Intentional Leader: Team Unity – We Before Me

Monthly Theme: RELATIONSHIPS

Week 3

This week, I had the opportunity to look into my working relationships, team dynamics, team contribution and to take action on a challenging experience.

In thinking about team unity, I am reminded that I have a choice to commit and contribute to PSD’s Vision of creating a place where exploration, creativity and imagination make learning exciting and where all learners aspire to reach their dreams. I appreciate that I have an opportunity to work with various departments, administrators, teachers, organizations and community members to accomplish PSD’s vision. I can make a difference MYSELF, but certainly when I move from ME to WE, the making a difference piece is further empowered by multiple contributions. These multiple contributions can also be difficult. Everyone brings different experiences and perceptions to the group. At times, some group members do not share their thoughts or work in silos; not seeing the BIGGER picture or conversation. If it affects the work that I am doing I find that a one on one conversation with that particular person to connect the pieces in my mind and clarification from their end, usually suffices in moving forward. I recognize that individuals are at different points in their journey in fulfilling the greater vision and I also realize that time and understanding are key. Trying to separate data from emotion when people are passionate about their work, can be tricky when a pathway or journey is not clear.

Last year I was able to participate in two important professional learning programs which gave me clarity to maneuver that tricky pathway/journey – Cognitive Coaching and Fierce Conversations. Cognitive Coaching is a model for deeper conversations and thinking about planning, reflecting or problem solving. Fierce Conversations deals with leaders that have conversations that interrogate reality, provoke learning, tackle tough challenges and enrich relationships through four different conversational models for teams, coaching, delegation and confrontation. Each of these programs proposes understanding; meaning, taking time to understand a situation before sharing an opinion (if any). They promote seeking out resolution, communicating clearly, willing to ask for help and looking at the BIGGER picture (or VISION).

As I write this, WEDAY Alberta is streaming live on my computer screen. I see that this organizations theme of “We Inspire the Change” fits perfectly with my week long look into my working relationships. As part of an educational organization, I ask myself and the people I work with, “How can we inspire change in our organization?” and “How can we commit to our PSD Vision?” What evidence should we gather to know that we are on the right direction to fulfilling this vision? These are all questions circulating in my mind as I watch the morning portion of the live #weday webcast.

I also add in a few inspiration quotes heard during the #weday live webcast:

We are not asked to do great things. We’re asked to do all things with greater care. ~ Martin Sheen, actor

Overall, daily actions in collaborating with others are not easy, but it is so worth it when you see the results!

 

Got Some Change?

Change. Although this could represent a post-disco group in the 1980’s, an R&B group in the 1970’s and the word itself has been used in many songs from Black Sabbath to Taylor Swift, it evokes powerful emotions when linked to the realm of education.

Change. It can be purposeful and effective when designed meaningfully to meet our students needs.

Change. Day 1 of the Leading Our Way Forward Conference in Edmonton hosted by ERLC and CASS is highlighting how school divisions and leadership teams can increase capacity via a learning/instructional coaching model. Keynote speakers Bernajean Porter and John Clarke stimulated participants’ thinking through various activities, discussion topics, sharing of research and resources.

Change and technology. Throughout Bernajean’s keynote session, participants interactively engaged in using a number of tech tools. We microblogged using TodaysMeet with specific questions and activities in mind to reflect in this online forum. We completed an online survey using Polleverywhere and we have the opportunity to review her session notes any time at http://erlc.wikispaces.com/BernajeanPorter. By demonstrating the use and purpose of some of these tools, I am hoping leaders will use them often and effectively. In our own school division, I know of several administrators and teachers who are tasking these web 2.0 tools to gather feedback, gain data and inform the learning/assessment process. Popular tools being used are:

