Leadership in Learning: Week 4

Essential Questions

●      How can working on relationships help me be a better change leader?

●      How can I turn barriers into opportunities?

●      What are the opportunities for change in my school?

The Importance of Relationships

I found one of this week’s key points to be that we have to go to the students, meet them where they are.  We do that well at Assets; it’s part of our regular conversation to ask, where is that student now?  What is the next step to help him go towards the learning outcome?  They may not always get all the way there, but we help them down the path.  It’s true, too, in terms of interests of the students.  I have to find ways to meet each of them where they are in terms of personal passions.  It’s easy for me because of my diverse interests and natural curiosity, and it makes a huge difference to let students use what they love in the classroom.  It was helpful to look at my school’s “bright spots” after watching “Culture Based Education”^[1].

Elements that resonate with me and exist in our school:

●      Awareness of who we are as a group (learning different- all of us)

●      Openness in terms of sharing stories and strategies, and trying to support peers with ideas for whatever their challenges are

●      Appreciation for education in the perspective that many students have been told they can’t learn or they aren’t smart- they are in a place that says they can learn and are capable

●      Incorporation of varied and authentic learning: hands-on, in and outside of the classroom, our Mentorship program (every student 10-12th grade is in a job every Wednesday in the community, 9th graders have on-campus “jobs”) “Makahana Kaika” and “'A'ohe pau ka 'ike i ka halau ho'okahi”

●      We have a strong legacy of Assets alumni who come back every year (we have an Alumni luncheon the day before winter break) and of that connection in the community

In consideration of the article, “Improving Relationships Within the Schoolhouse,”^[2] I believe that faculty relationships are reflected in the students and the community, but I’m not sure where the chicken is and where the eggs are in terms of how the cycle gets started.  What is true is that having positive, collegial relationships at work makes all the difference when the challenges arise.  While my program is congenial and collegial, mostly, we are guilty of the isolation and withholding “craft knowledge” at times.  We are encouraged to share as we do show & tell at every faculty meeting and regularly share strategies in our “10 O’Clocks” (20 minutes every day- all about students), but there’s been a growing sense that it’s often just a “show” rather than a modality for feedback or give and take.  Some teachers are reluctant to have ideas “stolen” and some need reminders about giving credit when the sharing happens and ideas are used. 

Part of my Dream Big Project includes pushing for more time for project tuning and feedback protocols as a means to improve individualized learning.  However, as I’ve come to terms with this idea the past few weeks, one of the biggest barriers to any change is an unclear vision for our program.  It is part of my challenge to myself, but I’m still working on how to incorporate a push for this with nuance.  There is no question that teachers not on the bus are let off the bus (to use Jim Collin’s terminology) but it’s hard to have this atmosphere in teaching when it’s such a challenging endeavor day in and day out.  We do have a “carpool vault” discussion happening that is a great sounding board for ideas and concerns, but without the whole team being in the conversations, we’re missing out on a cohesive and powerful force of great minds.

In the article, “Three Dos & Don’ts of Transformative Teacher Leadership”^[3] I was struck by the idea of “Learn How to Speak to All Professionals Involved.”  This is a tricky area for many teacher leaders (or anyone growing in a “middle management” position) because as the big picture becomes more revealed to someone, the harder it becomes to be in the shoes of any one party, which can be a deterrent for compassion.  As someone moves from peer to leadership, we have to recognize the shift in communication as an opportunity to broaden perspectives and strengthen the organization’s vision, or our understanding of that vision. 

“Don’t isolate yourself from the rest of the school” rang quite true for me.  I’ve seen this happen repeatedly when leaders get caught up in high priority or urgent matters that are beyond the scope of the day to day.  The tendency is to tuck into an office and hammer out whatever’s happening, which leads to not only the leaders being out of touch with everyone else on campus, but also perpetuates a feeling that the leader is “too busy” for students, teachers or smaller issues.  One trick for being a leader in the midst of a “crisis” is to imagine that whatever time you have allotted to any one meeting or situation, cut it back by 15 minutes.  That means if you’re shutting your door to address something sensitive and plan an hour to handle it, cut that time to 45 minutes.  Then use the 15 minutes before you tuck in again to go walk around, be visible, say hello.  Not only does this keep the leader “in the community,” it also helps with the stress management of tough challenges. 

Hooray for using Aristotle in consideration of leadership!  It was a treat to consider credibility, emotional connection and logic as the cornerstones of communication but through the change leadership lens in “Three Elements of Great Communication”^[4].  I am such a fan of the use of philosophy in all teaching practices, not just in a philosophy class, that I’ve incorporated these three elements into my writing rubrics and critique protocols in all content I work with.  Students need us to be credible and logical, and they need a connector point of reference.  I think we need to be mindful of all three as we practice communication in the classroom and as change leaders. 

