am a product of my decisions." -Stephen Covey

Making good decisions is important for all us. Whether we are working with students, with parents, or even with colleagues, our decisions ultimately define our success. And the key to better decisions is better thinking. We must never make a key decision in haste. Instead, we should consider the problem from everyone's perspective, collect advice, and ask ourselves the questions that will help us make the wise choice.

Our decisions can have a big impact on the school, learning, and ultimately our students. So it's very important to make the best decision possible. Of course, I often make decisions and then come to realize later that with different information or a different perspective, I might have acted differently in the situation. When we make decisions we are doing the best we can with the information we have at the time.

That's why it's so important to ask tough questions to make sure the decision is the best one possible with the available knowledge. I want to think through my decisions and test my thinking with questions that help me clarify my values and ensure that I'm acting in a way that is congruent with my beliefs. I want my actions to line up with what I believe and what I profess to others.

These seven questions have helped me make better decisions. I'm sure there are others you could add to the list as well, but these are the ones that I keep going back to.

1. How can I help you? 

This first question is the essence of servant leadership, the leadership approach that recognizes leadership is service and turns the old paradigm of leadership on its ear. Leadership is not about power over others, or being in charge. Instead, it is about helping followers be successful. It's about helping others reach their goals. Robert Greenleaf coined the term servant leadership, and he described it as a type of leadership that strives to help followers be healthier, wiser, freer, and better able to be leaders themselves. Leadership does not just create followers who are dependent on the leader, but it creates new leaders who are able to extend their influence and become change agents.

So as I make decisions, I must always remember this question, "How can I help you?" This question begins with empathy, the ability to see things from another person's viewpoint in a caring way. Sometimes I need to speak the words aloud and offer to help. Other times my actions and attitudes may demonstrate this mindset even if the words go unspoken. But my goal as a leader must always be to help those around me be the best they can be. If someone in my school needs anything I can help provide to be successful, my job as a leader is to try to move mountains to get it done.

"The secret to success is good leadership. And good leadership is about making the lives of your team members better." -Tony Dungy.

2. Is this good enough for my own child? Would I want this for my own child? 

As a parent I will do just about anything to support the success of one of my kids. I want them to have the best opportunities possible. I want them to have the best teachers, and I want them to have experiences in school that cultivate a love of learning and lead them to find who they are as people and as learners.

As I consider situations in my school against this high standard, there are times when I realize we're not quite there yet. There are things that need to improve to best meet the needs of students. I guess there will always be areas to improve, but I don't find this discouraging. Instead, I find it exciting to know that we can create better opportunities and continue to grow so that every student finds optimal success.

I will share that this question has helped me to find clarity on tough decisions in the past. When there are times the task may seem too big or the obstacles insurmountable, asking this question has helped me stay focused. I've also used it with others in my school to help frame a situation on a personal level. Parents don't want excuses about why something can't be done, they want heroic action that overcomes any hindrances and ensures that their student is receiving the best.

3. Will this decision preserve or attack the dignity of a child? 

Our words are very powerful and can do great good or great harm. By considering this question, it helps me focus on the humanity of a child in each situation. We must always strive to build up and not tear down. We must treat others with dignity and respect. As Todd Whitaker writes, great teachers and principals treat every student like they are good. We must presume positive intentions and come alongside students to help them succeed. 

There is never a place in a positive school for cutting sarcasm, public humiliation, or harsh treatment of a student. Even the best teacher will occasionally make a mistake in how they treat a student, but we should work quickly to restore any break in the relationship. When everyone in a school makes decisions that consistently preserve dignity and respect, the culture will be one of mutual cooperation and shared success. I explored this topic in greater depth in a previous post.

4. As I make this decision, what am I ultimately hoping to achieve? 

Part of effective decision-making is the ability understand how decisions are going to impact the goals of the individual or organization. I may be justified and have good reasoning for a decision, but if it is going to ultimately hinder the mission of our team, maybe I need to reconsider my decision. There is great finesse and wisdom in knowing how to help others be successful. Sometimes it means overlooking things that might be personal pet-peeves of the leader.