1) TitanPad or PrimaryPad are an online collaborative, closed environment where up to 16 participants at one time can share information, no need to register or require an email address. Uses have been to set up staff meeting agendas, work on group poetry projects, complete a critical thinking challenge, or plan a school event.
2) Blogs – the ability to journal, reflect and comment on one’s learning experiences is a great way to showcase growth in understanding for teachers, administrators and students. Kidblogs, edublogs, blogger and wordpress are a few of the online programs being used in PSD.
3) Polleverywhere has been used for a couple of years. Our high schools were so impressed with its ease of use, ability to embed in powerpoints and instantaneous feedback that they each bought a premium license that tracks the feedback.
4) Twitter is the five year old application where 140 characters and abbreviations don’t stop the deep conversations, sharing of information, varying distant yet important relationships and 24/7 connectedness to the learning environment. Daily, our #psd70 staff are understanding the power of a Professional Learning Network. This conference is entertaining its own hashtag of #lowf which allows participants to share gems from both Bernajean, the fireside chat group and John Clarke, but it also allows the outside world to lurk and participate as well.

Change and collaboration. In collaborative cultures we all work together so that the effort and moving forward is a group thing. It is pertinent that we understand how to work together as adults and our students need these skills as well to be successful learners and citizens. To further build on Bernajean’s discussion about the difference between a cooperative or a collaborative team, Garfield Gini-Newman from TC2 has an archived webinar from November 2010: Focus on Critical Inquiry – Collaborative Inquiry. For those schools/divisions involved with the Critical Thinking Consortium it’s one video highly recommended by fellow Curriculum Facilitator, Diane Lander. As well, the activity of answering either “What do we see, hear, feel in collaborative classrooms?” or “What do we not see, hear, feel in collaborative classrooms” was eventful; check out one of our tables’ posters:

Change and strengths. Bernajean spoke about being positive and intentional when in a collaborative mode. Forget the icebreakers, build relationships, work to have the sharing environment safe and authentic. A couple of book suggestions during this topic were: Take this Job and Love It and Verbal Judo.

Change and analysis. By using a force-field analysis, groups can look at what their “it” is that is being focused on and see where it is supporting and limiting to the work being done in the school division.

Change and reflection. Implementing a reflective, collaborative culture for professional development has been shown to be effective in making gains in student achievement. Bernajean summarized November 2010’s Leading and Learning magazine edition which concentrated on Creating a Culture of Collaboration. The fireside chat with a group of superintendents also shared specific ways that they dealt with changing their school division’s culture for the betterment of all stakeholders.

Change of presenter. After lunch, we were treated to John Clarke’s playful and in-tune original, yet poignant songs. He had use conversing and moving about the conference floor in the Give One Get One activity. This was definitely raising the comfort level through intentional meeting and discussion, showcasing that we all have value in our thoughts and reflections. In order for school divisions to effectively respond the accountability and quality learning foci, two goals need to be addressed:

1) Professional development for all teaching staff.
2) Development of the school division’s capacity to learn and be adaptive.

Change and cognitive coaching. A way of thinking in using a set of strategies to work individually and in groups to problem solve and shape thoughts. In PSD we have a few colleagues who previously have worked with John and attended his Cognitive Coaching seminars. They all speak highly of the process that is based on four propositions:

1) Thought and perception produce all behavior.
2) Teaching is constant decision-making.
3) To learn something new requires engagement and alteration in thought.
4) Humans continue to grow cognitively.

We look forward to further cognitive coaching training in our division with John’s assistance and guidance!

Change and adaptation. To be adaptive means to change form and clarify identity. New challenges in education require new and increasingly flexible forms for school divisions. And the ways in which we define the meaning of our schools and schooling shape the identity of our school division in which we work and the identity of the individual people within our schools. With the First Word, Last Word activity, John had tables read through Karen Seashore Louis’ work on the five attributes of collaborative cultures that improve learning for all students. The five attributes are:

1) Shared norms and values.
2) Collective focus on student learning.
3) Collaboration.
4) Deprivatized practice.
5) Reflective dialogue.

The activity had table participants take time to comment on specific expressions picked out by members. A good activity to activate authentic listening and safe sharing.

