Summer Time

It's been awhile since I have written a new post so I am a bit rusty. I noticed there are some new features on blogger so I have some exploring to do as I start posting once again. Although I have not been blogging I have been reading both online and offline for leisure and professional purposes. My recent dive into reading has been to catch up on all the education journals I didn't have time for during the school year. I find myself adding Apps to my devices, visiting various websites, and sharing articles or resources with my colleagues as a result of this mining of information. My head is eventually swimming with ideas, information, and new things to try in the coming school year. I have yet to complete the entire book but I did start reading 8 to great by MK Mueller. After reading a few pages I began keeping my own personal gratitude journal. The author defines 8 high-ways to reaching one's goals and emphasizes the power of a positive attitude. I'll add more thoughts on this book once I've completed it. On a personal note I have been training to compete in a 5K run with some colleagues. Thanks to them and my 8 to great knowledge I have felt the support I need to be ready to run come next month. My last summer endeavor has been to improve my golf skills and commit to playing on a league. I have scheduled these activities into my calendar; therefore, creating a healthy balance between work and leisure summertime hours.

Global Partnerships

I have been working with faculty to promote global partnerships with schools and students in other parts of our world. Our school has offered a Mandarin Chinese Level I course this year to students, encouraging them to learn more about the Asian culture. While promoting this program I applied for the K-12 Chinese Bridge Delegation a program offered by the Hanban/Confucius Institute and The College Board. There are 400 educators headed to China along with me to visit schools and learn more about the culture and language of the Chinese. My travels are going to be recorded in a blog on our school website if the country allows access to such a site. Our school is already looking to expand Asian studies by offering a level II course in Mandarin Chinese but also an art and culture elective for all students. My efforts will be designated to building a partnership with a school in China so that our students can connect with students in China to further their skills in understanding the culture and learning the language. It will also help students in China to improve their English and understand the Western culture. This is just the beginning of a global partnership that will promote learning and understanding far beyond the classroom walls. Our school community is excited to begin this journey.

Relationships Key to Learning

An article in Education Leadership (March 2011) written by Robert J. Marzano speaks to the relation ship element that is vital to a student's success in the classroom. He states several teacher actions that "develop the perception in students that they have a good relationship with the teacher" (p.82).

• Showing interest in Students' Lives
• Advocating for Students
• Never Giving up on Students
• Acting Friendly

The article states relationships between teachers and students as the most common variable associated with effective instruction (p. 82). He lists several researchers that have found student perceptions as the factor with the greatest impact on relationships. "Effective instruction has little to do with how a teacher actually feels about students; it's what teachers do that dictates how students perceive those relationships" (p.82)

As an administrator I practice these four key elements within the school community I work. Although I am not in the classroom I feel it necessary to get to know my 560 students and assist them in advocating for themselves, all the while I advocate on their behalf. My philosophical belief that all students can learn and succeed is the premise for my actions with students, teachers, parents, and support personnel. By modeling this behavior for my faculty and encouraging them to take the time to build healthy interpersonal relationships with their students our community will provide effective instruction. I would love to hear from others on how they are working with their faculty's' on this concept.

What Questions have you asked lately?

Making good choices depends heavily on asking good questions. John's book, QBQ! The Question behind the Question, invites us to follow three simple rules (p. 18).
1. Begin our questions with "What" or "How".
2. Contain an "I" in place of they, them, we, or you.
3. Focus on action.

Do you have some "Why" askers? If so think about the tone of those "why" questions. John states that these often symbolize a victim attitude and are not productive. Keep in mind these are not the why questions we use to problem solve or sell products; he is referring to those that represent a "poor me" attitude.

His book has a unique twist on the Serenity Prayer.
"God grant me the serenity to accept the people I cannot change, the courage to change the one I can, and the wisdom to know... it's me!" (p. 79).

