Big Apple in Education

This year I was fortunate enough to be able to usher in the New Year with over a million people from around the world in Times Square. My husband surprised me with this trip, as it was on my bucket list to be in the city and experience the biggest New Year's in the nation. As part of my 11-hour wait (yes I said 11hours), I worked on my resolutions and I resolved to be more consistent with my posts. In case you haven't noticed, I've struggled with that in 2015. Fresh starts, right?

I learned a lot through my first ever trip to the Big Apple.  I observed many common practices that if implemented in the world of education, would change the way students, teachers, and administrators feel about the school experience.

The hotel where we stayed was located right off Times Square and shared the block with several Broadway show venues. Each night as we were walking the block, I noticed audience members standing outside of the building after the show waiting for the performers to exit. Rather than moving on to their next Big Apple adventure, these folks waited for quite some time to shower the performers with cheers and applause for their performance when they finally emerged. What if we did this for students who had given it their all at the end of long week, or for teachers as they emerged from their classrooms after facilitating an outstanding learning situation?  What if we did this for administrators after they have spent hours, days, weeks, and even months developing plans to improve district performance or implement a new initiative? Would celebrating these educational "performances" not give those in the trenches the motivation to come back each day and do it all again, just as it does those performing on Broadway?

In addition to my introduction to Broadway traditions I was introduced to another fascinating and complex system...The New York City subway system. Let me tell you, it's not as easy as you'd think. There are maps and guides to help you determine how to get where you are going; however, there are both local trains and express trains and with several options to meet one end result, it's rather difficult to know which train to select until you get used to it. While I am VERY directionally challenged, my husband is typically masterful at navigating us around the cities we visit. Imagine my surprise when we ended up in Brooklyn one night instead of back in Times Square as we intended. (Side note: Brooklyn is one place we had been advised not to go to at night.) Oops! We spent the next 30 minutes hopping on and off trains and transferring until we were able to navigate our way back to our hotel. While it was incredibly frustrating to not know for sure where we would end up, the underground adventure we were on was well worth it due to the experienced gained. After that, we were subway masters. In my position at school, I see many teachers and administrators find themselves in the same situation Scott and I found ourselves. They have expectations set for where they need to go in regard to the implementation of initiatives and tools (including technology), but many seem to get frustrated when they cannot reach there expectation destination via the quickest/shortest route. Some even try to ignore that these changes/expectations are happening. You've gotta get home, people! What if instead of getting bogged down with the stress of ourselves to these educational destinations, we all embraced the adventure of reaching our goals; how much we are learning, the baby steps of change? We will get there eventually (where ever "there" might be). It is up to us how we will feel along the way. Feeling scared or anxious about ending up in the right place sure won't get us "there" any faster.

And then there was the communication factor. Communicating with folks in New York City can be a challenge in and of its self. Did you know there are actually guides online that tell you how to do this properly? Wish I would've paid more attention to those. What I found is that although language can be a barrier in city that is made up of people of so many different nationalities, there is one universal truth. Most people want to talk and are willing (and even excited) to exchange with perfect strangers so long as you are willing to initiate the conversation. During our time in the city we met and spoke with people from around the globe, including England, Syria, Canada, Mexico, Spain, various U.S. states, and yes, even many very friendly New Yorkers. That was by far the best part of the trip. Discussing the customs, experiences, and viewpoints of people from around the world and watching as them as they took what we said in and to heart was incredible. What if we allowed for that kind of communication in schools? Would students and educators, educators and parents, and educators and educators not be better off if we all listened (really listened) with an accepting ear a little bit more? If we listened to those we interact with every day as attentively as we do those we just meet, would that not provide clarity and result in us being more tolerant of our differences in opinion?

Needless to say I loved my NYE trip to NYC. That short trip provided a lifetime of take-aways for me. (I'm not saying I don't need/want to go back, Scott! ;) I hope that after reading this you will see why we need to put a little of the "Big Apple" back into education!