As we make decisions, we should always consider the purpose of the decision and if a particular action will lead to the purpose being accomplished. We should also consider if the decision will do any harm beyond the main purpose. Many schools have implemented policies to try to fix a specific problem, but have unwittingly harmed culture or created distrust. You must consider if the purpose is large enough or is there a higher purpose that might be jeopardized in this decision? Effective leaders see the big-picture.

5. How does this decision impact learning in our school? 

Some decisions or situations may not affect learning greatly or at all. If this is the case, why make these decisions important in your school? We spent too long trying to solve the issue of whether students should be allowed to wear hats in our building or not. Ultimately, most everyone agreed it really didn't affect learning so why make an issue of it. Other decisions, however, greatly impact learning. We need to have tough discussions about our schedule, course offerings, assignments, and grading. Are we making decisions based on what's best for learning or what's convenient for adults?

I would add one other part to this question. Does the decision have the potential to transform learning in this classroom or school? I think we spend too much time trying to incrementally improve the same stuff we've always been doing. We should all be thinking about how we can do things that could be a complete game-changer for our students. We need to think big!

6. If you had no fear, what would you do? 

Sometimes change can be frightening even if we truly believe change is necessary. Fear causes us to hesitate, to think small, and to avoid difficult conversations. We are all governed by fear to one degree or another, but nothing great was ever accomplished without risk and a possibility of failure. We must practice taking risks in small ways and build confidence in our risk-taking to reach for our really big dreams. If a decision is good for students and will improve learning, what are you waiting for? If you had no fear, what would you do?

7. In any situation, how will the best people respond to this decision? 

There will almost always be critics of any significant or meaningful decision. We cannot please everyone. What's right is not always popular and what's popular is not always right. But in any situation, we should consider what the best people will think. If my very best teachers will not support a decision, then perhaps I need to consider why I feel this is the best decision in the first place. If the best teachers are unable to support a decision, then maybe I need to go back to #4. What exactly do I hope to achieve if even the best people in the building are not on board? Conversely, how often do we delay or lower our expectations because of the worst people in the building (students or teachers)? We shouldn't aim lower or expect less because a few people seem to find a problem for every solution. If the best people are supportive, then even in the face of some criticism, a school can successfully move forward.

Question: What other questions would you include to guide effective leadership decisions? I want to hear from you. Leave a comment below or respond on or .

This is an update from a previous post published here in April 2014. 

Technology Is An Every Day Thing

What are some things you use every day? I bet I can predict with great certainty a few of them. Let's see. I'm guessing you use your toothbrush every day. How about water? Electricity? Hopefully clothes, unless you are appearing on the reality show Naked and Afraid. Good grief. What will they think of next? 

Umm...I'm guessing you use a bed every day (or night), probably a car, and you can't forget this next one. It's very important. You probably use a toilet every single day. It's necessary, right?

I'm sure you're amazed right now at my ability to know you so well. It's almost like I know everything about your daily life. You might be a little creeped out. Has that crazy Twitter principal been stalking me? 

But wait, I'm not done yet. There is one more thing I bet you use every day. In fact, I think you might be using it right now. Most of us use one or more of these nearly every singe day. If you are a teenager, you might have confused it with one of your other four limbs.

That's right. You guessed it. It's a connected device. For you teenagers, that doesn't mean it's connected to your body. It could be a mobile phone, a laptop, a Chromebook, an iPad, or one of the many other varieties out there. We like to connect every day.

I'm guessing many of you even use several of these devices during your typical day. You probably have a couple at home, at least one at work, and a smartphone that goes with you everywhere. 

I just ran around our house and did a quick audit. Drum roll please. I counted 29 web connected devices in our home. We need to have a garage sale. Of course, who would buy a Palm Pre smartphone? It was a great device in 2010. Just shows how irrelevant a device can be in just six years. The Palm brand has gone the way of the dinosaurs. Extinct.

So last year was the first year our school was 1:1. Every student had a Chromebook to use for learning every day. One of the reasons our school made this move was because we all use technology in our everyday lives, so why should school be any different?

