I had a lot of fun today judging senior English projects for Ms. Marvin at Lancaster High School today. Ms. Marvin asked me to sit on a panel of experts as a fictional grant committee. The high school students submitted grant proposals to the committee I was a member of and gave a presentation. This was a wonderful learning opportunity for students as they were presenting their projects to a real audience which made it much more valuable to them. After we heard all the proposals the committee met and decided if the grants would be funded in full, part, or not at all. We came back to the classroom later and made our recommendations to all the students in front of the class. We gave them direct feedback on why their proposals were funded or why not as well as strengths and weaknesses of each.
I never thought I would be like Simon Cowell from American Idol, but I did find myself pointing out professional dress issues and holes in the evaluation and budget plans. I was pretty tough but fair on the students. My other committee members were very helpful to the students in making the connections between their proposals and what is the real need or how they could make their grants better. I asked some very pointed questions to the kids and they had to think on their feet. Some were prepared for the questions, some were not. In the end, I think they all learned a great deal from the exercise.
Project-Based Learning is such a wonderful instructional method because the students have to solve real problems, troubleshoot, think creatively, collaborate and communicate, and then present to a real audience. Ms. Marvin is such a great teacher because she uses PBL effectively in her classroom. If you would like to see an example of her using PBL, watch this YouTube video.
Wednesday, May 22, 2013
Monday, May 20, 2013
Leading by Learning with Teachers
Throughout my 13 years of educational technology leadership I have typically been out in front of leading change. I have recently embraced a new role for my myself. I am now learning alongside my teachers.
What am I talking about? Let me explain. For the past twenty years I have been a Windows PC user. I have deployed, provided training, planned curriculum, purchased software, and installed networks to take advantage of Windows PC's. Things are in the midst of change for my district...and me. Two years ago our high school was awarded the Transforming Teaching and Learning Grant which provided professional development for Project-Based Learning and 5 iPad carts. We chose the iPad because it was more established than android rivals and had the Volume Apps Purchasing Program. A bonus was the Apple Professional Development Services that could be used to strengthen our teachers. More on that in a moment. Once the other teachers in the building started learning how to use the iPad carts in the classroom they demanded more. The high school and I partnered on a 6th cart of iPads and the demand soared higher. At this point, we decided the high school staff was ready for a 1:1 implementation. We decided to give it a calendar year to train the teachers and get them ready for the instructional shift. We have now completed the year long professional development and are ready to deploy in the fall of 2013.
This brings me to my main point. The last time I used a Mac computer to any extent was when I was in college. I graduated from the University of Akron in 1993. Since then I have been a Windows PC user and I am quite proficient with them. This change in my district to iPads has thus resulted in a need for Macintosh computers so teachers can produce iBooks. To help train our teachers on using iPads for instruction and to facilitate the implementation of IBooks author, we have provided 30 Macs and have purchased PD from Apple. It was during these PD sessions that I discovered I had a deficiency. I found myself not able to answer every questions teachers would ask during the sessions. I found myself meandering my way to the answers with them. I had not felt so lost in a long time (educational technology speaking, on a personal level my wife has to help me find things in the house because I can never find them). I found that many of the teachers knew a lot more than me and they were showing me tips and tricks. I contemplated my future and decided to purchase myself a mac book I have been using, not exclusively though, to accomplish basic everyday tasks. A lot of times I still migrate back to my Windows PC for comfort. Using a Mac on an almost daily basis has helped me to learn along with the teachers. I am no Mac expert at this point, but at least I know how to use one now.
As I reflect upon the process we have undergone in recent months, I realize that one of the most important things we can do in educational technology leadership is to empower our teachers to use technologies in ways outside from our own comfort zones. These teachers are now using technology to design learning opportunities for students they otherwise would not have access to. It is important that we allow teachers to stretch our own limits so we can do what is best for the students.
What am I talking about? Let me explain. For the past twenty years I have been a Windows PC user. I have deployed, provided training, planned curriculum, purchased software, and installed networks to take advantage of Windows PC's. Things are in the midst of change for my district...and me. Two years ago our high school was awarded the Transforming Teaching and Learning Grant which provided professional development for Project-Based Learning and 5 iPad carts. We chose the iPad because it was more established than android rivals and had the Volume Apps Purchasing Program. A bonus was the Apple Professional Development Services that could be used to strengthen our teachers. More on that in a moment. Once the other teachers in the building started learning how to use the iPad carts in the classroom they demanded more. The high school and I partnered on a 6th cart of iPads and the demand soared higher. At this point, we decided the high school staff was ready for a 1:1 implementation. We decided to give it a calendar year to train the teachers and get them ready for the instructional shift. We have now completed the year long professional development and are ready to deploy in the fall of 2013.
