No one can deny the fact that we are seeing some pretty exciting changes in teaching, learning, and leadership. Advances in research, brain science, and technology are opening up new and better pathways to reach learners like never before. This excitement, in some cases, effects real change and has supporting evidence of improvement. In other cases, money is being dumped on the latest tool, program, idea, or professional development without ensuring that instructional design is up to par in the first place. Pedagogy trumps technology. It also goes without saying that a solid pedagogical foundation should be in place prior to implementing any innovative idea. (more…)
If your staff didn’t have to attend your next in-service training, would they?
If the training covers the 54-slide overview of ESSA changes or a new literacy initiative, I’m sure we can all guess the answer. There’s never a shortage of initiatives, mandates, or policy changes to review—I used to be the guy who had all my ducks in a row, with my all-important PowerPoints and handouts ready for in-service day. In retrospect, I know my teachers would rather have been somewhere else than “listening” to me give them information that I could have relayed at another time and in another way. (more…)
You would be hard-pressed to talk to a teacher, secretary, or school administrator who would say we are not experiencing some disruptive times in education.
Since 2008, public perception of educators, in general, has been less than favorable. Expectations have increased exponentially, but funding education initiatives has not grown at the same pace. We face one disruption after another, yet we continue to find ways to meet the needs of our students, engage parents, respond to community desires, and do what is best for all stakeholders.
We recently co-authored a book titled, Leading Schools in Disruptive Times: How to Survive Hyper Change. As the political and social climate in our nation has changed, the release of this book could not have come at a better time. (more…)
Guest post by Brian McCann
It’s taken me nearly 15 years to get the opening of school “right.”
And in all of the summer planning I did for more than a decade: the refreshing of the building, the supplies ordering, the school’s master schedule, I forgot the most important stakeholder of all: the children.
It wasn’t until I was engaged in a summer Twitter chat a few summer’s back that Craig Vroom, an Ohio middle school principal, introduced me to the #1st3days.
The philosophy of #1st3days has a laser focus on relationship-building and brands from the opening bell that people are the heart of this high school.
Guest post by Eric Sheninger
In my last post, we explored the importance of demonstrating efficacy to build support for, and ensure the success of, your school’s digital transformation. The Rigor/Relevance Framework offers a strong overall framework to reinforce pedagogical foundations while also moving practice from isolated pockets of excellence to systemic elements that are scaled throughout the learning culture. With that context in place, the next challenge is putting in place the right structures and supports to ensure success.
Below are five key areas (essential questions, research, practicality, evidence/accountability, reflection) that can put your classroom, school, district, or organization on a path to digital efficacy. (more…)
Guest post by Jethro Jones
I had someone ask me the other day, “What does effective teaching look like to you? What do you look for when you walk into a classroom?” I thought this was a really interesting question that I have not had to answer in awhile, but I think it is important to share how my thoughts about this have changed over time. (more…)
Guest post by Jamie Richardson
Creating authentic learning for students is challenging. No longer do students simply complete a project, get a grade, and move on to the next assignment. Their learning is long-term and connected to the next experience. Our work at LaCreole Middle School in Dallas, OR, revolves around project-based, problem-based learning. We strive to put our kids into real-world situations, similar to the conditions that many working adults encounter every day. When done right, these types of learning opportunities help students develop collaborative abilities and critical thinking skills along with a host of other skills and knowledge. (more…)
Guest post by Bill Ziegler
School administration is often missing innovative leaders who are willing to make the courageous decisions, think creatively, and use the vision casting necessary to move schools and student learning forward. Perhaps we don’t fully understand what it takes to be an innovative leader and we buy into the societal idea that innovators are risk-takers searching for their next new thing to create or design. (more…)
Guest post by Jamie Richardson
A few years ago, I found myself trying to convince my son that he needed to “play the game” of school and figure out how to rack up as many “points” as possible in order to succeed. As these “encouraging” words came from my mouth, I stopped and asked myself, how was it that any of my students—let alone my very own son—needed artificial motivation to feel inspired about school? At that moment, I came to an important realization: (more…)
Guest post by Mike King
With the many advancements in educational technology and 1:1 device initiatives, schools hope to provide a 21st-century education for all students and find ways to improve instructional practices to increase student learning and performance. Yet, in my experience and the experiences of many colleagues, we have seen limited advancement in the ability to design learning experiences that target higher-order cognitive skills and have a significant impact on student outcomes.
How can schools improve their practices in digital literacy? (more…)