Before 1:1 came to Bolivar High School, using technology was not necessarily an everyday thing. We had computers in the library, in computer labs, a few scattered around in different classrooms, etc. But there was not consistent access. Some students rarely used a device for learning.

As we made the transition to 1:1, we knew every teacher was in a different place in terms of their comfort and skill with using technology. Of course, we are always striving to increase the comfort and knowledge of our staff. And we like to nudge people out of their comfort zone, too.

But since everyone was in a different place, we didn't set any universal expectations. There weren't any quotas or mandates on how to use the Chromebooks. Every teacher is unique, and the curriculum they teach is unique too. So we didn't expect everyone to use the Chromebooks in the same way, or equally as often.

We simply asked everyone to look for ways the technology could provide value and enhance learning for students. And I believe every single teacher in our building used the Chromebooks to support learning in one way or another. That's a good thing.

But even though all of our teachers were open-minded and supported the need to go digital as a school, some just didn't see the relevance as strongly for their classroom. I'm guessing there were a whole variety of reasons the devices were used or under-used in each classroom.

But consider these questions. Do you have multiple devices in your home? Do you rely on a device daily? Is your ability to connect important to your learning? Do you feel your ability to connect is empowering to you? If you are a digital learner, I'm guessing you answered yes to those questions.

Even if you didn't answer yes to all of the previous questions, consider the following. Do most professionals use devices every day? Are the most successful people connected learners? Is our world becoming increasingly digital? Will more opportunities come to those who are competent digital learners?

It just seems obvious to me that our students will need to be digital learners to be successful in the future. Heck, they need to be digital learners now in order to get the most from their school experience. There are tools and resources available online that far exceed the resources we could provide otherwise.

And almost every school has realized this to some extent. I haven't visited a school yet that isn't using computers or digital learning in some way. 

But technology should be an every day thing. It shouldn't be a special event, a remediation strategy, a canned learning program, or an enrichment activity after the real learning is done. It should be an authentic part of learning. It should empower us, connect us, and give us new opportunities. It should stimulate curiosity, creativity, and help us solve problems.

Technology can be used to support learning, but it can also be used in ways that transform learning. And it is far more likely to be transformational when it is used regularly. It just becomes a normal part of learning and not an add-on or special event.

Now you might be thinking that using technology in every class, every day sounds rigid. And don't we sometimes need a break from tech? Don't we need to unplug occasionally? Aren't students using technology every day anyway? Some students are probably using technology too much, right?

We absolutely need to keep some balance in mind. Too much screen time can be bad for us. We need to unplug from time to time. I took a month-long break personally in July 2015. There are benefits to pausing and stepping away from devices.

But that's not a reason for limiting tech in the classroom when it could be so helpful. I recently learned about the Project Red research study, a large-scale look at practices in 997 schools across the U.S. The report includes seven key findings about the effective use of technology in schools. One of the key findings was related to the importance of daily technology use:

Schools must incorporate technology into daily teaching to realize the benefits. The daily use of technology in core classes correlates highly to the desirable education success measures (ESMs). Daily technology use is a top-five indicator of better discipline, better attendance, and increased college attendance.

The Project Red report shows how powerful technology can be when it is used effectively. There were all sorts of positive outcomes in schools that implemented technology well, including the benefits found from daily use of technology instead of intermittent use.

So I would challenge you to consider how you are using technology in your classroom. Is it an every day thing? Even if your students don't have access to school-issued devices, what can you do to help them develop as digital learners? I would love to hear from you. Leave a comment below or respond on or . Here we grow!

15 Essential Skills Your Students Must Develop Now To Meet The Challenges Of An Uncertain Future

What are you preparing your students for? College or career? The next grade level? Standardized tests? Or something more? We can't afford to be shortsighted in these challenging times. But is it even possible to predict what students will need to be successful in the future? The world is changing at such a rapid pace, the only constant seems to be rapid change and increased uncertainty. 

In fact, one report estimated that 7 million jobs will disappear globally within the next five years. The same article reported over 2 million newly created jobs will help offset that loss. These new opportunities will emerge in technology, professional services, and media. These extreme shifts are happening because of advancements in robotics, artificial intelligence, and biotechnology.