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^[1] "Education: Culture Matters - YouTube." 2011. 4 Jul. 2015 <http://www.youtube.com/watch?v=6YAPRsDEOsU>

^[2] Barth, Roland S. "Improving relationships within the schoolhouse." Educational Leadership 63.6 (2006): 8.

^[3] "Three Dos and Don'ts of Transformative Teacher Leadership." 2012. 4 Jul. 2015 <http://www.edutopia.org/blog/dos-and-donts-teacher-leadership-jose-vilson>

^[4] "Three Elements of Great Communication, According to ..." 2014. 4 Jul. 2015 <https://hbr.org/2013/01/three-elements-of-great-communication-according/>

Leadership in Learning: Week 3

The Role of Teacher Leaders in Shaping The Schools we Need: The Question of Equity

Essential Questions:

• What does equity look like in an educational setting?

In educational settings, equity should look like widespread student success.  However, in reality, schools have been aiming at achieving scores instead of individual student success in learning.  I find the categories of change needed in "Creating excellent and equitable schools” to be very clear and helpful in terms of setting guidelines for equitable schools.  Organization & Governance highlighted professional accountability over bureaucratic accountability.  Human capital address investing in personnel as a means to entice quality people as educators.  Curriculum and Assessment needs are clear in the quote, “The performance assessments the five schools resemble those used in high-achieving countries, such as Finland, Hong Kong, Canada, and Australia. There, local assessments require students to conduct research and scientific investigations, solve complex real-world problems, and defend their ideas orally and in writing. Such assessments promote serious intellectual work. Although the schools in this study attend to the demands of California's accountability system, they find that the state's multiple-choice tests do not promote the kind of 21st-century learning that enables students to find and use resources, analyze and synthesize information, produce and explain ideas, apply knowledge to novel situations, use new technologies, and work productively with others.” (1)  Finally, Funding seems like a no-brainer in terms of needing revamping.  To be equitable, “increase and equalize funding for schools by establishing weighted student funding formulas in which funds follow the student and additional funding is allocated for students with the greatest needs.” (2)

• How can teacher leaders promote equity for all?

My first note for the week and biggest “Aha” was that long term, lasting, results in creating equity needs more than teachers “trying harder.”  Students will rise to meet what ever bar you set for them, so set expectations high and help them get there.  I’ve also always been a big fan of what I call, Failure Based Learning.  Although students feel stress when things don’t go well, they also feel incredible empowerment when they overcome roadblocks and solve problems.  I believe in being the voice of safety and, “that’s ok, now what?”  Teacher leaders have the most power to promote equity as we are the front line for students and can also be a buffer for administration and parents putting pressure on results instead of successful learning for students.  

• What is my schoolʻs reality?

The “Transformation Barriers”  I see in my school, form Kotter’s list are #3, Lacking vision, #4, Under communicating vision, and #5, Not removing obstacles to vision. “Nothing undermines change more than behavior by important individuals that is inconsistent with their words.” (John P. Kotter)(3) Assets population has evolved over the past few years to include a different profile than we had become so good at working with (dyslexic students).  If we are going to continue to grow to serve more students, we need to include that in our vision and take steps to improve our strategies to meet the growing needs. In terms of obstacles, much of our faculty are invested in progressive learning strategies.  However, we are stretched for time needed to develop new initiatives and closely monitor implementation with feedback.  A few of us regularly take our off hours time to help one another process and think through new plans.  Ideally, regular time for feedback built into our work day would foster our readiness for change to match better with our willingness.  

• What systemic challenges do we face when initiating change?

In “Helping Schools Overcome Barriers to Change,” it seems like the two most critical challenges we face have to do with not having a cohesive vision, and then the problems with implementation as stated:

1. Technical challenges- tools, know how, time
2. Cultural challenges- norms, beliefs, habits
3. Political challenges - competing interests
4. Insufficient control over personnel challenges - bureaucracy of hiring people who fit (4)

In terms of educational systems as in the universal entity, the major systemic barrier is policy makers who are very far removed and out of touch with the realities of the classroom and learning.  Everyone in a position of power in education should have to do ongoing professional development in the form of comprehension of the latest research in order to keep the decisions in line with the truth.  

• Why is Change Leadership so Challenging?

Change leadership is a challenge because it has to come from within us and motivation can ebb and flow as we muddle through the difficulties of realizing change.  I found myself turning inward on this after taking the “Motivation Survey” (5) that determined what motivates each of us.  The categories are:

1. Discovery & process
2. Creativity & expression
3. People & relationships
4. Things & function

I fall strongly into the “Discovery and Process” style, which was only mildly surprising, but found my second highest category, “Creativity and Expression” to be a bit of a shock.  I don’t think of myself in the “creative” mind very often.  The best language for examining my work then, is articulated in the questions:

Is there a better way to do this?