The book has some great stories. I like the waiter's story the best of all and readers will likely enjoy the Home Depot story. Each story involves people asking the right questions or handling a difficult situation. Chapter 29 speaks to taking action which may involve risks as the alternative to inaction. The following occurs when a person takes action: (1) learning and growth even if mistakes are made, (2) leads toward solutions, (3) requires courage, (4) builds confidence. These are all positive characteristics a person gains from taking action even in difficult times. He goes on to mention that inaction brings about stagnation, atrophy, a holding on to the past, fear, and doubt. How many of you have seen this in organizations, workplaces, and communities?

I'll finish with the spirit of QBQ which is personal accountability explained in three short statements (p.107).

• No more victim thinking, procrastinating, or blaming.
• I can only change me.
• Take action!

We will be piloting a QBQ program at our school this year under the leadership of an outstanding teacher in our community. Not only will students benefit but teachers and administrators as well. Embracing personal accountability as a community will lead to an aspiring organization filled with people ready to problem solve, thrive in teams, breakdown barriers, and adapt to change!

Learners Prepared for College

Has your institution gone after increased graduation rates? Graduating from high school doesn't always mean a student is ready for college level coursework. A student's level of math taken in high school is often predictive of one's college success (p.38). The book highlights reading of informational texts as an area that needs addressed at the secondary level. The author points out the differing perspectives of K-12 teachers and post-secondary instructors as one of the challenges to preparing students for college success. I am sure this is nothing new to many readers; however, the dilemma continues. Add to that the political movement towards national standards which may or may not address the post secondary alignment with K-12 institutions. What is your high school doing to assure stakeholders their children are being prepared for college level coursework or career learning beyond the diploma? Conley mentions the need for schools to develop an intellectually coherent program of study in all disciplines (p.73).
If you are asking yourself what it is that high school graduates need to continue their learning then I suggest you pick up this book. Examples of course syllabi, university work samples, and chapters outlining content and skills for each discipline are just a few of the resources this book has to offer.
I would love to hear from anyone who may have used this book for a faculty study group or something similar that might guide us in revising our college preparatory curriculum.

Change and Beliefs

Have you ever changed an old habit or way of doing something? If so, then you may have experienced a conversion or gestalt shift in your beliefs system. Beliefs are founded on core values created early in life and are often developed from personal experiences (Nespor, 1987). Some researchers claim most students have a strong belief system before they enter college. This perspective has its challenges. Imagine yourself a teacher trying to change a child's behavior. Does it happen over night? How often must the child be reminded? What rationale was given for changing the behavior? What obstacles lie in the way of change? When will the changed behavior become a permanent way of acting?

I don't have the answers for you but as you can see an instructor at the college level has their work cut out for them if they are going to shift a person's beliefs about anything. It is a person's beliefs that lie behind their actions; therefore, to change a person must challenge their core values to alter their behavior. This kind of classroom work with rising educators takes patience, perseverance, and dedication to the profession. Teacher change is at the root of creating organizational change in America's school systems. Fullan (2001) talks about teachers being change agents and to encounter real change schools must challenge the core values connected to the purpose of education.

Are you up for the challenge? Have you thought about your own personal core values that relate to educating children in today's schools? Is it time you ask yourself why you do what you do and if it is in the best interest of those you serve. Personal and vicarious experiences have shaped one's values making it difficult to question one's behaviors. This is not an easy task to undertake but it is one that America's schools will need to embrace if educational institutions are going to meet the needs of learners.

I'll end with a quote from Albert Einstein that speaks to the critical thinking, problem solving, and creativity students must engage in if they are to be successful in the 21st century. Who would have thought that a man born in 1879 could have such foresight. "Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand."

Technology Integration & Teaching Practices

I have been reading several research studies and a few books to write a paper for my final Education Specialist course. Several studies provided data supporting a correlation between the beliefs of teachers and the use of computers in constructivist ways. Other research studies found little to no change in teaching practices with technology resources. America's schools have been touting educational reform with technology for the last three decades. Although investments in technology have been made only incremental change in teaching practices have been found in most research studies (Cuban, 2001). Policy makers and technology enthusiasts have yet to see their vision of student-centered teaching practices realized in every classroom.