Of students entering primary schools today, 65% will someday work in jobs that don't yet exist. That is staggering to contemplate. You can even use this handy calculator to find out the likelihood your job could be automated in coming years.

LinkedIn published a list of jobs advertised on its site that barely existed five years ago. 8 of the 10 jobs on the list belong to the digital world—Android developer, digital marketing specialist, cloud services specialist—to name a few. It's easy to see examples of how technology is changing the workplace.

Beyond the implications for employment, changes in population, politics, culture, climate, diversity, etc. will also present significant challenges in other areas of life. Being 'future-ready' goes beyond just 'college/career' readiness, because life extends beyond our need to earn a living. 

Tragic events in just the last few months illustrate the magnitude of the problems we face in our contemporary world. Just last night there were the Dallas Police Shootings, preceded by the Philando Castille shooting in Minnesota and Alton Sterling shooting in Louisiana. This summer we've had Brexit, more ISIS bombings, the Orlando night club massacre, and more bad news about rising ocean levels and climate change.

While the future should be viewed with optimism, the current headlines are warnings of the need for change. To navigate the challenges of these disruptive times, we need the mindset of adaptable learners. It's the ability to adjust to meet the needs of the future by learning, unlearning, and relearning. We must develop the ability to quickly learn the knowledge and skills needed to survive and ultimately thrive.


The list below includes 15 skills that will help your students adapt and be ready for the challenges of today and tomorrow.

1. Problem-Solving

It's not enough to know information. You must know how to apply information to new contexts and use reasoning and critical thinking skills to find solutions.

2. Creativity 

The ability to develop new ideas is extremely valuable. People will create value by divergent thinking and seeing problems in completely new ways. Creativity is art, but it's not just art. It extends to every area of life and thought.

3. Communication Skills

Both written and verbal communication skills are needed to express ideas and create content. 

4. Taking Risks

Adaptable learners are willing to take risks to try new things. They step out of their comfort zone to pursue learning and innovation. Fear of failure doesn't hold them back.

5. Continuous Growth

It's not enough to develop expertise in an area and then ride the wave the rest of your life. Constantly growing and learning and building on expertise is the wave of the future.

6. Recognizing Opportunities

Adaptable learners see new possibilities and seize them. They don't wait on the sidelines hoping things will work out for them. Instead, they jump into the game when a great chance comes along.

7. Building Networks

Being connected is critical for adaptability. Learning is multiplied when you draw on the power of your network. Networks are a source of help, support, encouragement, and ideas.

8. Utilizing Teamwork

Teamwork involves shared ownership of goals, tasks, and outcomes. Together we are able to achieve more. A high-performing team is characterized by positive interdependence of team members. Or in other words, you have each other's backs.

9. Leveraging Resources

An adaptable learner uses available resources to the maximum. As future resources become scarce, it will require wisdom for how and when to use resources to provide the greatest value to self and others. 

10. Managing Change

Change can be unsettling and even frightening. The learner who will thrive in the future won't deny change or simply react to change. With the right mindset, it's possible to shape and influence change while remaining flexible. 

11. Interpersonal Skills

Learners need skills to relate to others positively. Our success in life is tied closely to our social skills. Empathy, compassion, honesty, trustworthiness characterize the adaptable learner.

12. Embracing Diversity

Globalization continues to make our world smaller and more interconnected. Diversity will be more evident in every aspect of life. As a result, there will be even greater need to work effectively with others who have racial, cultural, religious, and political backgrounds different from our own. 

13. Life Mission/Purpose

When learners recognize a purpose for life beyond themselves and work to make the world a better place, everyone benefits. A future ready learner recognizes the need to give back.

14. Sharing Knowledge

Adaptable learners create value, not by storing up knowledge, but by sharing it with others. Being recognized as an expert comes from the influence of sharing what you know and the ideas that identify your brand.

15. Perseverance

Perseverance is perhaps the most important skill of all. The future will demand the ability to stay with problems longer, to be persistent, and to never give up.

Question: What skills would you add or remove from this list? How are you helping your students become adaptable learners? I would love to hear from you. Leave a comment below or respond on or .