Change and community. In reviewing our needs as a school division, some guiding questions can point us in the right direction:

1) Who are we? (what values do we have in this learning culture)
2) Why are we doing this? (should we be doing what we are doing)
3) Why are we doing this – this way? (are there better ways of doing this and what are they)

Change and norms of collaboration. We are either working from a dialogue or a discussion standpoint. It is important to note that sometimes dialogue outweighs discussion or vice versa. In looking at the outcomes of these two processes, dialogue is for understanding and discussion is for making a decision. The seven norms of collaboration are:

1. pausing
2. paraphrasing
3. putting inquiry at the centre
4. probing for specificity
5. placing ideas on the table “here’s a thought we may want to consider”, “here’s a hunch, something going through my brain”
6. paying attention to self and others
7. presuming positive intentions

Change and its origin. The word change comes form the Middle English cha ( u ) ngen  < Anglo-French, Old French changer  < Late Latin cambiāre, Latin cambīre  to exchange via http://dictionary.reference.com/browse/change. The word is 835 years old, has 38 different dictionary meanings and is an important part of the learning process, educational reform and instructional evolution we are facing in 2011. How collaboratively our schools, school divisions and leadership take on this change process will result in continuing the movement towards a flexible learning culture that is ready, poised and authentic in its mission, vision and attitudes.

Go ahead, be the change that you want to see in your school, in your school division, in your community, in society. Why not?

 

Make Time for Learning

photo © 2010 Robbert van der Steeg | more info (via: Wylio)
Time. It’s a precious thing and when it comes to the school day, it’s always in question. In my years as an Assistant Principal, I would hear “there’s not enough time to cover the curriculum” or “transition times are eating up my core classtime”. For all of us in education, getting back face to face time is important. This morning, I had the opportunity to listen and participate in a webinar (the first of four) regarding “Making Every Minute Count”. This webinar is hosted by Schools Moving Up – an organization that I have spoken about before. Not only does SMU have this topic, but there are many archived and future webinars and resources available. You just need to register to benefit in the amazing quality of resources that they put out.

Summary of Making Every Minute Count

With the question of “Are you considering expanding learning time at your district or school site, or are you wondering about how to effectively use additional learning time?” on our minds, Ben Lummis and Sarah Gallagher from the National Centre on Time and Learning gave us a great deal of research, case studies, audit and observation tools.

During this time of year, school staff is reviewing timetables, looking at staffing, checking the upcoming year’s budget, etc. And whether they are interested in finding additional learning time or considering expanding it, the important feature is making sure that every minute of the school day is used to maximize learning, capitalize on critical challenges, develop solid relationships and lead learning within authentic experiences.
This webinar addressed:

• assessing the  use of time
• recapturing lost time
• making classroom learning time more effective

Some school examples were shared – check out the short or long powerpoint version. As well, on the SMU website there are two other case studies.

What did I like?

I came away with some research, case studies and tools that I can share with colleagues. The guiding framework for how to effectively expand learning time is quite simple and seems it will give schools that use it, a direct way to assess their current use of time in their schools.

For those students who fit a 92% attendance category, it was interesting to hear that in some of the case studies an “attendance coach” strategy was used. This coach could be a staff member, a retired teacher, and even a local community member. Another shared attendance strategy was using auto-texting – great way to use the technology that students/parents are already carrying with them. And finally, one school gave out alarm clocks that seemed to do the trick.

The checklist and discussion surrounding similar school-wide strategies peaked my interest. It was shared that students have smoother starts to their learning in class if each of the teachers that student sees in a day starts his/her class in a similar fashion. A suggestion was to have staff set up 2-3 “Do Nows” strategies for either start up, transition or end of class activities. As well, to see these strategies in action, teachers could observe each other through mini-coverage opportunities set up by an administrative team or colleague group.

The Quality Time Analysis Tool is an 8×14 sheet that works through academic support time, non-core time, and lunch, transition, homework, and homeroom times. Allocated and no purposed time is reviewed and if the staff see there is more “waste” than they would like from their initial analysis, then they can discuss how use their instructional time more effectively. Well set up and very easy to use.