Several researchers stated that beliefs are at the heart of teaching (Kagan, 1992). Beliefs are also the hardest to change and are formed early in life often before students enter college. This poses a problem for preservice teacher programs that must address the development of teaching practices which engages a teacher's beliefs. According to Nespor (1987)beliefs only change when there is a "conversion or gestalt shift". Ertmer (2005) believes there are three strategies for promoting change in teacher beliefs about teaching practices and technology: (1) personal experiences, (2) vicarious experiences, and (3) social-cultural influences (p.32).

If you want a good book to read that exposes some of the historical efforts made towards integrating technology pick up "Oversold & Underused:Computers in the classroom by Larry Cuban (2001). Much has changed since his book was written but it plants the foundation for where America's schools have been, how far some have come, and where we need to go. I must get back to writing that paper!

Reaching for the STARS!

When a colleague of mine began to work with the community on an effort to get the vote out I was excited to offer my support. As her school families embarked upon this endeavor no one knew it would climb to such heights. The area news stations picked up on the spirit driving the campaign and began to provide additional support for this local school.

All one has to do is raise enough votes to earn a half million dollars. Sounds like an easy task but when you consider the size of some schools competing against Our Lady of Presentation School in Lee's Summit Missouri it is quite a feat that this small school has come so far. Will they make it? It truly is in the hands of the voter. Are you willing to step up and support the efforts of a small community wanting to provide an enhanced learning environment for their students? I am and I encourage you to do the same. CLICK on the VOTE now link.

Maybe you don't know the schools running. It really shouldn't matter to you. What does matter is that a business is willing to provide financial support to the educational process somewhere which will have a positive influence on children in our society. I encourage you to take the time to vote and make a difference in the lives of those who will lead tomorrow.

A Vision Realized !

This post is in response to a Google Buzz I received from a colleague who follows Dangerously Irrelevant's blog. The topic hit home! I am fortunate to be involved in the process of implementing a 1:1 netbook program this fall. The leadership of this institution courageously began with a school/parent/faculty survey to determine the needs of its learners. The results pointed directly to students needing more access and use of technology to enhance their college to work readiness skills in an ever changing world. A technology team of students, parents, and faculty explored multiple solutions and began a netbook pilot program last fall. The school campus went wireless within a few months, select students were issued netbooks, and teachers implemented the use of Moodle, a learning management system. Feedback was gathered throughout the school year in meetings with students, parents, and teachers. Collaboration among these stakeholders and the school's leadership led to a vision of every student being equipped with a personal laptop for the 2010-11 school year. Leadership recognized the need for teacher commitment to such a vision; therefore, she utilized professional development funds to take herself and seven others to the ISTE conference in Denver this past summer. I watched and listened as teachers shared comments about the tools and teaching strategies they planned to bring back to our faculty. It was evident that the development of leadership skills in others was blossoming right before my eyes. As these educators return to the classrooms this fall they will be instrumental in mentoring, coaching, and guiding their peers in effectively utilizing technology to engage 500 young women. I am honored to be an administrator working with this leader. Her ability to articulate a shared vision inspires people to embrace the necessary changes that will meet the needs of the community in an institution thats been serving students for over 140 years. A GREAT leader knows its all about the people first, not the technology.

Feedback

I recently had the pleasure of plunging through hundreds of student surveys full of comments, hand crafted hearts, and multiple choice responses. It's that time of year when we ask our students about their learning experience in our classrooms. Well, did you read anything interesting this year? I learned a great deal, not only about our students perceptions of their experience but also about their instructors. The variety of surveys were as vast as the Grand Canyon is wide. I attempted to analyze the feedback through tally marks and hand written notes so that I could share a bit of information with each teacher. A few teachers utilized Google Docs to create surveys that streamlined the data into graphs and charts along with comments. I must say the use of technology expedited the analysis of the data gathered and made it user friendly.