This brings me to my main point. The last time I used a Mac computer to any extent was when I was in college. I graduated from the University of Akron in 1993. Since then I have been a Windows PC user and I am quite proficient with them. This change in my district to iPads has thus resulted in a need for Macintosh computers so teachers can produce iBooks. To help train our teachers on using iPads for instruction and to facilitate the implementation of IBooks author, we have provided 30 Macs and have purchased PD from Apple. It was during these PD sessions that I discovered I had a deficiency. I found myself not able to answer every questions teachers would ask during the sessions. I found myself meandering my way to the answers with them. I had not felt so lost in a long time (educational technology speaking, on a personal level my wife has to help me find things in the house because I can never find them). I found that many of the teachers knew a lot more than me and they were showing me tips and tricks. I contemplated my future and decided to purchase myself a mac book I have been using, not exclusively though, to accomplish basic everyday tasks. A lot of times I still migrate back to my Windows PC for comfort. Using a Mac on an almost daily basis has helped me to learn along with the teachers. I am no Mac expert at this point, but at least I know how to use one now.
As I reflect upon the process we have undergone in recent months, I realize that one of the most important things we can do in educational technology leadership is to empower our teachers to use technologies in ways outside from our own comfort zones. These teachers are now using technology to design learning opportunities for students they otherwise would not have access to. It is important that we allow teachers to stretch our own limits so we can do what is best for the students.
Friday, May 17, 2013
Innovative Teaching and Learning Practices PD Day - TechToberfest
Mark your calendar for October 10, 2013. Join us to share best practices in integrating technology with teaching and learning. Most importantly, it is FREE to all who register to attend. This teacher in-service day, affectionately known as TechToberfest, will be a great way for our teachers to share with one another. We are not stopping there, however. In addition, we are expanding our knowledge by inviting other educators to come and share their best practices with us. Together, we can learn from one another. To take it to yet another level, local businesses will be invited to the teacher in-service through the Lancaster-Fairfield County Chamber of Commerce. We believe this will create a synergy in the community around our integrated uses of technology and that local businesses should be aware of the skills our graduates possess upon graduation.
Please consider presenting a session or two at our TechToberfest. There are so many teachers around Ohio and elsewhere who are using technology in innovative ways to impact student learning. We are very interested in learning from you and sharing our best with you. We are accepting proposals until July 31, 2013. The schedule will then be created in August and registrations will open in September. Sessions about iPads, Google, response systems, Marzano strategies, RTI, special education, arts, Project-Based Learning, 21st Century Skills and any other cool uses of technology in education are encouraged.
The Lancaster City School District has placed an emphasis on using technology in innovative ways to improve student learning. Our 2012-2015 Technology Plan laid the foundation for our efforts.
Goal 1 - Engage students in learning activities that promote 21st Century Skills - Critical Thinking, Problem Solving, Collaboration and Communication, Creativity, and Innovation.
Strategy 1 - Establish a one-to-one student to computer (tablet) ratio at the high school during the 2013-2014 school year.
To accomplish this first strategy, we provided every high school teacher, administrator, and counselor with an iPad in May of 2012. The teachers were provided with an initial training and then used them at home for the summer. Upon their return the engaged in year-long professional development activities in their TBT's, during late starts, and from Apple Education. We were very fortunate to have received the Transforming Teaching and Learning Grant in May 2011. This grant provided high-quality professional development to four teachers and one administrator in the high school and enabled them to purchase 5 iPad carts. This group of teachers and administrator (Kelli Marvin, Matt Gillispie, Ashlin Henderson, Denise Rooker, and Scott Matchett) were extremely successful and sparked an interest in the rest of the high school staff. The demand from the high school staff was clear enough by May 2012 for the district to approve the 1:1 project.
The board of education, superintendent, treasurer, principals, teachers, students, and parents are all very supportive of this project. The support they have demonstrated has enabled this program to move from conception to reality.
We now have a robust, Meraki wireless network, Apple TV or reflector in every room, and just purchased 1740 iPads and Otterbox cases for deployment to students in August.
Goal 3 - The district will promote new uses of technology to foster student creativity and innovation.