Classroom Time Use Tool is a more in-depth one classroom resource that directly targets time on transitions, teacher-led learning, student work time and assessment. The example shared shows a two hour stretch of time – so it does/may be time consuming on the part of whomever is observing to use this, but it does/can give a good allocation output of how instructional time is being utilized.

If TIME is something you want to gain or assess, the above tools, especially the Quality Time Analysis Tool and the similar school-wide strategies would be great places to start the discussion.

 

How to Guide Professional Learning

I am always ready to receive, search or obtain professional learning materials/resources. One such resource that I have been receiving for almost a decade now has been the ASCD Educational Leadership publication. Originally only found through print via mail; over the past many years, ASCD has complimented the publication with online features for members. The articles presented are always engaging and easily discussed with teacher colleagues. Today, I find myself reading an ASCD SmartBrief email (must be an ASCD member) and at the very bottom of the scrolled page I see:

 

“Continue your professional development with the Educational Leadership study guide
Did you know that each issue of Educational Leadership is complemented by a free study guide? Delve into and discuss topics from this month’s issue on what students need to learn — from addressing common core standards to how to best teach reading — with the March study guide. Access the guide.”

What? I can have MORE of ASCD? I can GUIDE the conversations more effectively? WOW, what else can I say? I know that the EL Study Guide has been around for many years because I just checked the archives!

 

This gets me excited about using the EL Study Guide in:

1)     Continuing the discussion of a particular article with a PLC group.

2)     Sharing an article with administrators and creating a discussion question where they can either share their thoughts in a F2F environment or even an online forum.

3)     Inviting students and parents to share their thoughts on a specific topic published in EL with directed questions.

4)     Engaging subject-specific teachers in workshops to think deeper about an article.

 

What am I doing with this newfound professional learning? I will be taking time to either leaf through my EL print copies or online versions to see where I can further my understanding and direction on articles that I have ‘favorited’ over the past year (or more).

 

What are you doing in using the ASCD articles and/or the EL Study Guide? I would enjoy hearing from you about your experiences.

 

 

Technology in Education Videos

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I just received the latest Tech News newsletter from Alberta Education. There are always great tidbits, resources, and the latest tech news found in this newsletter. Feel free to subscribe yourself at http://www.industrymailout.com/Industry/Subscribe.aspx?m=16941. The following videos were showcased in this latest newsletter and they are not to be missed!

Since May 2010, I have had the opportunity during various conferences, workshops and meetings to view each of the videos below. First off, they are quite polished and one is able to hear the thoughts from students, teachers, parents and research gurus. Secondly, they are short enough to share with a group of teachers who are looking to further engage their students.

21st Century Learning: Technology in Education Videos

Alberta Education has produced a series of videos to illustrate 21^st Century learning in Alberta. The five videos show how Alberta schools are currently using a variety of technologies for teaching and learning.  They include:

• Technology in Education: The Possibilities This video showcases a school environment that has fully integrated technology into day-to-day learning and teaching.
• Connection with the International Space Station This video shows the innovative learning and teaching that lead up to the question-answer session between students in Palliser Regional Schools and astronauts aboard the International Space Station.
• Flexibility in Learning Through Technology This video provides a glimpse into the lives of students who have chosen to attend virtual schools.
• Success for All Students with Technology This video showcases two schools that use technology to help students with complex learning needs and language barriers.
• Making Global Connections This video shows how videoconferencing is used to make student learning relevant and engaging.

