Changing The Way We Educate Incrementally

Change is hard even if the change is exciting. Managing change and introducing new concepts is hard on leaders as well. Finding the balance on when to push and when to coast is a fine science. I like change. I enjoy the process of change. I get bored easily with the status quo. I've found that I enjoy looking at opportunities to do education differently but not for the sake of different- for the sake  of solving an issue. Below are a few ways I've been a part of creating avenues for learning differently. Some went amazingly and some have limped but I believe each concept has had an influence on changing culture in our school and/or creating opportunities for myself to have a voice or challenge.

• Embedded PD- If you are in an administrative position you know that finding time for professional development is hard. Recently, I had this revelation that our teachers needed more training on the design thinking process in order to support and understand our goals for STEAM education. It became abundantly clear that there just wasn't time to do a day of PD on this topic so I created an experience for all school learning... Designing CCS. Every week I would send an email out to our teachers that would give them information about the different steps of the design thinking process and they would walk their students through this process. They were learning along side their students. Not all my teachers have finished but those that have felt like the process was a good one for them. Next step for me is to decide how to move forward with the teachers that did not go through the process. 
  
• Innovation Incubator- Last year our fifth grade students had the chance to be part of a local innovation competition where they "shark tank pitched" their concepts to some faculty at our school and one person's design was submitted to the local competition. This concept spurred me to look deeper at innovation from a crowd-sourcing point of few. Reading the book Edupreneur and meeting a few new people at ACSD Empower18, I am ready to take this concept to a bigger level next year by creating opportunities for teachers to submit a proposal for innovation after going through the design thinking process with their idea. Innovation is best when it is organic and based on need and passion. I'm looking forward to what the small pilot of last year might lead to next year. 

• Elementary Electives- One day when talking with our school president I said "wouldn't it be awesome if we could do electives with elementary students?" And so it began. Our 4th, 5th, and related arts teachers offer elective opportunities based on their passions. We have things like archery, basketball, knitting, woodworking, digital gaming, makerspace, campus caretakers, digital music, etc all being offered to 4th and 5th grade students for 45 minutes on Friday afternoons- you know the time...when their brains are mush. Why not offer something that might grow an interest? I love seeing this in action. It's a very simple way to embed something different into the curriculum and see how it goes. It's also a great way to pilot a concept before implementing it on a bigger scale. For many of our teachers, it gave them an opportunity to teach something they love but that just doesn't fit into the curriculum. 

• Student-Led Tech Teams- Do you want to see student empowerment? Do you want to see a culture of collaboration and aiding others? This was it for me. I've always wanted a student-led tech team but couldn't find the time to do it. Electives allowed me to have a team last year that created how-to videos for commonly asked questions at school regarding technology. The process was an amazing one and the students even got to present at the student showcase during Georgia Education Technology Conference to show their website they created. This year's group is creating an Escape Room concept that will teach the teachers more about the STEAM tools we use at school. Something the teachers said they wanted to be more knowledgable about. Not only did I gain a tech team in this endeavor, I also gained some credibility with some students because I empowered them in the roles that they enjoy. 
• Pilots- Look for ways to incrementally try new concepts, pedagogies and learning styles in an contained way. I love trying new things but I also know from experience that they often don't go the way you expect out of the gate. Our middle school blended learning math pilot has been a great sense of excitement for me as I have seen our school move away from the traditional sense of teaching middle school math to a more individualized approach. It's been messy, lessons have been learned and mindsets have been changed but I can't imagine taking on something of this magnitude across the board in year one. Pilots allow for a sense of experimentation in a safety net. Change doesn't have to come roaring in like a lion. Change can be that constant nagging that says "Hey, look at me. I'm different and parts of me are really good. What else can you do with what you learned from this change?"
• Outside Your School Walls- There have been times that I've been frustrated with a lack of change within my own school. Sometimes I just need to be able to voice my educational thoughts. My good edu-friend Greg Bagby calls me an educational rebel. I honestly wear that title with pride. I don't think it's wrong to consider some parts of education as antiquated and to want more for our students. Because of this, I have often found my empowerment outside of my own school. I blog my thoughts on a regular basis for all to see. I've gotten involved with the organization of yearly Edcamp Gig City. I've created the monthly coffeeEDU meet up for Chattanooga area educations based on the hashtag #CHAedu and I've started speaking at educational workshops and conferences as well. Sometimes changing education is being a voice whether anyone is listening or not. Sometimes it just means being able for me to say my visionary ideas in a safe environment. 