Strategy 1 - Creativity and Innovation Technology Grants
Strategy 2 - Innovative Technology Teachers of the Year Award
To accomplish Strategy 1, we set aside $100,000 from district technology funds to provide mini-grants to teachers who wrote proposals to a committee identifying how they planned to use technology in innovative ways to affect student learning. The maximum grant award per proposal is $10,000. The committee received 29 grant applications and awarded 16 of them for a total of over $99,000. These grants have been highly successful in enabling teachers to use technology in new ways.
To accomplish Strategy 2, we accepted nominations for the an elementary and secondary innovative technology teacher awards. The Innovative Technology Grant Committee recently selected two deserving winners from an impressive list of nominees. Our elementary award has been given to Tanya Clark-Cupp from Medill Elementary. The secondary award has been given to Jacqueline Yahn from General Sherman Junior High. These two teachers will each receive $1000 classroom technology grants. It is important to note that these two teachers, and many others, have been sparking innovation in the classroom instruction in our schools.
As you can see we take innovation seriously in Lancaster City Schools. Please come and share in the learning on October 10, 2013. If you do come please realize that the Fairfield County Fair is in session this day and traffic can be problematic.
If you have questions or comments about TechToberfest, please contact me at 740.687.7300, k_snyder@lancaster.k12.oh.us, or on Twitter @MrKevinSnyder.
Tuesday, April 23, 2013
When will I be looking for a new job?
I had a chance discussion with my superintendent today. He gave me much more credit than I deserve for being an innovator and someone who pushes the edge of the envelope. He told me "when you stop innovating and pushing us to do different things that is the day you should find a new job." I really admire his approach to this and it is a key reason why I am fortunate to work in a district with a superintendent and board of education who enable risk-taking, creativity, problem-solving, and innovation. As an educational technologist, it inspires me to work harder and think deeper about how technology can and does impact student learning. But most importantly, the support of the board and superintendent makes it possible to put some of those ideas into action.
Of course he joked with me that sometimes my ideas are a little too far outside the box and then it is his job to tell me to rethink it or to put it on the back burner.
Hopefully I don't stop thinking of new and innovative ways to impact student learning so I am not forced to find another job anytime soon.
As an educational technologist or school leader, are you pushing the edge of the envelope?
Of course he joked with me that sometimes my ideas are a little too far outside the box and then it is his job to tell me to rethink it or to put it on the back burner.
Hopefully I don't stop thinking of new and innovative ways to impact student learning so I am not forced to find another job anytime soon.
As an educational technologist or school leader, are you pushing the edge of the envelope?
Friday, April 12, 2013
Technology Usage After the High Stakes Testing
It seems that every year there are peaks in the demand for computer and technology repair requests. Of course, the highest demand is during August and September as we try to recover from the summer moves and cleaning. Once we hit October we have caught up and are back to a consistent work flow. That is, until the spring.
It no longer amazes me that after the high stakes testing (Ohio Graduation Test in March and Ohio Achievement Tests in April) are over we see a rash of support requests. These requests are for teachers to do projects with their students. This does not mean that we do not have teachers using projects throughout the school year. However, we do have several teachers who do not embark upon projects that utilize and integrate technology with student learning after the tests. Some of these teachers will write in their work orders that their computers have not worked or been turned on all year. I do not believe that my district is an exception in this pattern.
What about your school? Do you have teachers who barely or rarely use technology (other than centers) with their students until after the tests? I bet you do.
It no longer amazes me that after the high stakes testing (Ohio Graduation Test in March and Ohio Achievement Tests in April) are over we see a rash of support requests. These requests are for teachers to do projects with their students. This does not mean that we do not have teachers using projects throughout the school year. However, we do have several teachers who do not embark upon projects that utilize and integrate technology with student learning after the tests. Some of these teachers will write in their work orders that their computers have not worked or been turned on all year. I do not believe that my district is an exception in this pattern.
What about your school? Do you have teachers who barely or rarely use technology (other than centers) with their students until after the tests? I bet you do.
Monday, April 1, 2013
I don't have time to learn to use technology in my classroom
If you are a school leader you have likely heard some of your teachers respond to demands to make use of technology in the classroom by saying "I don't have time to learn to use technology in my classroom." They may even follow that up with "I have all these reading, writing, and math standards I am teaching and I don't have time to learn something else."