Image: http://www.nwlincs.org/CompTech/images/LevelB4.jpg

 

What Matters Now

This slideshare, which I first shared with a group of administrators in our very own Supporting Leaders in Integrating Technology (SLItech), is hosted by Seth Godin and various contributors. It is chalked full of great slides that administrators and teachers can share, learn from, explore and reflect on throughout this school year. They are all free to share and so good that I copied my original SLItech blog and posted the info here as well. These slides WILL make an impact on your thoughts and actions this year. Some specific slides may even make a deeper connection! Some of my favorites include 5 (Seth Godin); 15 (Michael Hyatt); 19 (Chris Anderson); 20 (Tom Peters);  25 (Dan Pink); 50 (Chip and Dan Heath); 60 (David Weinberger); and 63 (Todd Sattersten).

Seth Godin (5) writes about our opportunity to make a difference where “people will gravitate to you. They want to engage, interact and to get you more involved.” This, in turn, allows a more deep connection. In our schools we really should work towards this, as Seth remarks, “You touch people or projects and change them for the better.”

Michael Hyatt’s (15) vision reminds us that we need to keep this in the forefront of what we do, say and share on regular basis within our school division, our schools and in our communities. Too often, “vision is the first causality” when too many other things are beckoning our time and effort.

Chris Anderson (19) is genius on “atoms.”

“Anybody with an idea and a little bit of of self-taught expertise can set assembly lines in motion in China with nothing more than some keystrokes on their laptop… they are a virtual microfactory…. the collective potential of a million garage tinkerers is now about to be unleashed on the global marketplace.  “Three guys with a laptop” used to describe a web startup, but now it describes a hardware company too.  Peer production, open source, crowdsourcing, DIY and UGC– all these digital phenomena are starting to play out.  Now the revolution gets real.”

This is the global society our students are part of, and we must challenge them, support them – be those three guys with a laptop – and respect that many of them already are, or infinitesimally close to becoming so.

Tom Peters (20) offers 19 E’s of Excellence, and it’s my favorite slide. I think I am going to post this one in my office.

I adore Dan Pink (25).  His piece is on Autonomy, an excerpt from his new book, Drive.  “After a decade of spectacular underachievement, what we need now is less management and more freedom– fewer individual automatons and more autonomous individuals.”

Chip and Dan Heath (50) write on Change.  “Stop agonizing about what’s not working. Instead, ask yourself, “What’s working well, right now, and how can I do more of it?” Classic.

David Weinberger (60) reminds us that that, “if we listen only to those who are like us, we will squander the great opportunity before us: To live together peacefully in a world of unresolved differences.”

Finally, Todd Sattersten (63) writes about one of my favorite movies – The Karate Kid. We must remember to obtain focus, to inquire and to “be present”.

Our challenge in education in the SLItech project is to integrate learning into the digital-age where students, administrators, teachers and communities are active, engaged and motivated to connect to daily.

**Please share and make comments on your favorite slides!

 

Teaching and Learning with Technophobia

For those of you who know me, I am passionate about technology. If learning can be more engaging, inventive, creative and guide problem solving in new ways that I have never even thought of, why should I not introduce it to my students, staff, administrators and PLN?

Yet using technology in front of a group of administrators, or teachers or even a class of students is not always a turn-key process. There are those educators that truly say, “I have taught this way for many years and it is working very well, so why should I change?” These are people who require more ‘elbow’ time to get  a handle on the technology that now surrounds them 24/7. Then, today, I came across a great blog by Janet where she spoke about her phobia regarding technology. It is certainly a blog that I will share with a few technophobes that I know – maybe understanding that they are not alone will assist them in gaining a bit more courage or thought to persevering through it all. As well, Janet shares her song with an amazing YouTube video created by Alex Francisco:

So, to all those technophobes out there, here is some advice:

1)      Ask!!! Don’t spend too much time on something only to frustrate yourself.

2)      Students are your BEST resource. They live in this digital-age world comfortably and know a few tips and tricks, plus they feel great when the help out.

3)      Clarity. Assignments or activities using technology must be precise and clear.

4)      Join an online PLN. Whether it is in Twitter or an RSS aggregator of Blogs. It is important that you hear from other professionals going through similar experiences. Ask a tech savvy person to get you going on ONE of these formats.