Change isn't easy. Seeing your self as a change agent can be both empowering and scary. You won't be everyone's cup of tea. Creating safe avenues for change that don't seem so demanding or oppressive can change culture slowly but significantly. Sometimes I see the change most often in our students ability to feel safe to be creative. Sometimes I see the change through conversations with teachers opening up to new ideas. Sometimes I see the change in me, when I realize my change ideas aren't always good and find a way to balance. Changing incrementally by introducing concepts in a safety net makes sense to me. 

Letter to Me as a First Year Tech Coach

You know that whole saying "I wish I knew then what I know now"? Wouldn't redo's be awesome? So here is my letter to the Julie that embarked into the world of tech coaching 4 years ago....

Dear Julie,

I love that you have stars in your eyes and passion in your heart to help teachers integrate technology in your elementary school, that's going to serve you well and get you through some hard times. Always remember that desire. 

You're going to have to become a little thicker skinned. Many people don't value what you are trying to accomplish. This is going to surprise you but your naïveté in this area will help you for a few years. Don't become bitter or write people off, focus on the small successes. Those people that push back the hardest just need to be heard and understood. They think you are trying to force them to do something, and a lot of them will always feel that way. 

Remember your job is built on relationships. Build those, affirm successes and help in the trenches in the midst of problems. Resolving issues will open doors for you. Keep pulling those doors open and offering ideas. 

You're going to miss being with students on a regular basis, you're going to miss the interactions and relationships of teaching and seeing growth year after year but you'll adjust. You'll look for opportunities to have relational moments with the students. The upside is that the kids love when you walk in a room because technology tends to be so engaging. That helps.

You should try Twitter earlier- not only is it going to help you in problem solving and idea making, you're going to develop friendships with people that are going to encourage you through the tough days. You're also going to realize you're good at what you do because of that passion and relationship model you've been working on. Others are going to recognize you're good at what you do to, that's going to give you a sense of purpose on the days you're stuck in the muck- and there will be a lot of them. You don't know now how many people really feel like you are forcing something on them, but you will. It's going to shock you. You could be a little less passionate to the entire world about edtech at times, that might help.

People have a hard time seeing your "balance" and quite honestly you aren't very balanced right now. You are pushing tech so much that from the outside looking at you, it's like you think a lesson isn't good without it. While it is your job to help others integrate technology, you need to remember teachers need to know you see the need to not have technology at times too. You'll get better at this...you'll teach lessons to your students about balance and screen time but right now you're perceived as a vigilante. Bring it down a notch or two. 

That being said, don't take pushback personally- that's going to be really hard for you (you are going to cry way too much). And give up some of those control instincts you have- a noisy classroom isn't necessarily a bad thing! Students collaborating is going to blow your mind in the future. It's an amazing thing to watch.

You are going to have to learn to be flexible through this and that's not your strongsuit. Technology is always changing...don't bank on one device, app, website or lesson plan. You are always going to be in a fluid environment. Rolling with the punches and adapting is what's going to make you good at what you do. You're going to learn to meet teachers/administrators where they are and move them forward. 

 

You're going to write a blog, be asked to speak at conferences, and build relationships outside the 4 walls of your school but don't forget you love your school and that's your first priority. Treat those you work with with respect and honor and listen. Try to complain less  when things don't go as you were hoping. Again... Remember find your balance.

Lastly, give up on the SAMR model sooner. It just doesn't work for you AND THAT'S OK. Focus on transforming classrooms, stations, blended learning, and your four C's- CREATION, CONSUMPTION, CONNECTION, CURATION. Those are the things that are going to resonate with your teachers. 

You've got this. Keep growing and learning to help yourself and those you serve. You're going to get to year 4 and think "oh my word, what was I thinking?" Just keep failing forward and learn from your mistakes. And pray... That's going to help you more than this letter.