Image Source:

KyariTheKonverseKidd

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WeLearn...Boy, Have We Ever

For the past three years Yorktown Community Schools has hosted an IDOE Summer of eLearning conference. Each year I've had a front row seat to the conference planning process. The first year I was a presenter, but jumped in on the planning a week before the conference to help with the last minute details. The past two years I've served as conference coordinator, planning everything from the keynote speakers and schedule of sessions to the design of the name tags. I've done a lot, but I haven't done it alone. My small but mighty tech team, our media specialist, and even our superintendent have all worked tirelessly to see that our conferences have been successful. It is their dedication to detail that has made each event a truly professional learning experience for those who attend. Each year our attendance has grown and conference feedback has been positive from those who have attended. Last year we branded our conference "WeLearn", a title/theme that promotes collaborative learning and embraces the idea of making learning a game, complete with avatars similar to those on the Wii system. (Get it? ;) 

Each year our conference has featured topics that are important in the world of EDTECH. We have been mindful to provide sessions that meet the needs of our own YCS teachers as well as the needs of those in the neighboring districts whose teachers often attend. But aside from all of that, so much more learning goes on at WeLearn. Lessons about who WeAre, how WeLook, and where WeLack were learned by those of us doing the planning. That’s right we were learning too, even before we ever sat through a single conference session. These lessons cannot be documented with PGP points, but rather with wisdom that impacts how we function as a district as well as how we interact with others.

WeLearn has taught us who WeAre. WeAre a corporation that truly believes that access to technology provides students and teachers with opportunities that would otherwise not exist. Opportunities to connect, create, and facilitate learning using methods that mirror the world we live in. The caliber of sessions that our own YCS teachers present each year is evidence of this. It is no doubt thanks to the leader of our district who has developed and continues to promote our vision. Her leadership has a direct impact on the attitudes about technology of all stakeholders in our district. As a parent of three YCS students myself, I appreciate that.  WeAre preparing our students for their world.

WeLearn has taught us how WeLook to others. The saying "perception is reality" is spot-on in the world of education. The comments and feedback from those who have attend WeLearn show that Yorktown is viewed as an EDTECH leader in our area and in the state. Folks look to us as an example, which can be a both a blessing and a curse. While the compliments and recognition are great, it is added pressure on us to deliver. This poses challenges when hiring new teachers and administrators, developing professional development plans, and ensuring quality instructional practices in classrooms. Nothing changes more quickly than tech. Seeing that we are keeping up is a constant challenge, but we are committed to seeing that the way WeLook represents the reality of who WeAre.

Finally, WeLearn has shown us where WeLack in resources. Lacking in resources in not new in education. The conference planning process brings full attention to how lean we are administratively and in our tech department. We are fortunate to have access to devices in our district, but the number of people assigned to see that these work and are used well is very low compared to other districts functioning at our same integration level. This becomes clear each year during the six months of planning for WeLearn as we struggle to keep up with our regular assigned job responsibilities while taking on the second job of organizing this event. So why do it? That PD piece, the "use it well" part of our job. Teacher buy-in is often a battle that folks in a position like mine face. YCS teacher participation in this summer learning opportunity is voluntary. While not all YCS teachers attend, the number of YCS teachers and administrators who come to WeLearn has greatly increased over the past three years. This year we had five times the number of YCS employees attended than the year our conference debuted. While we are still not at 100%, WeLearn is inspiring and motivating a number of teachers enough that they want to attend in an effort to improve their tech integration skills despite the fact they are not compensated for doing so. It is this type of dedication that further illustrates who WeAre.

I'd like to thank the IDOE for providing us with this opportunity the past few years. Not only has WeLearn helped hundreds of Indiana educators improve their integration practices, but it has helped us as hosts learn more about our district. So whether you’re a WeLearn attendee, presenter, or a conference planner I guess our conference slogan applies.  iLearn, uLearn, WeLearn...TOGETHER. 