5)      Failure is an opportunity to learn. It is OK when technology does not work or that students require more supervision/guidance. This is an important life skill we all need to work on to grow in our own digital way.

Take time to watch Edutopia’s video Technophobia: A Classroom Veteran Warms to Digital Tools.

Are the other ways you assist alleged technophobes in your school? Are you a recovering technophobe with a story to share? Comments are always welcome.

Image – http://cf2.8tracks.us/mix_covers/000/108/910/22209.max200.jpg

 

Effective Teaching Practice?

I have been a Teacher List http://www.theteacherlist.ca/ member for at least ten years. Pete is a local teacher and married to a retired teacher-friend of mine. For the most part, I appreciate his thoughts and TeacherList member recommendations. Passing on websites and interesting links to other teachers has been a delight. Yet, there are times where some of the material presented has struck a chord or a reflective ponder:

“does this resource truly fit the vision,

needs and wants of our school/division initiatives?”.

There have been many a discussion of certain articles, blogs, software, etcetera. I believe, as an educator, we should critically question what we are reading. Look for resources that fit our needs, however we should also be aware of those resources that DO NOT fit our needs.

What am I really talking about? What is the ranting? This week, TheTeacherList promoted Doug Lemov’s book, Teach Like a Champion. I thought to myself – “catchy title” and decided it was worth a look. The URL:  http://www.uncommonschools.org/usi/aboutUs/taxonomy.php provided some basic information, but the nine page NY Times article gave me some really interesting points of thought. Ultimately, my stomach was in a knot about sharing this, yet I thought I would get some good comments from my Learning Services colleagues. I sent the TeacherList write up with these comments (I tried to stay neutral in my thoughts):

***Click on the URL and go to the NY Times article. Although it is 9 pages long, it is well worth the read!! I would welcome your thoughts on this. Should/Could this be a good resource that we share with teachers and admin?***

Diane was first with her comments -

My interpretation of the article and other thoughts:

What I have gleaned from this article is that the taxonomy offers ideas for improving “stand and deliver” techniques. Many of the suggestions offered in the taxonomy are strategies for improving classroom management (how to make the students listen better to the teacher, behave better, follow directions, look at the board…) as well as emphasis on the teacher as the content expert.

While the suggestions are definitely great strategies for a teacher centered approach, I wouldn’t recommend sharing this article with PSD staff. We want to endorse the shift to a more child centred approach, where the classroom is a community of learners, students understand the learning targets, and are engaged as a result of their ownership of the learning. There’s no question that classroom management is a huge component in a child centered approach. However, different techniques are required than those offered in this article.

…And here’s my soapbox (or more eloquently known as my “talking points”)…

The critical thinking approach we are working with is one approach that puts learning into the students’ hands. The teacher’s very important role is to pose the kinds of questions or problems that give students a purpose for learning the content, leading to deeper thinking about the big ideas by having students use predetermined criteria to support the judgements they make. Teachers scaffold the learning by offering them thinking strategies and differentiating instruction along the way. Students uncover the knowledge and understanding outcomes by being engaged in tasks that have them learn and practice the skills outcomes identified in the program of studies.

I added my thoughts and returned the discussion back to the group

First of all, I agree with Diane’s interpretation, thoughts and talking points. I was taken aback from the comments made in the NY Times article that this “taxonomy”/book is targeted to new teachers……they are a group which are more than willing to try anything to be effective and successful teachers; well, ALL teachers want to be effective and successful. My point is that, such as Diane has iterated, this book IS a teacher-centered resource n(according to the article). There is no thought to 21^st century skills which are student-centered in nature. Do I want to pick up this book to read? Not really, since there are so many better books out there. Yet, I believe it is important for us to be aware of other ideas/information targeting “effective teaching practices”.

Now, I believe it is time to let others have their chance to discuss…..and add my comments to Pete’s comment area. After all, he should know that he has spurred on some great discussion.

Image – https://icat.okcareertech.org/v3/files/lguilfoyle/m/bgArS1P5fI.jpg