You are loved,

ME

My #OneWord for 2016

My "One Word" for 2015 was LET'S...and how prophetic and apropos it was! I've never felt so entrenched in collaborative efforts as I did in 2015. I've had the honor of having more amazing educators in my professional learning network than ever before. I've had more face to face opportunities with amazing educational technologist than ever before. I am no longer a lone wolf educator, I've embraced the power of others and the strength in learning and working together to meet the needs of my teachers and students that I support. "LET'S do this" was a great mantra for my year. Even when I wanted to be stand alone and prideful, I was put in my place and shown that there are times you just have to embrace help. The value of team and LET'S will always resonate in my 2015 memories.

Beta means precursor. So this year my "one word" is BETA. According to thefreedictionary.com the definition of beta is based on this:  "beta version - Alpha version describes a development status that usually means the first complete version of a program or application, which is most likely unstable, but is useful to show what the product will do to, usually, a selected group—and is alsocalled preview version; the beta version is usually the last version before wide release, often tested by users under real-world conditions."  I love innovation. I love trying things that have the possibility to change education for the better. I love being a risk taker. I love learning, adapting, trying, adjusting, all to make educational opportunities better. 

"Better" is a vague term that might mean more fun, more challenging, more engaging, more cost efficient, more dynamic, or maybe more EFFECTIVE. Regardless of what "better" happens within my year, I want to live 2016 in BETA format. Allowing myself opportunities to try new things but balancing it with knowing when something isn't working. I want to be used in the educational world to make a difference. I want to be the tester of ideas. I want to hold tight to those things that have been tested, tried, and have proven value to education as I always do, but this year I also want to be given opportunities to have more BETA experiences. BETA means letting go of fear that stops me from going with my gut and the Holy Spirit. BETA means being faster and stronger in my thought processes, trusting myself in my decisions. It means moving forward knowing I'm trying my hardest and (heaven forbid) even allowing myself a few failures along the way. BETA may mean I'm not always the popular one or the favorite. BETA means I'm a risk taker but not just for the sake of taking risks...for the journey of finding something that doesn't already exist- a better me, a better educational option, a better environment. LET'S BETA! (See what I did there?)

The 5 A's of K12 Innovation

I had the honor of being asked by a local EdTech company to be part of a mom focus group to give feedback regarding what parents want from camps/programs and what 7-17 year olds interests are in terms of technology. As a technology coordinator, it was interesting to listen to the other 10 moms participating that didn't represent my own school. I left the lunch curating the information in my own head and I am wrestling with 2 big thoughts:

1. For the most part "tech for tech sake" doesn't appeal to the masses of students age 7-17, integrating technology into things does appeal to them. It is how they do life. While there will always be people that enjoy the calling of coding, programming, and technology-based things- most students look at technology as a way to do something they want to do- it's a path to something else they are trying to accomplish.
2. Which leads to my second thought- innovation doesn't have to be technology-based. In a previous post, I discussed my definition of innovation being the intersection of passion and need. While technology is often an innovating factor in a classroom, I'm finding more often that  innovation is so much more than integrating technology well. 

So if I go with the definition that innovation happens at the intersection of "passion and need," I find myself looking at this not just from my techie viewpoint but from the viewpoint of students, non-techie teachers, parents (present and potential), administrators, and stakeholders. Thus I am thinking what this looks like in terms of the following 5 "A's" of Innovation:

Academic - We are constantly looking for innovation to streamline our classrooms and help students at their point of need. In my position, this means always trying to find new options for using technology for personalizing the learning of our students. This also might mean collecting all the cardboard I can find, like Gwinnett Co, Georgia's Teacher of the Year- Trisha Connor to meet the needs of her STEM classroom. It might mean helping teachers from different disciplines and grade-levels collaborate on a project together- with or without technology being a major player of the concept. Innovation might mean more options for students/teachers/administrators to connect, consume, create, and curate data in ways that they haven't traditionally tried.

Athletic - Perhaps with the growth of augmented reality, technology can truly create opportunities for training of athletes against "that weeks opponent more than ever before, even in the K12 arena. With the ease of videoing events these days, apps like the ones mentioned in this article create ways for athletes to make corrections to better themselves immediately, also personalizing athletics by way of technology-based training playlists for workouts can benefit each athlete where they are for the betterment of themselves and the team. But innovation in athletics might mean creating opportunities for the fans to feel more "involved" in their favorite sports via game day updates, weekly video updates, incentives for attending events. Innovation in athletics might mean creating a class for news broadcasting to develop students into sports broadcasters beyond their desire to tweet their updates at games now.