For a snapshot of this year's conference, check out our #ycsWeLearn Storify. 

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One Man's Dream

It’s 1:00 am and my family and I are eager to get home after a fun filled week at Disney World. If a restful vacation is what you desire, Disney is not the trip for you. I’m pretty sure I need a vacation from my vacation. But, if your goal is to see your children (including the 43 year old big boy you’re married to) experience joy and happiness for six solid days, then sign up! I learned on this trip that Walt Disney opened Disneyland in 1955 to be a "play place for families" and that it is exactly what it is.

This is the fourth time my husband Scott and I have taken our children to see Mickey, a fact that I’m actually not proud of. It seems excessive to me given their ages. Over the course of our three prior trips, I thought we had seen everything Disney has to offer. It turns out I was wrong. Tucked back in the rear of Hollywood Studios is an attraction that we had never visited. It’s titled One Man’s Dream and it chronicles the life of Walt Disney. It’s pretty much a museum filled with artifacts from Disney’s professional life, followed by a 20-minute documentary. Sound boring? It was actually anything but! The artifacts displayed included a comic of the first character that Walt Disney ever created, Oswald the Rabbit (who by the way looks a lot like Mickey Mouse), as well as the desk where Disney sat when he created Snow White and the Seven Dwarfs. (The little girl in me loved that!) In addition to these classic artifacts and stories shared, there were many examples of Disney’s failures and setbacks. That’s right, MANY examples.

While soaking in all of that history, I had to ask myself, why? Why focus so much on the things at which the great Walt Disney failed? After thinking about it, I came to the conclusion that in order to celebrate our successes, we must first recognize our failures. Now that’s a lesson we need to teach our children, both at home and at school! We are constantly telling our children/students that it is okay to take risks and to fail, but do we ever show them prime examples of how those failures can lead them to be better, inspire creative thinking, and build character? When our children have life successes, do we point out how prior failures contributed to those successes? If the answer is no, should we consider doing so?  Should we connect those dots for our children, or hope they all possess that natural drive and determination that Walt Disney seemed to have that allowed him to overcome his failures?

I hope that on this, their fourth trip to Disney World, my children walked out of the “happiest place on Earth” with more than a pair of mouse ears or a roller coaster fluttering tummy. I hope that they walked out with an appreciation for the creativity, perseverance, and grit that it took to create such a place. I also hope that when one day they take their own children to visit Mickey, they make this attraction a priority. That, my friends is this One Mom's Dream.

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As Many Hours As Beyonce

I'm not even a little embarrassed to admit that this is one of my favorite sayings.  I read this message every day, as part of the screen saver collection on my computer. I selected it for workout motivation; a reminder that it is in my control to set time aside in my schedule to workout. I will also admit that I have been told more than once by other women that they hate this saying. They then ask how I dare to compare myself and the way I spend my time to that of a woman who can afford to hire help not only with her fitness routine, but with her work commitments and parenting responsibilities as well. I guess I don't look at it that literally or personally. This saying motivates me to manage my time and make things happen. Whatever it takes, right? 

Folks in education know that this is the time of year when teachers struggle. This stretch between winter break until spring break is long and stressful. This is the time of year when it all comes to a head with standardized tests around the corner, missed instructional time due to weather, student behavior issues, and the dreaded winter blues.  It also seems that this is the time of year when teachers feel that they are challenged to stretch themselves professionally, to step up their game with instruction. With the school year half over, it's crunch time. Teachers are told they should now have a clear understanding of the needs of their students and what it will take to grow them. Additionally, in my district, teachers have the added pressure of creating lengthy eLearning bundles for snow make-up purposes. We embrace this practice in an effort to cover critical material prior to state mandated high stakes testing windows, but recognize it as one that places many of our teachers out of their instructional comfort zone. It is a lot and teachers are feeling the pressure. Over the past few weeks, as I've visited buildings to support our tech integration and eLearning charge,  I have heard so many teachers say, "I just don't have the time to do all of this".  As much as I try to simplify the process for them and provide ideas for time saving measures, the truth is I get it. My task list has grown out of control as well and while I work to chip away at it, it seems to continue to grow. It's one thing to work all of the time to stay ahead, but quite another to work all of the time and still feel behind. That's when the stress sets in. So what's the answer? I wish I had it. Boy would it make this blog post more popular if I did! I can share a bit of information that I recently read that has helped me prioritize my work when I feel it is getting out of control. In his book The 360 Degree Leader, John Maxwell shares the following formula for work prioritization. 

