Educators as Empowered Leaders (Blog 3 of 8 in the series on unpacking the ISTE Standards for Educators)

Empowered Professional

2.  Leader-Educators seek out opportunities for leadership to support student empowerment and    success and to improve teaching and learning. Educators:

• Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.
• Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
• Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.  (ISTE Standards for Educators -2016)

I have learned over my lifetime that titles don't make leaders, leaders become leaders because they have attributes worthy of following. As we all know, just because you use technology in a classroom does not make you a leader. But this series of blog posts are about those educators among us that lead others to see the value of technology integration. I'll be honest I know I've been seen as both a leader and a troublemaker. I've been valued for my knowledge in instructional technology and I have been devalued because I was not seen as balanced. I will say that both views have turned me into the better educator that I am today. I know that my administrators sometimes get tired of my barrage of emails about latest research, tools, and tweets. What they don't know is how often I want to send things but don't! Yeah, if you are reading this...believe it or not I do try to be discerning with my shares! 

For me, I try to keep my focus on what I believe good technology integration can do for students.  My constant connection to education stakeholders in my district is to give them a glimpse of things out there. It's not an easy job to be the one pushing others towards visionary technology integration. In fact, sometimes it can feel professionally deflating. I am a passionate person and I believe in personalized learning. For most of my life, that wasn't practical in the educational arena because of the number of students a teacher has but with the advancements of technology, we now have the ability to work smarter in digitizing repetitive tasks and using technology to aid the learning. 

While I happen to work in a very tech rich school system, I still find myself lobbying for equitable use of technology because some teachers don't value and do not want to use technology in their classrooms. By creating some technology expectations for our students to have at graduation, it puts the onus on everyone to make sure our students are graduating with skills needed in this digital age. I know many teachers that would give their eye teeth to have access to technology for their students. If you are in this type of environment, you need to become a prophet to your district so that the digital divide doesn't impact your students.

Should every teacher be an empowered leader regarding technology? In theory, yes. If we were all sharing the tools and the pedagogy behind using the tools with each other then our students would benefit from the combined knowledge of us all. One of the ways I share about the value of tools to our teachers is by giving them hands-on opportunities to participate with them as a student. For instance, having them create a flipgrid video for a fellow coworker allowed them to see the benefits of using it in their classroom for video formative assessment. One of the hardest roles for me is sharing the pedagogical advantages to using technology. For many educators, it is hard to accept that technology has transformational value. To hear it from me, the technology coordinator, seems like the Great Oz is really the little man behind the current. Therefore, I work hand in hand with teachers that believe there has to be a better way and prove that there is. I now have a trust bond with these teachers and they are much more likely to listen to me when I share things now. Modeling, adopting, trying and failing, and listening are all keys to becoming an empowered educator leader. But the biggest thing, and the hardest, is not to become discouraged when you don't feel heard or valued in your knowledge. Keep going and fighting the good fight for the benefit of your students! 

Empowerment: A Dirty Word or Needed?

EMPOWERMENT. The word itself sounds ominous and risky. In a session today I led on "Creating Technology Expectations for your Educators" I realized I kept saying the word "empower" often. Empower your innovators, empower your tech coaches, empower your students. But what does empowerment look like? What's that really saying? I think it means words like "trust," "freedom," "support," and "rights." To empower someone in their role means all those things. It means believing they have the skill set needed to be in control of whatever it is you've entrusted them to do.

As a technology coordinator, to be empowered means that my school district trusts my knowledge of edtech to make wise choices for my school in regards to technology integration. It means they trust me to create avenues of learning that meet teacher and student needs regarding educational technology. As a technology coordinator I have been entrusted (or empowered_ with the task of being both a visionary leader as well as supporting the faculty, staff, and students in educational technology integration at our school but I do not make these decisions in a vacuum. 

So many of my cohorts are expected to support but they are not given the empowerment of visionary leadership. It is part of my job to immerse myself in current edtech trends and have the knowledge of future edtech trends. Recently, a really amazing instructional technologist in Tennessee has left the instructional technology realm partially because she was weary from "the fight."

Empowerment is a big deal. It can be grassroots empowerment where coworkers view you as knowledgeable and seek you out or it can be top down where administration empowers an individual to make decisions and create opportunities. A lucky group of educators feels they are empowered in both directions. I've had that opportunity. It's a great warm fuzzy of truly feeling accepted for your worth. It's the sweet spot that comes and goes like most sweet spots do.

Empowerment is a word that the ISTE standards speak into over and over again. Student Standard #1 is "Empowered Learner," the first heading for the proposed Teacher Standards is "Empowered Educator," under the heading "Excellence in Professional Practice" in the ISTE Administrator Standards it says "promote an environment of professional learning and innovation that empowers educators..." Oddly, or not so oddly in my eyes, the ISTE Standards for Coaches does not mention the word empower once. I believe that is because it is assumed because the first standard is "Visionary Leadership." 

I don't think empowerment means a constructivist theory in terms of free reign. I think empowerment means within boundaries. I think the issue with technology integration is it is so all encompassing in all parts of education that it feels intrusive. And that intrusiveness has come quickly into the educational arena. It is my hope that balances can be found before more great educators get too weary to fight the good fight. 