Why did this happen?

What steps are needed to get this solved?

What was different this time?

Can you find a solution?

Did you discover something new?

Using tools like this helps to consider whether or not we’re going about something in a way that is likely to keep us engaged all the way through.  Surveys and personality trait tests simply point us in the direction of where we might work best.  However, having a strong desire to be something we’re not may be an indicator of what might motivate us more if we let ourselves “become” that other style/type.  Perhaps if I aim on what truly motivates me as I begin to instigate change, and also solicit creative expression as I do so, I might find the path to improved education less arduous overall.  

References:

1-2) Darling-Hammond, Linda, and Diane Friedlaender. "Creating excellent and equitable schools." Educational Leadership 65.8 (2008): 14.

3) Kotter, John P. "Leading change: Why transformation efforts fail." Harvard business review 73.2 (1995): 59-67.

4) "Helping Schools Overcome Barriers to Change | Education ..." 2009. 24 Jun. 2015 <http://www.education.com/reference/article/Ref_Helping_School_Change/>

5) Motivation Survey PDF

Choice Book Report

The Art of Possibility

by Rosamund Stone Zander and Benjamin Zander

Penguin Books, 2000

I chose this book based on my desire to really go bigger with my thinking about education beyond what I want to do better now or next year in my classroom and into, “How can affect change in education globally?” I got excited after watching Ben Zander’s Ted Talk, “The Transformative Power of Classical Music” because he is so passionate, and in a short talk not only made his point about classical music being accessible to all, but also the beginning idea of “Possibility.”  I love this book and feel empowered and open after reading it.

Key concepts are found through “12 Practices” we can employ to shift paradigms creatively.  The theory Ms. Zander sets forth is based on repetition of key practices, so as the book moves forward, they reuse earlier “practices” as they develop the next one.  Although the book is billed as a means for “Transforming Professional and Personal Life,” I found it quite relevant to my teaching practice, and Mr. Zander is a teacher in many regards.  We say we start everything with “what’s best for the students” but we compromise that idea on every level as we encounter roadblocks.  If we stop protecting our time, theoretical student needs, the bottom line and parent concerns, education can be better.  It's up to us, change leaders, to manifest possibility, harmony, effective practices, and presence in our educational communities.  

The Practices:

1. It’s all invented. Every story we tell, every idea we have about how education should be, is based assumptions, experiences, and perceptions - all of which are in our mind.
2. Stepping into the Universe.  We live with scales, stack ourselves up against others, place ourselves in relation to standards. What if we let go of limits and invented labels and decided that we can do ANYTHING we want in education?  
3. Giving an A.  Everything exists in the framework we give it, our perception- which is INVENTED- why not choose the “A” frame every time?
4. Being a Contribution. Letting go of accomplishments measuring frameworks we’ve invented and inviting in our ability to contribute.
5. Leading from Any Chair. Leaders are everywhere.  Teachers can lead, but so can students, peers, the community, global citizens...
6. Rule #6. Lighten up!
7. The Way Things Are. We construct barriers that actually only appear when we call them up.  Imagine the worst problem in your school.  Now picture it as an opportunity.  Now picture it as it really is.
8. Giving Way to Passion.
9. Lighting a Spark. Certain things in life are better done in person- what would have gone better if someone you wanted something from could see the sparkle of excitement in your eye?
10. Being the Board.  In regard to unwanted circumstances - own the risks associated with life and your actions, accept failure as just one possible outcome, and success as another.
11. Creating Frameworks for Possibility. Missions are often just “aspirations” of importance, not powerful frameworks that release us from bureaucracy and lead us into changes for the greater good of education.  Visions are sources of responsible, on track participation in the WHOLE.
12. Telling the WE Story.  We in the general sense, not you plus me.  In every story, there’s one side, the other, and the truth.  

My take-aways were numerous, but these are the top three.  WE need to fine tune our vision of excellence in education in the broadest sense of imagination.  Student voice, teacher voice, parent voice, school voice... What if heard them all as the WE perspective instead?  Common goals create a feeling of "we're in this together."  My school can be a model school; so can yours.  We have to believe in the possibility of mass customized learning that is equitable and joyful.

To be fair, many of my favorite quotes from the book were from other sources such as Soren Kierkegaard’s Either/Or, Lewis Carroll’s Alice’s Adventures in Wonderland, and William James.  From the authors, though, the following are most meaningful to me.  