Why do our teachers not have time to learn how to effectively use technology to impact student learning? Today's school climate and requirements are much different than they were when I started teaching in the mid 1990's. Now, teachers are required to get their master's degree while they are working, assess their students constantly, analyze the data from the assessments, differentiate instruction for every student, challenge students to be creative problem solvers, and cover duties such as lunch (I hated lunch duty) and playground. These are just a few of the responsibilities of teachers. In addition, we provide teachers with computers in their classrooms, smart boards and projectors, DVD's or access to Internet streaming video, textbook companion workbooks or materials, etc.... Most teachers have a 30 minute, uninterrupted lunch which is always interrupted or spent making copies or grading papers, and a 45 minute or so planning period which is used to make copies, grade papers, plan lessons, communicate with parents and students, and sometimes take a restroom break. Most of these teachers are not just planning for one lesson. They are planning for multiple lessons. Teachers have to be master managers to handle all these moving pieces. I have not even mentioned classroom management and student behavior. If you would like to read a good description how teachers try to manage this, read Chapter 9 "How Do Teachers Make It All Work" from Differentiated Classroom by Carol Tomlinson and ASCD. After you read this ask yourself how you could handle this for 150 students, with three different subjects to prepare for (Ex. Social Studies teachers may teach History, Government, and Economics). Keep in mind, you have 4 minutes or so between classes, one 30 minute lunch, and one 45 minute planning period.
There are many teachers who can handle all the different assessments, differentiate instruction for each student, grade papers with meaningful, corrective feedback, filter through a menagerie of resources to plan and implement effective lessons, and still have a life outside of school. These teachers are outstanding and they should be celebrated. However, there are more teachers who cannot manage all these different responsibilities and resources. Does this make them bad teachers? No, it makes them average teachers and it comprises the bulk of teachers in our schools. Could I effectively manage the responsibilities and resources while maintaining classroom control to differentiate instruction for every student I teach? No. I too would be in the average range for teachers.
Therefore, it is critically important that school leaders filter out the less necessary resources and responsibilities for our teachers so they can focus on the most important ones. This is what average teachers who we think do not want to learn technology are doing for themselves. They cannot handle one more thing, even though they recognize that it will have a positive influence on learning, because they do not have the time to devote to learning it well enough to ensure student success. Instead, they will focus on their tried and true practices so they can make sure students learn in their classroom. For these teachers, we must provide them only the most critically important technologies and sustained professional development in order to ensure success. There is no need to install a smart board in classroom if the teacher will not make use of it. Instead, since most elementary teachers use centers for instruction at some point in the day, have computer or iPad centers for the students to use and only put a few programs or apps on them that are directly tied to the curriculum. For our average teachers, less is more. It is more because they gain more time to plan, assess, and differentiate instruction. That is what impacts student learning. Leave the more advanced technologies to those advanced teachers who can take full advantage of them and take learning to another level.
Much of this is why we wrote into our technology plan two important initiatives. The first was to set aside $100,000 of our technology budget to a grant process for teachers who are willing to go above and beyond our set of standard classroom technologies. We called these Technology Innovation Grants. These teachers received grants for professional development, innovative technologies such as sensors for agricultural education, ipads and apps for specific objectives, restaurant design software for our Culinary Arts program, etc... In addition, we recognize that we have many teachers going above and beyond with innovative uses of technology. Therefore, we are currently in the nomination process to award two of our teachers, one PK-5 and one grades 6-12, as Innovative Technology Teachers of the Year. This award will celebrate the success of our best teachers and will continue to set the bar for the rest of our staff.
In summary, we are trying to impact student learning by ensuring that our average teachers have adequate technology in the classroom while also enabling our advanced teachers to do more. In the end, we are realizing more bang for our technology bucks because the technologies we are installing are being used adequately and appropriately. No longer are we installing technology that does not get used or sits on a shelf.
