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25 professional learning conversation stations

This past Thursday I created 25 professional learning ‘conversation stations’ for my principal licensure students. I printed them all out and spread them around our classroom (which is a school library). Each printed station contained a link or two – or a short reading (and a source) – and some questions to consider. The idea was to expose our preservice administrators at the University of Colorado Denver to a variety of ways to foster and facilitate adult learning beyond schools’ traditional, moribund professional development sessions.

My students traveled around the room in pairs or trios, visiting whichever stations they wanted (they had a shared notes document that listed all of the stations). Each group stayed at a station for as long or short a time as desired. Most averaged about 7 to 10 minutes per station, but some talked for nearly 30 minutes at a single station. At several points during our two hours on this activity, they got together with another group and shared what was resonating from their station visits. We learned a lot and had some awesome conversations together! At the end of the evening I gave them a link to all of the stations, so that they could later peruse whatever they hadn’t visited yet.

Here are links to both the conversation stations and the shared notes document, as well as the slide I used to introduce the activity:

Both of the main documents are editable. Feel free to modify them and make them better for others. If you use this activity in your principal licensure program or school district, let me know how it went!

We also had 3 pre-class readings and 5 beginning-of-activity provocations just to get us in the right mindset:

Pre-readings

Beginning-of-activity provocations

If you have any thoughts or questions about all of this, please get in touch. Otherwise, hope this is useful to you!

How are you introducing school leaders and teachers to alternative (better) forms of professional learning?

Virginia is for Learners Innovation Network

Yesterday I blogged an update on the 7-day Innovation Academy that we are conducting for 72 school leaders in North Dakota. Today I thought I’d share that we are about to launch a new initiative in Virginia.

The first round of the Virginia Is for Learners Innovation Network will launch in March and run through December of this year. Applications are rolling in from Virginia school districts right now. Up to 20 lead innovation teams will be accepted. We will spend 6 days all together on site, plus Amos Fodchuk and his coaches from Advanced Learning Partnerships will be facilitating both regional meetups across the state and ongoing coaching with each participating district.

I’m very excited to be working with Amos and Pam Moran, Executive Director of the Virginia School Consortium for Learning (and former superintendent of Albemarle County (VA) Schools), on this initiative. Other key players include Gena Keller, Acting Deputy Superintendent for the Virginia Department of Education, and Ted Dintersmith, who once again is lending his generous support to building leadership capacity for future-ready learning, teaching, and schooling in yet another state.

The goal is to eventually have about 60 of Virginia’s school districts participate in the Innovation Network (20 per year x 3 years). Unlike any other Innovation Academy that I’ve helped conduct, this one has a significant ongoing coaching component that I’m super enthused about. I can’t wait to work with Amos and his team to support our participants over the course of the initiative. Plus I’m a Virginia kid so it will be great to be back in my home state multiple times this year…

Stay tuned for more information. The adventure continues!

Update: North Dakota Innovation Academy

Back in October I blogged that CASTLE and I were launching a 7-day Innovation Academy for school leaders in North Dakota. Generously supported by Ted Dintersmith and in cooperation with the North Dakota Council of Educational Leaders, the goal was to kick off a three-year investment in leadership capacity-building across the state for future-ready learning, teaching, and schooling. I thought it might be time for a quick update…

We are three days into the Innovation Academy, with Day 4 coming up in February. We have 72 participants representing 14 school districts. Here’s what we’ve covered so far:

  • Day 1 – the big picture; relevance gaps between schools and the needs of society and our graduates; new demands related to college and career readiness; the impacts of automation on the economy and workforce preparation; computers that can see, hear, move, think, and do; new literacies, including multimedia and transmedia
  • Day 2 – what does it mean to be a connected learner?; connected learning audit (personal analysis of our analog and digital learning connections); our connectedness outside of school; connected learning in schools (lots of examples!), crowdsourced learning and resource production
  • Day 3 – student agency and deeper learning, with a strong emphasis on project- and inquiry-based learning; school models that foster deeper learning and student engagement; innovation leaders across the state presented what they’re doing in a PBL showcase
  • Day 4 [coming up in a few weeks!] – rich technology infusion (with a focus on the 4 Shifts Protocol) and blended learning models; translating 21st century vision statements and frameworks into concrete, day-to-day classroom implementation; innovation leaders across the state will be presenting again in a tech integration showcase

As we go along, we not only are highlighting what’s possible but also trying to connect participants to educators in the state who already are doing this work. This allows them to see innovations in action without having to drive too far. We also have an ongoing book study where we discuss a couple of chapters of Ted’s book, What School Could Be, each time we meet.