This experience has left me exhausted, yet feeling positive about what we do well and where we need to improve. I am hopeful that in the future our teachers can work collaboratively on developing surveys that provide consistency in gathering feedback on instruction, departments, and courses. There are a multitude of questions we could ask to get us started on this process and many of the current surveys have questions that could be utilized with a wider audience. How will the surveys look? What will the surveys include? Who will be involved in developing surveys? How should the surveys be administered? What feedback do we really need or want and why? How do we plan to use the feedback from surveys? It may sound like a daunting task at first; however, any organization that believes in growth will embrace the opportunity!

Good luck wading through your feedback and please share any suggestions. I am all ears!

Putting a Face with that Brain

I finished reading iBrain during a recent trip with friends. Keep in mind that we enjoyed each other's company and conversation yet respected the individual's need for reflection. During those quiet moments of reading and dreaming I came to value our face to face conversations. It was the perfect time to be reading chapter 7 "Reconnecting Face To Face" because the authors were addressing how technology has impacted the usual personal interactions that build everyday social skills. This trip allowed me to practice some of the tips the authors invite technology users to embrace such as turning off your gadgets, becoming an attentive listener,increasing awareness of nonverbal cues, and most of all maintaining off-line connections.

Chapter 8 identified the tools a person needs to have in their technology tool kit. Within that toolkit there needs to be knowledge of the etiquette for messaging and emailing, efficient use of search engines, online safety and privacy,and authentication of material found online.The authors state that the good news is that at any age our brain can create new neural pathways as we update our technology skills.

"Bridging the Brain Gap" closes the book with an identification of two subgroups found within Digital Natives and Digital Immigrants. The natives are defined as the Millennials (1981-2000) and the Generation Xers(1965-1980)while the immigrants are defined as the Baby Boomers (1946-1964)and Seniors (before1946). There is no one solution on closing the gap, it will vary and "involve finding a balance between adapting to new technology and nurturing people skills." (p.186)

I'd like to leave you with an interesting statement made near the end of chapter 9 that you may find distressing or exciting. It all depends upon your personal perspective on life. "As brain-computer interface research advances, it will not only help us find ways to prevent and repair neural damage but also lead to an era when our minds will directly control electronic devices- hence the post keyboard age."(p.187) I realize it may sound like science fiction but it is becoming a reality in today's world. Feel free to comment. I would love to hear your views.

Student's Brains are Wired Differently

I have been reading about how our brains are being transformed by the technological advances we are exposed to in the modern world. Gary SMall, M.D. and Gigi Vorgan have published the book iBrain to provide us with strategies and tips for bridging the brain gap. They define Digital Natives as being able to multi-task, parallel process, and programmed to crave instant gratification. Their brain circuitry is being rewired as they grow up in a digital world; therefore, our classrooms are full of brains not adapting to traditional learning methods. The book covers new addictions and behaviors that have resulted due to the bombardment of technology in our lives.At the close of chapter five the authors state, " we all need to speak the same language- online or off- as well as have the skills to communicate face to face and use our human instincts to guide us." I will update this post upon completing chapters 6-9. As educators I believe it is in our students' best interest that we understand how their brains are at work today.