Why do our teachers not have time to learn how to effectively use technology to impact student learning? Today's school climate and requirements are much different than they were when I started teaching in the mid 1990's. Now, teachers are required to get their master's degree while they are working, assess their students constantly, analyze the data from the assessments, differentiate instruction for every student, challenge students to be creative problem solvers, and cover duties such as lunch (I hated lunch duty) and playground. These are just a few of the responsibilities of teachers. In addition, we provide teachers with computers in their classrooms, smart boards and projectors, DVD's or access to Internet streaming video, textbook companion workbooks or materials, etc.... Most teachers have a 30 minute, uninterrupted lunch which is always interrupted or spent making copies or grading papers, and a 45 minute or so planning period which is used to make copies, grade papers, plan lessons, communicate with parents and students, and sometimes take a restroom break. Most of these teachers are not just planning for one lesson. They are planning for multiple lessons. Teachers have to be master managers to handle all these moving pieces. I have not even mentioned classroom management and student behavior. If you would like to read a good description how teachers try to manage this, read Chapter 9 "How Do Teachers Make It All Work" from Differentiated Classroom by Carol Tomlinson and ASCD. After you read this ask yourself how you could handle this for 150 students, with three different subjects to prepare for (Ex. Social Studies teachers may teach History, Government, and Economics). Keep in mind, you have 4 minutes or so between classes, one 30 minute lunch, and one 45 minute planning period.
There are many teachers who can handle all the different assessments, differentiate instruction for each student, grade papers with meaningful, corrective feedback, filter through a menagerie of resources to plan and implement effective lessons, and still have a life outside of school. These teachers are outstanding and they should be celebrated. However, there are more teachers who cannot manage all these different responsibilities and resources. Does this make them bad teachers? No, it makes them average teachers and it comprises the bulk of teachers in our schools. Could I effectively manage the responsibilities and resources while maintaining classroom control to differentiate instruction for every student I teach? No. I too would be in the average range for teachers.
Therefore, it is critically important that school leaders filter out the less necessary resources and responsibilities for our teachers so they can focus on the most important ones. This is what average teachers who we think do not want to learn technology are doing for themselves. They cannot handle one more thing, even though they recognize that it will have a positive influence on learning, because they do not have the time to devote to learning it well enough to ensure student success. Instead, they will focus on their tried and true practices so they can make sure students learn in their classroom. For these teachers, we must provide them only the most critically important technologies and sustained professional development in order to ensure success. There is no need to install a smart board in classroom if the teacher will not make use of it. Instead, since most elementary teachers use centers for instruction at some point in the day, have computer or iPad centers for the students to use and only put a few programs or apps on them that are directly tied to the curriculum. For our average teachers, less is more. It is more because they gain more time to plan, assess, and differentiate instruction. That is what impacts student learning. Leave the more advanced technologies to those advanced teachers who can take full advantage of them and take learning to another level.
Much of this is why we wrote into our technology plan two important initiatives. The first was to set aside $100,000 of our technology budget to a grant process for teachers who are willing to go above and beyond our set of standard classroom technologies. We called these Technology Innovation Grants. These teachers received grants for professional development, innovative technologies such as sensors for agricultural education, ipads and apps for specific objectives, restaurant design software for our Culinary Arts program, etc... In addition, we recognize that we have many teachers going above and beyond with innovative uses of technology. Therefore, we are currently in the nomination process to award two of our teachers, one PK-5 and one grades 6-12, as Innovative Technology Teachers of the Year. This award will celebrate the success of our best teachers and will continue to set the bar for the rest of our staff.
In summary, we are trying to impact student learning by ensuring that our average teachers have adequate technology in the classroom while also enabling our advanced teachers to do more. In the end, we are realizing more bang for our technology bucks because the technologies we are installing are being used adequately and appropriately. No longer are we installing technology that does not get used or sits on a shelf.
Sunday, March 17, 2013
Maintaining the Momentum in Second-Order Change
In my previous post I discussed the book "District Leadership that Works: Striking the Right Balance" by Robert J. Marzano and Timothy Waters (2009). This post will be about how districts enacting second-order change can maintain the momentum and not lose sight of the vision. As we can all imagine, second-order change is tough, and as the saying goes "when the going gets tough, the tough get going." This also mirrors the advice Marzano and Waters provide to district leadership beginning on page 109.
In the section titled "Some Advice for District Leaders", the writers provide the following corollary story:
A well-accepted principle taught to Top Gun Navy fighter pilots is that the safest move when encountering an enemy during air-to-air combat is to "turn into the threat" (Driscoll, 2005). If a fighter pilot's first move is to turn away from an oncoming enemy plane, he or she lose sight of the situation and forfeits the ability to make necessary corrections in behavior. The same principle seems to apply to district leaders when faced with "threats" regarding their second-order change initiatives. Turning into the threat means being proactive regarding the change process.
Marzano and Waters make the following recommendations for proactive district leadership regarding the change process. I will relate it to the 1:1 iPad initiative my district is undertaking.