Artistic - The ability to give our theater students a global audience through live streaming is definitely an innovation in the area of the arts. But perhaps innovation in arts means giving students opportunities for graphic arts and understanding that CAD design opens the doors for interior designers. Perhaps it means classes in design thinking to create the next generation of innovative thinkers and planners for our community. Innovation in the arts means using recyclables to change our world aesthetically, using visual arts to speak what words can't say, using language arts to share visions and thoughts beyond the comfortable or normal language barriers. And perhaps technology bridges all these things for a broader way of sharing.

Advertisement - Social media has opened the door for free advertising as often as we are willing to post something. In that, it has also now become common and acceptable for "self promotion" both personally and academically (school) speaking. Innovation means looking for ways to brand your school in a positive light- perhaps it's QR codes or augmented reality triggers throughout campus where visitors can learn more about the school's activities, students, faculty, and facilities-linking to friendly professional looking videos that maybe were even created within a classroom curriculum. Maybe innovation in advertising means looking for local offerings that your "target audience" attends and marketing the positive aspects of your school at those events. Maybe innovation in advertisement means giving your faculty/staff opportunities for growth or sharing their knowledge outside of the realm of your school so that the world knows more about your faculty/staff. Perhaps advertisement means there is a push for your students to perform, participate, attend events beyond the walls of your campus that allow them to show their learning and passions to the world at large. 

Adventure - When I think of the word "innovation" I don't think of status quo. I don't think of every day being predictably the same. Innovation can mean change or it can mean adventure. Innovation means taking chances on new ideas and allowing for failure. Innovation means prototypes, adjusting, constant communication for growth, preparing for change, looking for opportunities. Innovation means keeping your ear to the ground in your community so that you can turn a "local problem" into a problem-based learning adventure and possible solution. Innovative schools act, they aren't reactors.

Innovation means sitting on the edge of potential and having the vision to find the balance your school needs on that edge. Smart innovation means being adventurous but being leaders that think things through- not just jumping on the latest buzzword in education. Innovation means finding opportunities for your circles of influence to work hand in hand. Community, stakeholders, alumni, teachers, students, administrators, parents interested in innovation should all be able to find ways to plug into innovative thought processes in the K-12 environment...with the wind blowing through their hair. (Ok, so that may seem a little idealistic, but I do believe innovation is the place that opens the door for involvement- where passion intersects with need.)

,

Why Being Average Is So Hard

"At the end of the school year my heart saddens for the average kid. The kid who didn't receive the plethora of accolades that others hauled home from end-of-the-year ceremonies. Not because the ones who received the awards weren't worthy of the award, but that there are a ton of kids out there giving it all they've got for the low B or the high C. Ah, those trophies and treasures. My prayer is that we all teach that those are the shiny things that are of greatest value living there on our insides. Character, commitment & excellence. Yes, everyone can excel in these three. May we all look to find these in each face we teach and parent." - Meghan Casey Cobble.

This blog post started with the above post my friend Meghan had on Facebook, but the sentiments could have been written by me. These are thoughts I deal with on a weekly basis. How best can we meet the needs of the average child and help them to see their worth and value? I've blogged around the idea before, today I will blog it headlong.

Schools spend extra time and money trying to meet the needs of student learning in the extremes- in fact, they are required by law to meet those students needs of the low achievers and the high achievers- therefore, the accountability of laws make states, administration, service staff, and teachers focus on these students. This is important, I am not saying that it isn't. Schools also spend funds trying to help students find their niche that isn't maybe "rigorously academic-based." For instance- the athlete, the actor, the singer, the artist, all have self confidence, much like the student that excels in learning due to the fact they have found something that pulls them out of the mundane of everyone else.

The average child that is not plugged in and the lower-level learners don't have this confidence thing going on. Yet that lower-level learner tends to have more one-on-one instruction/mentoring time to offset this issue. Connections matter! But what about the average child? How can we help them to feel confident and valued? My heart aches in this because there were times I was that kid. I was borderline average/above average most of my school career but the thing that kept me going was that I truly loved learning and had a knack for writing.