80% of the time-Work Where You Are Strongest 

15% of the time-Work Where You Are Learning

5% of the time-Work in Other Necessary Areas

Obviously this is going to look different for everyone as we all have different strengths, things we need to learn, and work responsibilities. Perhaps that is where the real issue lies. As teachers, we constantly compare ourselves to other teachers even though each of us is uniquely different. For us to try to follow the same time structure as the person teaching next door creates a type of stress that is difficult to overcome. Why do we do this to ourselves? It's as ridiculous as me trying to share the same time and priority structure as Beyonce. So, I go back to the little saying I posted above.  I do, in fact, have as many hours a day as Beyonce. While she and I probably spend our days very differently and our task lists look nothing alike, I know that we both have responsibilities and goals that we are working toward. (Note: Being able to wear a bodysuit and 6 inch stilettos in public is not on my goal list, but I truly appreciate the fact that it is on hers. ;) I recognize that it is up to me to make many things happen in my 24 hours, with or without the help of others. I recognize that I cannot even prioritize my work the same as someone else who does my same job. I also recognize that prioritizing my work is critical, not only in an effort to accomplish what I need to, but to do so with as little stress as possible. I encourage each of our YCS teachers and others reading this post to use the formula above to manage your work priorities. Who knows, maybe that is what Beyonce has done to be so dang fabulous! 

Maxwell, John C. The 360 Degree Leder. Nashville, TN: Thomas Nelson, Inc. 2005, 2011. Print

You Have As Many Hours In The Day As Beyonce. Digital Image. Web <http://www.crazyredpen.com/2013/11/monday-inspiration.html>

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Connect the Dots

Do you remember Connect the Dots; those fun little puzzles comprised of a series of numbered dots that when connected in order, revealed a picture? Connect the Dot books were a big thing in the era that I grew up in. In the days before handheld electronic games, car DVD players and Netflix, Connect the Dots and activities like them were all there was to do on long car rides and in doctor waiting rooms. I spent hours connecting dots to reveal everything from animals to buildings. With the help of the Connect the Dots folks, anyone could be an artist. 

I find myself playing Connect the Dots still today, each and every time I plan a PD session for my teachers. I share a concept or tech tool with them, then guide them to "connect the dots", to understand how what we've discussed impacts instruction and learning. Obviously teaching the tech is the easy part. It's making the connection to the learning process that can be more work to accomplish. Demonstrating how to make something work is very cut and dry, but leading participants to understand the impact of what is being demonstrated requires a variety of examples, as well as explanation, and evidence. It requires context, specifically context in terms of teaching and learning. That's where it gets difficult. You see, a classroom where the teacher really has embraced teaching the 21st Century learner and the integration of digital tools will look differently than one that has not. It has to! In these classrooms, both the teacher and the students are working differently than they have in the past. They are working interdependently to collaborate, produce, and share. There is no need for these types of activities when students are listening to sit and get lectures or completing low-level worksheets. The context for providing instruction to students is different, making it harder for some teachers to connect the dots. 