Recommendation #1: Know the Implications of Your Initiatives
The implications of going 1:1 in a school are vast. We have to consider the effects on curriculum, teaching strategies, learning styles, logistics of the school day, assessment, funding, parents, students, administrators, and of course teachers. In our case we have had the great pleasure to learn from some districts who have already taken on this change. We have visited Defiance High School in Ohio and New Lexington High School in Ohio. I have also engaged in many twitter chat sessions on #1to1techat and exchanged emails and phone conversations with district leaders around the country. This is where I believe our 1 year phase in process has helped us the most. We have been able to fully discuss the implications and have been adjusting policies and procedures accordingly.
Recommendation #2: Maintain a United Front
This is where the rubber meets the road in district leadership. This takes me back to "when the going gets tough, the tough get going." We, as district leaders, must not be afraid to adjust on the fly and privately recognize any problems with the change as they happen. It is then critical that we engage all appropriate stakeholders and make changes as we need. Most vital though, is that we stay true to our vision and support the process no matter how hard it gets.
Recommendation #3: Keep the Big Ideas in the Forefront
Changing our instructional, curricular, assessment, and logistics can be a daunting task. We, as district leaders, must make sure that we keep emphasizing with all stakeholders the ideas, theories, and best practices involved in impacting student learning. Again, we are fortunate that we have taken a 1 year phase in process for our 1:1 implementation. I believe that when we launch in August 2013 our teachers and administrators will be properly prepared for the most part. We may experience some backlash from parents and students as we are conducting school differently than has been done in the past. We must make sure that we continue to communicate with our parents and students about these best practices so they understand how it will benefit all students and better prepare them to be college and career ready upon graduation.
Recommendation #4: Use What is Known about Acceptance of New Ideas
On page 110, Marzano and Waters reference work by Everett Rogers (Diffusion of Innovations, 2003). Rogers documented through research how to create an atmosphere in which radical ideas or innovations are adopted. In his research, Rogers concludes that individuals are more likely to adopt an innovation or accept a new idea when they see in them the following four attributes:
1. Relative advantage - individuals need to understand how and why new ideas or innovations are better for them personally or for the people they care most about. In this case, our teachers are the ones who had to buy in early on this change and they did. Our teachers recognized before we began our 1:1 initiative that this was what was best for students and how it would have a positive on impact on instruction and student learning. Most parents and students have been voicing positive comments at this point. It is important that we continue to communicate with them as we implement the change.
2. Compatibility - stakeholders are more likely to adopt new ideas or innovations when they are viewed as compatible with personal values and prior experience. In this case, again, our amazing teachers value technology and its impact on student learning. Our 1 year phase in implementation process has enabled our teachers to further refine their instructional practices to take them to higher level. We have some teachers who are still apprehensive but the 1 year process has helped to bring them along. We will not start on day one in August with 100% of our teachers ready for this change and that is OK. What is important is that we continue to support them when they need it and encourage them to implement as they are ready.
3. Trialability - pilot testing new ideas or innovations in safe low-stakes settings will increase the rate of their adoption. In the case of Lancaster High School, our pilot group was formed when we applied for and received the Transforming Teaching and Learning Grant in May 2011. This group was then trained in Project-Based Learning and embarked upon using iPads in their classrooms. This group and their expertise set the stage for the rest of the building to see the success and desire to implement on a mass scale.
4. Evidence - people are more likely to adopt an idea or innovation when the idea is associated with evidence that it works. Again, our pilot group of teachers from the Transforming Teaching and Learning grant provided the rest of our high school staff with the evidence they needed to accept the 1:1 program.
Recommendation #5: Communicate with "Sticky Messages"
On page 111, Marzano and Waters reference the book "The Tipping Point" by Malcolm Gladwell (2002). In the book, Gladwell introduces the concept of "sticky messages". His premise is the idea that ideas or innovations "catch on" because there is something about them that sticks with people. The "sticky message" in our case was fostered by our pilot group of teachers and the subsequent inclusion of the goal to establish a 1:1 program from our district written in Technology Plan in May 2012. The first goal and strategy in the plan, which was unanimously approved by the board of education reads as follows:
Goal 1 – Engage students in learning activities that promote 21st Century Skills –
Critical Thinking, Problem Solving, Collaboration and Communication, Creativity, and
Innovation
Strategy 1 - Establish a one-to-one student to computer (tablet) ratio at the high school
during the 2013-2014 school year.