I have two children of my own that fall into that "average" ranking that don't necessarily love learning as a rule. Learning is hard for them at times. Frustrations are high for them at times. Successes are measured differently for them than for some students. There have been times I have definitely been guilty of pushing them too hard- as an educator and a mom. The truth is, there are times I've been disappointed as an educator and a mom- not just disappointed in their grades but in my inability to help them see their worth outside of their grades. I'll be honest, I probably own the angst of this more than the typical "mom educator" should.

How do I, as a mom, encourage them to be their best without smothering them or pressuring them? How do I, as an educator, see students like them and help them see their positive attributes to this world? It is a struggle for me, I will not lie, and I don't think I am alone. Average kids fly under the radar so much of the time- sometimes we don't know if they are meeting their potential or if they are skating on the "good enough" rink they have been placed.

Here is what I know- these are the kids that look back at high school and don't have a lot of fond memories. These are the kids that think there has to be an easier path, a better fit, nicer people, at the school down the road. These are the kids we often let down because they are either "easy," or because we perceive they just don't care so we don't seek to engage them. BUT these are the kids I'm passionate about- the kids I want to figure out better ways to reach. I'm open to suggestions and ideas, I'm willing to take the blame for my part, I want to help be a change agent in this area. Maybe it's because I was a "fall between the cracks" student that it makes me want to work hard to cause a culture change. Anyone with me?

Should ALL Educators Be Innovative?

For the last few days I've been thinking about the definition of innovation and the place it has in education. I may be an EdTech person but I'm a "wordie" as well. I believe in the importance of words used well. It's why I feel adamant in choosing the words "facilitator" or "coach" over "para-pro," and "lead" over "master." It's why I dislike the word "rigor" and get so livid when I hear the word "fart" that I write blog posts about it. I need a definition to a word that I can wrap my head around and I need to know what it means to others. In education, you hear the term "buzz word" a lot. "Innovation" is the latest buzz word or "fail forward" or "personalized learning." I'll admit, I've reacted strongly against some words but often it's because my definition does not match that of the speakers. Being a wordie is probably why I like to blog as well.

So today's word in question is INNOVATION and it's place in education. At a meeting I was in last friday with educators and computer programmers a comment was made that "innovators find each other." It got me thinking...what is an "innovator?" So I pulled up the definition that said, "1: the introduction of something new. 2: a new idea, method, device" and in my head, it became the place where passion and need intersect. I have been accused of being a passionate educator on several occasions, and quite frankly I take it as a compliment (I'm not sure it is always meant that way). Because I am an instructional technologist, I think about how technology can aid the path of learning far more than I should. I stand firm in my belief that technology in the classroom can revolutionize the way students learn. I passionately try to convince the naysayers and I dig deep to find ways to prove the worth. What I enjoy the most is when I see a need and get the opportunity to look for ways to meet that need with technology. Like the figure above- when my passion for EdTech meets the needs of students, innovation occurs often. 

Does innovation have to be technology based? I don't think so. Technology doesn't have to be the only option of meeting a student's needs. Perhaps it means teaching a student how to take efficient notes by training them in some way using both visual drawings and words to stir remembrances. In that case, technology doesn't have to be a part of the equation. (Did you see how open minded I was with that idea just then?). What I do believe is that innovation works with an overarching cover of creativity. I believe innovators are creative souls. I believe the passions they have for their disciplines lead them to creatively think about how to best reach their students. I do not believe innovation and creativity can be separated. I do believe even non-creative types can see the benefit of innovation and want to use it. I do not believe non-creative types will be the ones that have that lightbulb moment of "Heyyyyyyy, what if we could make this happen!"

So what does this theory I have mean to education? When we place people in roles, I think it is important to decide what the level of innovative thinking needs to be for the job at hand. Are innovators also design thinkers? Perhaps this is also true. Are innovators risk takers? I think that is probably the case as well. So as educators, what positions require this type of personality and what positions don't? Is there a difference? Should there be a balance? Should ALL educators be innovative? I leave you with questions that I choose not to answer but would love to hear the thoughts of others. "Hmmmm moments" are some of my favorite to ruminate over. This is mine for today.