"All around us is vibrancy and energy.  The universe is sparkling with generative power." (page 113)  I see this every day in every student I work with.  I want to tap into the universe to make education better for each of them.

"Being with the way things are calls for an expansion of ourselves... The practice of being with the way things are allows us to alight in a place of openness, where 'the truth' readies us for the next step, and the sky opens up." (page 111)  We need to be honest about where we are in order to be open up to what we need to do for the future of education.  

"A vision is an open invitation and an inspiration for people to create ideas and events that correlate with its definitional framework." (page 171)  Clear vision is necessary to progress.  It anchors through all of the inevitable challenges as a means to see the forest through the trees.

 
My challenges, or “fierce wonderings,” are based in my challenges to myself.  Why not give everyone an A?  Grades as we know them and test scores don’t seem to be helping education.  We can do better if we’re working with expectations of the best, not the worst.  What constraints have been created that are keeping us from the changes we want to see in education?  “It’s all invented.” What would have to change for complete fulfillment? Now go do that.

Mini Book Report Video

Leadership in Learning: Week 2

The Schools We Need

Essential Questions

• What kinds of schools do we need today?
• What should teacher leaders be emphasizing in today’s schools?
• What educational trends are most worthy of our attention?

• What does my dream learning and teaching environment look like?
• How does it compare with my current school, practice and the dreams of my colleagues and/or students?
• What’s working in schools today?
• What models are school leaders exploring and implementing?

It was interesting to consider the question, “what kinds of schools do we need today,” while reading the five stages of grief (Kubler-Ross, 1969) in Mass Customized Learning. The reality is that most of the world does not think educators are doing a good job.  I may have gone through the full gamut, and am back to the bargaining stage when it comes to education, imagining what we are doing well and trying to find isolated reasons for education being broken.  I’ve been a long time fan of Sir Ken Robinson, so it was nice to revisit his key idea that we’re an “industry” teaching in a bureaucratic Industrial Age when we’re living in an Information Age world, and are preparing students for an unknown future.(Ken Robinson: Changing education paradigms)  We need schools that meet learners at their readiness level, accommodate personal learning preferences, and have content that is relevant to students’ interest in real-world ways.  

What we need in schools is the cross industry learning or, “the capacity to routinely customize products and services to meet the specific needs and/or desires of individuals without adding significantly to the cost of the product or service.” (Mass Customized Learning, p.3)  I think the model at AltSchool is a great jumping off place for personalizing education as they are using playlists that are not only customized and real-time, but also use “recommendation engines” like Amazon and Apple do.(AltSchool)  My first inkling was a concern for civil liberties, and I don’t think we need to be barcoding kids, but I believe we have to reframe our thinking in order to undo a century’s worth of thinking about education.  

Sugatra Mitra is a fantastic teacher leader to model our work after. (Sugata Mitra: Build a School in the Cloud)  His thoughts about how education now is “producing identical people for a machine that no longer exists,” supports the reality that we barely understand many of the jobs that exist today, therefore we can not know what skills need to be taught for future jobs.  I don’t believe teachers are obsolete, but I do use the “I Don’t Know” pedagogy in my classroom and find it works.  Students are used to getting answers faster than the click of a button, so me being another answer giver (just slower) is not my job.  I like turning questions around to students and asking, “How do you think we could figure that out?”  Often they grumble, and it’s a bit of a joke, “Oh great, Ms. Johnson’s making us THINK again!”  However, if knowledge is anachronistic, and thinking is our current goal, a teacher’s role is to help students organize their own learning.  

As evidenced by my study of AltSchool in Learning Task #4 this week (Learning Task #4) I am a big fan of the work they are doing.  It’s no surprise that Max Ventilla, the AltSchool founder, was inspired by Mr. Mitra’s “School in the Cloud” where anyone, anywhere, anytime, can be the master of his or her own learning.  My school is a WEB 2.5 school in my estimation.  Assets is past the 2.0 level in a lot of ways, such as student directed learning, with the mindset that we are just the jumping off point for learning, but we are not yet masters at the 3.0 level, where learning flows openly in all directions.  It feels to me like my school is trying a lot of the trends in education, but we’re not quite focused enough to be excellent or models of any one vision.  My dream school exhibits true individualization for our students, and I think Assets aims on this concept. (Mission & Vision) 

Personalized learning is an educational approach in which teachers and schools create systems, tools, and methodologies that tailor instruction to the individual needs, skills, and interests of each student, in an effort to accelerate and deepen learning.  An outlier is defined as something that lies outside of the main body or group that it’s a part of.  Malcom Gladwell marked being an outlier as a solid predictor of success in his bestselling book. (Outliers) Teacher leaders need to be outliers in practice and schools need to be comfortable going outside the main body or group.