Out of my Comfort Zone

I recently attended the Midwest Education Technology Conference with a group of teachers. We elected to divide and conquer as many of the workshops deemed desirable. The conference offered a wide array of topics at various levels. One that moved me beyond my current technological state of being was the session on Second Life. First I should state the presenter did not show; however, there was a spectator that stepped forward to impart his knowledge on the topic. The professor from Southern Illinois University was scheduled for a session on Second Life the following day but offered to share his uses of the virtual world.
As he shared how students in his German class utilized their avatars to engage in conversations I began a search on how to sign up. By the end of the session I was determined to create an avatar and expand my level of knowledge. That night I designed an avatar and spent the wee hours flying around worlds. I met another avatar from Germany that was practicing his English in Second Life. Through trial and error I began to understand the virtual world. Not being an arrow key manipulator I moved rather clumsily around the objects and bumped into other avatars. As I became friends with others I began to ask questions and learn more about the experience.
The following day I attended the professor's session on Second Life and he invited my avatar to his island for German students. I am a member of a group that is working towards learning German in a nonthreatening environment. This virtual world offers the creative mind a way to learn and interact with one's surroundings (people, land, & objects). At first I did not understand the difference between it and the SIMS games but now I get it. This is not a game, there are no levels to be reached, and each avatar is a representation of a real person not a computer.
I look forward to expanding my knowledge of Second Life and just maybe our school will embrace Teen Life as a creative way to connect students with the curriculum in the near future.

One-To-One Computers

I recently finished reading "A Complete Guide to Establishing a One-To-One Laptop Program" by W. Joy Lopez, Ed.D. The small book is an easy read for anyone and is packed with some technical details and professional suggestions. It provides great insight on developing a rationale for the implementation of one to one computers within a learning environment. Even an IT professional would benefit from reading through chapters 2, 3 , 5 & 7 due to the focus on infrastructure, hardware, software, and maintenance. There are some great team building activities that use cell phones as a way to get everyone involved in thought provoking questions. Chapter 8 is a good place to start the discussion on laws, regulations, Acceptable Use Policies. The appendix pages have examples of AUP's, contracts, orientations, and web resources. I would call this a handyman's pocketbook to beginning a One-to-One laptop program. It won't be enough to build a program but it sure is helpful in getting the ball rolling.

Read a good book lately?

I have been reading several books lately and enjoying the conversations I am having with colleagues, as well as with my inner self. As I began to read Wagner's book, The Global Achievement Gap, I picked up Marzano's book The Art & Science of Teaching. I found the two connect quite well from the visionary leadership level down to the practitioner's application. In review of the seven survival skills by Wagner, I believe one could align each skill with a research based teaching practice in Marzano's book. Wagner mentions critical thinking & problem solving, and accessing & analyzing information as skills one and six. I believe these two compliment one another rather well. With many of us experiencing information overload due to today's technology it's vital to our livelihood that we ask the right questions, analyze the data, and create solutions to such a problem. That is just the tip of the iceberg on learning and teaching in the 21st century.
To address the two skills mentioned above I searched Marzano's (2007) book for practical teaching methods. I was not surprised to find two well defined action steps to assist me in teaching these 21st century survival skills. Marzano explained "elaborative interrogations" (p.49) and "experimental inquiry tasks" (p.91) down to the science of implementation, along with the rationale for such teaching methodologies. Classrooms must pursue the "why?" element of questioning so that students can clarify their generalizations and elicit their reasoning for such beliefs. Here's a question for all you practicing teachers. Do you probe your students and say the why word? Inquiry or experiential learning has been a buzz word for years thanks to Dewey's work. Keep in mind that it's not a skill just for the science classroom. I believe students predict, collaborate, research, redefine and create solutions all day long from many places with folks across the world. Just think about the gaming industry, cellular devices, or social media our students have been holding in their hands for years.
I recognize there is so much to do in so little time. Let's not put off for tomorrow what we can do today. I challenge you, along with myself, to begin that paradigm shift so greatly needed to engage the learners of today in preparing them for the 21st century workforce. Will you join me?

How have you touched a life today?