As we embark upon full implementation of the 1:1 program in August 2013 and beyond we, as district leaders, must continue to communicate the simple messages that are the staple of this change initiative. We must use these "sticky messages" to continue to reinforce the change to all our stakeholders.
Recommendation #6: Manage Personal Transitions
On page 112, Marzano and Waters reference a book by W. Bridges (1980) titled "Transitions: Making sense of life's changes". Bridges makes a distinction between change and transitions. Simply put, change is external and transition is internal. In our case, this change is is a gain for our students. However, it is a transition for our teachers and for some teachers they are losing some of their tried and true teaching practices. One key to managing the process of personal transition is for leaders to treat the experience the same way they would the process of grieving. When leaders recognize that for some individuals in the district, second-order change represents significant personal loss (loss of expertise, loss of confidence, loss of relationships, and loss of status), they will respond as they would following the loss of loved ones. They will organize and schedule events intended to honor the past: the people and initiatives that helped move the organization forward. It is important as leaders to allow our teachers to go through the grieving process, acknowledge the past success and the people involved, and allow time for the teachers to mourn the past.
Bridges (1980) refers to this period of mourning as the "neutral zone." The neutral zone is a period of time when people are letting go of the past, accepting what has ended and what has started, assimilating new knowledge and skills, and building confidence in themselves and in the future.
We may shorten the period of time our teachers spend in the neutral zone through what Bridges refers to as the four P's to a new beginning:
In the section titled "Some Advice for District Leaders", the writers provide the following corollary story:
A well-accepted principle taught to Top Gun Navy fighter pilots is that the safest move when encountering an enemy during air-to-air combat is to "turn into the threat" (Driscoll, 2005). If a fighter pilot's first move is to turn away from an oncoming enemy plane, he or she lose sight of the situation and forfeits the ability to make necessary corrections in behavior. The same principle seems to apply to district leaders when faced with "threats" regarding their second-order change initiatives. Turning into the threat means being proactive regarding the change process.
Marzano and Waters make the following recommendations for proactive district leadership regarding the change process. I will relate it to the 1:1 iPad initiative my district is undertaking.
Recommendation #1: Know the Implications of Your Initiatives
The implications of going 1:1 in a school are vast. We have to consider the effects on curriculum, teaching strategies, learning styles, logistics of the school day, assessment, funding, parents, students, administrators, and of course teachers. In our case we have had the great pleasure to learn from some districts who have already taken on this change. We have visited Defiance High School in Ohio and New Lexington High School in Ohio. I have also engaged in many twitter chat sessions on #1to1techat and exchanged emails and phone conversations with district leaders around the country. This is where I believe our 1 year phase in process has helped us the most. We have been able to fully discuss the implications and have been adjusting policies and procedures accordingly.
Recommendation #2: Maintain a United Front
This is where the rubber meets the road in district leadership. This takes me back to "when the going gets tough, the tough get going." We, as district leaders, must not be afraid to adjust on the fly and privately recognize any problems with the change as they happen. It is then critical that we engage all appropriate stakeholders and make changes as we need. Most vital though, is that we stay true to our vision and support the process no matter how hard it gets.
Recommendation #3: Keep the Big Ideas in the Forefront
Changing our instructional, curricular, assessment, and logistics can be a daunting task. We, as district leaders, must make sure that we keep emphasizing with all stakeholders the ideas, theories, and best practices involved in impacting student learning. Again, we are fortunate that we have taken a 1 year phase in process for our 1:1 implementation. I believe that when we launch in August 2013 our teachers and administrators will be properly prepared for the most part. We may experience some backlash from parents and students as we are conducting school differently than has been done in the past. We must make sure that we continue to communicate with our parents and students about these best practices so they understand how it will benefit all students and better prepare them to be college and career ready upon graduation.
Recommendation #4: Use What is Known about Acceptance of New Ideas
On page 110, Marzano and Waters reference work by Everett Rogers (Diffusion of Innovations, 2003). Rogers documented through research how to create an atmosphere in which radical ideas or innovations are adopted. In his research, Rogers concludes that individuals are more likely to adopt an innovation or accept a new idea when they see in them the following four attributes:
1. Relative advantage - individuals need to understand how and why new ideas or innovations are better for them personally or for the people they care most about. In this case, our teachers are the ones who had to buy in early on this change and they did. Our teachers recognized before we began our 1:1 initiative that this was what was best for students and how it would have a positive on impact on instruction and student learning. Most parents and students have been voicing positive comments at this point. It is important that we continue to communicate with them as we implement the change.