Finding Magnitude for Your Tiny Voice

There are times when, as educators, we are called to be the champion of others. Sometimes it is for a student, sometimes it is for a fellow educator, occasionally it is even for a parent. When the word "champion" is used we think of someone sweeping in to be the superhero. According to Merriam-Webster a champion is "someone who fights or speaks publicly in support of a person, belief, cause, etc." The majority of the time we think of being a champion as a positive experience. It is why I serve on the East Tennessee board of JDRF- to raise money to find a cure for type 1 diabetes. It is why I am looking forward to speaking at educational technology conferences for the next few months- to give helpful encouragement and insights to the idea of technology as a supportive role in the classroom. 

BUT, being a champion isn't always easy. For every champion's cause, there is another side. Ghandi, Nelson Mandela, Martin Luther King, Rosa Parks, St. Paul, Malala Yousafzai, even the three middle school fictional characters in the book/movie "Hoot" (a film about saving owls) had to give magnitude to their tiny voice.

I believe at some time or another we have all experienced the moment when everything inside us was waring about saying something OUT LOUD. For me, when I actually hear that tiny voice hesitantly escape my lips it often even sounds somewhat like the 7-year-old Julie of my past. It usually comes out with a little quivering sound in my throat as I am anxious about the affects of speaking the words. And then it gains magnitude.

This year, as a technology coach/coordinator, I find myself feeling the need to stand up for teachers' desires and what's best for the students quite often. While some people might say "yeah right," it really isn't my nature to rock the boat. I've lived status quo at my school for many happy years. As both my role and the role of technology in the classroom have evolved, I find myself riding the seesaw of pushback and acceptance; weighing the options and listening- ever listening.

In this year I've found myself more than ever before digging deeper to encourage that tiny voice to speak up. I also know the things I say aren't always popular. Now, I'm no Rosa Parks but in my own little education world I realize innovation means taking chances. Going against the norm or pushing back has to be balanced with being seen as a "team player" in my world as well. The seesaw, again, goes up and down- aggressively at times.

Not all educators feel comfortable allowing their tiny voice to escape. For whatever reason- financially, professionally, or personally- they can't find the magnitude to say what they feel. I get that. I'm not going to lie, this weekend when J.C. Bowman, executive director of Professional Educators of Tennessee, labeled me among some amazing Tennessee educators with this statement, "I am very optimistic about public education in my state. On the horizon there are some great young educators within Tennessee that will positively influence the dialogue about public education. They are incredible advocates for children and collaborate with their colleagues by sharing ideas, thoughts, and providing support." I felt encouraged and acknowledged. We won't digress on the fact he also called me "young" and hinted I was a public school educator even though I am not now. ;) http://www.proedtn.org/news/255492/Long-Stretch-of-Reform.htm

I share all this to say, there is value in educators finding their tiny voice. While we must always shrewdly pick our battles, we are in the battlefields and we see the injustices (both big and small) going on around us. We should let that little quivering voice escape sometimes, even when it's not easy, in order to get to the greater good. I'm not going to lie, there are days I wonder "will this statement get me in trouble" as it passes through my lips but I don't willy-nilly push back and I know that if I am valued as an employee, EdTech leader, and educator then those that sign my paycheck also know I want what is best for our students overall. 

I challenge you to find your tiny voice and give it magnitude- even if it's just in the form of a blog that helps you think things through.

What are you known for?

If I am walking down the halls of school as kids are coming into the "holding tank" before school starts, I say "Good morning!" to every student I pass in different ways- sometimes I sing it, sometimes I use a silly voice, sometimes I give a fist bump but regardless, I intentionally speak to every person I pass. This week a parent said, "my daughter loves the mornings when you pass her in the hallway, she always tells me about it." Folks, I'm probably the least likely "morning person" that you know- but I'm now known for my bubbly morning greetings.

Several years ago my husband opened a donut shop, Chattanooga's Julie Darling Donuts. He chose to use my name in the business name. On a fairly regular basis I get asked questions about the business and donuts because I'm the "icon" but folks, I've never made a donut in my life. I've signed autographs, had my photo taken with costumers, and to some I am known as the "local donut lady."

This week, I had the honor of being listed as writing one of the Top 50 Must Read I.T. Blogs for 2015. I'm number 48 on a list of amazing blogs- some of them are full time presenters and publishers. This acknowledgement of my blog seems to have immediately affected my "standings" in educational technology credibility. Did I change as an instructional technologist since I first started blogging several years ago? No, but I am now viewed as someone worthy to be listened to and followed due to EdTech Magazines recent article.

Some of the ways we are viewed in life we have no control over- they happen due to our choices and the views of others towards us. Sometimes we do, say, or accept things that affect the ways others see us as well. 

As I've thought on this, I've realized the roller coaster of life for myself- the positive and negative ways I've been  viewed in my lifetime are longlasting and far reaching. As an educator, I relate to administration, children, parents, and co-workers everyday and they view me based on biases, experiences, and words that have been formed in their minds regarding me. As somewhat of a people pleaser, that sometimes petrifies me.

Everyday I try to be a positive, helpful, encouraging, loving, innovating, educator in the lives of others. At the end of the day I sometimes fail in any one or all of those areas but I strive to be better the next day. But I'm in it to be a game-changer. I can go through the motions and just see what happens or I can be intentional about the type of changes I want to see in education and how I can be a part of those changes in a positive way. I'm not a fan of status quo- I am not a fan of complacency. I desire to be better and do better. Sadly, if you aren't moving forward as an instructional technologist, you are not drifting in place- you are falling behind. I don't believe the educational technology field allows for stagnancy. My world is constantly changing with the advent of new apps, gigs, and educational philosophies that bring it all together. I choose to be remembered as a digital learning leader. How do you want to be viewed as an educator?