If there is one thing that I've learned by working in my integration specialist position for the past year and a half, it's that teachers tend to be a literal people. Most are very willing to take the tools that are presented to them during our PD sessions and put them to use in classroom, based on examples they were provided. However fewer teachers are able to generalize what they've learned and apply it to a variety of situations to have a greater impact on instruction. It comes back to context, and for those of us who provide professional development, it is our job to provide that context for our teachers. The lack of context is not the fault of the teachers. After all, many of the things that we are sharing had not been part of the educational world until now. We have to help teachers connect the dots. As a young child I could easily connect numbered dots to form an image of a dog. I had seen dogs before, and their simple form required no more than 20 points. It was more difficult however, to complete a Connect the Dots of an image like the Eiffel Tower. I had no context for its intricate design, and the amount of numbers it required to me to connect was a big job for a five year old. It is no different for teachers. They don't just need training on how to use tech tools, but they need shown how to integrate these tools into the context of instruction. In my opinion, the best way to accomplish this is to put the teachers in the role of a learner, using what I've shared. Doing this illustrates the effectiveness of the concept or tech tool they've been presented. It helps them "connect the dots". I've asked my teachers to participate in flipped PD, chats, self-paced online PD, and more, all in an effort to help them see the new possibilities for instruction.  By learning in the format that we want them to teach, they have context, and they seem to appreciate it! The trick is to make this process as simple as creating a dog, yet as impressive as creating the Eiffel Tower. 

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We're Down With HOC, Yeah You Know Me

December is a busy month, everyone thinks so. To ask teachers to try something new, something out of their comfort zone during this busy time is a border-line crazy thing for a person in my position to do. So, when I went into Pleasant View Elementary, my K-2 building, the first week of December, and asked them to entertain the idea of participating in the world-wide Hour of Code, I was a little worried about what their response would be.  I know teachers are busy covering all of the standards they have been required to cover prior to the semester break.  I know teachers are busy planning special holiday projects and events in celebration of this wonderful time of year. I know teachers are busy trying to get their own homes and families ready to celebrate the holiday. Yet, knowing all of these things, I asked them to learn to code and execute activities for the Hour of Code for which our district would participate.

As we all know, coding isn't exactly at the top of K-2 teachers' priority list. These are youngest students; still learning to walk in a line and recall sight words. So, when I began my Hour of Code PD session, I prefaced it with information about how the language of code is a literacy all children need to know. I shared that it may be the most important second language today's students can learn. I shared how as a nation, we are unable to fill jobs in the STEM areas with our own people, so we seek out employees from other countries to do so. In typical Pleasant View fashion, the teachers participated in exploring the coding apps. Some were genuinely excited to take on something like this, while others were a bit more hesitant.  I heard a couple of teachers say, "My mind doesn't work this way." but all agreed to participate in the scheduled Hour of Code for their building.

On our designated Hour of Code day, I spent my time visiting classrooms to see activities that I had planned come to life. All of the teachers worked with their children on these activities, doing exactly what I asked them to do during pour PD session the week before. During my observations, I found they all put their own style in the lessons, and some even added wonderful extras. They owned it! When I asked for feedback about the Hour of Code, the teachers were excited! All shared that they felt students learning to code was a good thing. They shared that the problem solving skills that students practiced while participating in coding activities were invaluable. But greater than that, all shared that this experience was FUN. Coding, fun? Thats right, at a time in education when teachers often feel the fun has been taken out of school, BAM! There it is. THEY WERE DOWN WITH HOC!!! During a time of year when many K-2 students spend the last days before break making Christmas gifts for their parents, singing Christmas carols, and stuffing themselves with gingerbread cookies, our PVE students are spending time coding. What's more, their teachers were asking for this type of instruction to continue in our classrooms beyond the Hour of Code event. That request may be the best "professional" gift I receive this holiday season. I am exited to continue to help teachers keep coding going with the little ones (and with our bigger kids as well), not to mention learning to advance my own coding skills. Boy, do I need some work in this area! I am excited to assist Stefanie with continuing with coding in our media centers as well. Want to see how Yorktown Community School students are exploring the world of code? Check out the Twitter feeds that are linked to this blog, as well as #ycsEDU.

 

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