2. Compatibility - stakeholders are more likely to adopt new ideas or innovations when they are viewed as compatible with personal values and prior experience. In this case, again, our amazing teachers value technology and its impact on student learning. Our 1 year phase in implementation process has enabled our teachers to further refine their instructional practices to take them to higher level. We have some teachers who are still apprehensive but the 1 year process has helped to bring them along. We will not start on day one in August with 100% of our teachers ready for this change and that is OK. What is important is that we continue to support them when they need it and encourage them to implement as they are ready.
3. Trialability - pilot testing new ideas or innovations in safe low-stakes settings will increase the rate of their adoption. In the case of Lancaster High School, our pilot group was formed when we applied for and received the Transforming Teaching and Learning Grant in May 2011. This group was then trained in Project-Based Learning and embarked upon using iPads in their classrooms. This group and their expertise set the stage for the rest of the building to see the success and desire to implement on a mass scale.
4. Evidence - people are more likely to adopt an idea or innovation when the idea is associated with evidence that it works. Again, our pilot group of teachers from the Transforming Teaching and Learning grant provided the rest of our high school staff with the evidence they needed to accept the 1:1 program.
Recommendation #5: Communicate with "Sticky Messages"
On page 111, Marzano and Waters reference the book "The Tipping Point" by Malcolm Gladwell (2002). In the book, Gladwell introduces the concept of "sticky messages". His premise is the idea that ideas or innovations "catch on" because there is something about them that sticks with people. The "sticky message" in our case was fostered by our pilot group of teachers and the subsequent inclusion of the goal to establish a 1:1 program from our district written in Technology Plan in May 2012. The first goal and strategy in the plan, which was unanimously approved by the board of education reads as follows:
Goal 1 – Engage students in learning activities that promote 21st Century Skills –
Critical Thinking, Problem Solving, Collaboration and Communication, Creativity, and
Innovation
Strategy 1 - Establish a one-to-one student to computer (tablet) ratio at the high school
during the 2013-2014 school year.
As we embark upon full implementation of the 1:1 program in August 2013 and beyond we, as district leaders, must continue to communicate the simple messages that are the staple of this change initiative. We must use these "sticky messages" to continue to reinforce the change to all our stakeholders.
Recommendation #6: Manage Personal Transitions
On page 112, Marzano and Waters reference a book by W. Bridges (1980) titled "Transitions: Making sense of life's changes". Bridges makes a distinction between change and transitions. Simply put, change is external and transition is internal. In our case, this change is is a gain for our students. However, it is a transition for our teachers and for some teachers they are losing some of their tried and true teaching practices. One key to managing the process of personal transition is for leaders to treat the experience the same way they would the process of grieving. When leaders recognize that for some individuals in the district, second-order change represents significant personal loss (loss of expertise, loss of confidence, loss of relationships, and loss of status), they will respond as they would following the loss of loved ones. They will organize and schedule events intended to honor the past: the people and initiatives that helped move the organization forward. It is important as leaders to allow our teachers to go through the grieving process, acknowledge the past success and the people involved, and allow time for the teachers to mourn the past.
Bridges (1980) refers to this period of mourning as the "neutral zone." The neutral zone is a period of time when people are letting go of the past, accepting what has ended and what has started, assimilating new knowledge and skills, and building confidence in themselves and in the future.
We may shorten the period of time our teachers spend in the neutral zone through what Bridges refers to as the four P's to a new beginning:
- Purpose - our teachers need to know why our school has changed and why it is necessary (Student Learning, College and Career Readiness)
- Picture - people need a vision or picture of what the future will look like as a result of the change (Pilot teachers, Technology Plan)
- Plan - people need to know the plans for implementing the changes (our Technology Plan)
- Part - people need to know what part they can and will be asked to play in the future (Teacher Based Teams)
In conclusion I want to emphasize the importance of district leadership stability in the change process. In our case, the change was started by our pilot group of teachers. Once they experienced success and other teachers recognized the impact, they demanded more technology to implement in their classrooms. The demand created a need for the district to put a plan of action together to build upon the momentum and seize the moment. The plan was approved by the board of education and put into place. Board approval of the plan is vital to the long-term success of the change because district leadership changes. Continuity in district leadership can make or break second-order change. In our case, our superintendent changed immediately after the passage of the Technology Plan in the summer of 2012. We were fortunate that the new superintendent came from within the district and new the support the board of education had for the program.
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