During our busy lives of work and play do we ever really contemplate the moments of a single person's life? It's hard to say because we usually are bustling about attempting to squeeze in every last item on our To Do List. I invite you to stop just for a minute and think about the "people" who you come in contact with each day. Ask yourself how often do you pull up a chair and listen.
Reading "People First" by Hindman, Seiders, & Grant has helped me recognize the importance of each person's contribution in our world be it school, work, or home. My task oriented mind is at ease knowing that creating relationships and valuing the time to build them has long term benefits. As our local communities expand to include global citizens it is my belief that we must invest the time to communicate effectively in cultivating a collaborative culture. As a school admninistrator this starts with the staff in our buildings and extends into our communities. To further an organizations cause a true leader begins by establishing relationships which help build trust. Being a family member, professional colleague, and leader involves trusting relationships that develop over time. How much time do you invest in building relationships?

"Make the Leap"

How many times have we all heard about great organizations and yet never truly understood what made them rise above all others? As I read Jim Colllins book Good to Great I learned that sustainable success comes to those who apply the Hedgehog Concept. Never before had I heard this term used in describing organizational leadership; yet it makes sense to know your passion, describe what drives you, and discover what it is you can be the best at. If educational institutions practice these principles they will load the bus with the right people;therefore, building a supportive school environment for all stakeholders. Some would say the drawback is that schools are slow to move forward or they lack the technology to progress. Jim's book contradicts this notion by stating "Great Organizations" ask questions, confront the facts, and often bring about change gradually. No great company, that sustained results, jumped on a bandwagon or made an empire over night. Through interviews with leaders of great companies, his researchers found the application of technology as a driving force in accelerating the flywheel.
I invite you to think about the flywheel you are on, is it gaining momentum or stalling? Are you an accelerator or extinguisher? Each of us has the responsibility in knowing our core values so that we board the right bus and become an asset to the organization we elect to dedicate our lives. "Do you have the discipline to do the right thing and, equally important, to stop doing the wrong things?" (2001, p.141).

Movie Maker

I am learning to utilize a webcam and Windows Movie Maker software to create a 2-3 minute webcast for my first parent newsletter releasing in August. My trials began when the sound did not record, a computer reboot fixed that problem. I then realized the webcam software only records for one minute, not quite the length of time I had proposed for the webcast. After recording a few one minute episodes I then turned to Windows Movie Maker to put together the two short clips with transitions and effects, along with a photograph and music. It is a work in progress but I have learned more about using a webcam and movie making software than I ever imagined. I have great hopes that the end project will come to life for all who view the broadcast and ignite students and staff in utilizing technology creatively this school year.

Teachnology Leadership 09

I have been rapidly learning this past year to utilize a variety of web 2.0 tools for the benefit of my students, school community, and family. Educators have to be willing to grow, take risks and think outside the box if they are going to embrace the tools of the future. I believe Alan November said it well in Empowering Students with Technology when he wrote, "the real revolution is a transformational shift of control from the school system to the learner" (2001). Technology is not an add-on but an integral part of the curriculum creating a change in the teacher to student relationships in today's classrooms.
Soshana Zuboff's research clearly defines two approaches to using technology - automating and informating. She explains how the automation of technology leaves all things the same such as locus of control, relationships, the work and processes leading to little improvement. However, if an organization implements informating "new technologies can leverage empowerment through access to new sources of information and relationships" thus leading to high levels improvement(1988). This fundamental shift of control changes relationships, schedules, the use of space, and places responsibility on the learner. "Informating leads to empowerment" (November,2001).
With that said it is time for all educators to select the approach that will best serve the student's of today as they prepare for tomorrow's workforce. The global economy will require employees to be self-directed and interdependent with the freedom to manage their own work. Let's get this Techno-Revolution Rolling !

Success!

Our work is complete as a team and we have forged new friendships in the process. The finished paper was a collaborative piece of work that enhanced everyone's use of Google Docs. We also plan to stay in touch and continue our relationships as colleagues. We learned more than the content of this course, but that there is much to learn from another person if only we will listen and invite them to share their story. The team capitalized on individual strengths and overcame weaknesses through collaboration. Our instructor truly guided our learning, assessing "of" and "for" learning throughout the course. We celebrated SUCCESS as a group and as a class.