Things have gone very well so far. Here are our ongoing evaluation results:

Our Innovation Academy participants have been amazing. They have dived right in and are doing a fantastic job of wresting with difficult and challenging concepts. It’s not easy to rethink school but they are giving it all they can. I’m really looking forward to seeing what they come up with during the last two days of the Academy, which is when we begin action planning for next year (and beyond)…

The adventure continues!

[Learn more about my Innovation Academies – including all evalution results – by clicking here!]

North Dakota Innovation Academy: We launch tomorrow!

David Flowers tweet 01Tomorrow I have the privilege of launching a 7-day Innovation Academy with school leaders across the state of North Dakota. The dates are spread out across the year. We end next May. 

The Innovation Academy is sponsored by my national center, CASTLE, and the North Dakota Council of Educational Leaders (NDCEL), with the extremely generous support of Ted Dintersmith, author of the excellent book, What School Could Be, and executive producer of the amazing film, Most Likely to Succeed. North Dakota’s Governor and other state organizations have been focusing on school innovation for many years now. I am honored to have the opportunity to build upon their past work.

We have 72 participants – yes, that’s right, 72! – in the year-long Innovation Academy, representing a variety of school districts and other organizations across North Dakota:

  • Alexander,
  • Beulah,
  • Bismarck,
  • Fargo,
  • Grand Forks
  • Jamestown,
  • Mandan,
  • McKenzie County,
  • Northern Cass,
  • Rugby,
  • Solen/CB,
  • Valley City,
  • Williston,
  • Legacy Children’s Foundation,
  • Missouri River Education Cooperative,
  • North Dakota Council of Educational Leaders,
  • North Dakota Department of Public Instruction,
  • North Dakota Governor’s Innovation Task Force, and the
  • South East Education Cooperative.

THIS is my favorite kind of work: long-term investments in leadership capacity-building. Previous statewide or in-district innovation academies in Illinois, Minnesota, Iowa, and Kentucky all have gone incredibly well. I can’t wait for tomorrow! 

What are you doing to invest in your leaders’ ability to facilitate transformative school change?

Image credit: David Flowers

Innovation academies help build shared understanding, capacity, and commitment

Johnston CSD Compass

This year I’ve had the incredible privilege of working with the Johnston (IA), Emmetsburg (IA), and Prior Lake-Savage (MN) school districts in an Innovation Academy format. I thought that I’d share what that work has looked like in Johnston as we’ve progressed through the school months.

At the core of the Johnston Innovation Academy has been five full days – each about a month apart – of in-depth work with over forty district, building, and teacher leaders. Day 1 was all about the big picture. As I said to participants on that first day, if we’re going to really prepare students and graduates for the world outside of schools, it’s imperative that we truly understand what that world looks like and how it works. The focus of Day 1 was on exposure to the societal contexts surrounding school, including new literacies, economic and workforce trends, and how technology is transforming everyday life. Day 2 focused on the overarching concept of connectedness. We analyzed and strengthened our own personal and professional networks (both digital and analog), saw how connectedness is transforming both group interaction and individual relationships, and examined a number of connected learning initiatives for students and teachers.

On Day 3 we dove into rich, robust learning that focuses on deeper thinking and student agency. We looked at ‘gold standard’ project-based learning in depth and also evaluated a variety of school curricular and time models that facilitate greater learning ownership and active, hands-on work by students. On Day 4 we pulled in the trudacot discussion protocol to see what rich technology infusion looks like within the context of deeper learning and also studied numerous schools’ blended learning models. The end of Day 4 and all of Day 5 were about action planning: How do we take what we’ve learned and discussed and apply it forward?

One key to the success of the Academy has been the regular attendance of every participant. In many districts, administrators and teachers rarely sit side-by-side for multiple days of focused, cohesive learning. Having 40+ educators go through the same five days of in-depth learning allows for shared understandings, capacity-building, and commitments. Another critical component has been Johnston’s intentional alignment of its Academy with other district transformation initiatives. For example, Johnston has an Executive Director of Teaching, Learning, and Innovation who is able to help the superintendent move the Academy work forward in between meetups and also align it with that of other groups. Johnston also has a unifying vision and mission (expressed in the form of a compass), has sent teachers and administrators to visit several innovative schools to bring new ideas and practices back home, and has held multiple community roundtables to gather input from parents, business leaders, and other stakeholders (which, unsurprisingly, have confirmed the directions in which Johnston is heading). All of these work together to feed Johnston’s intentionality, focus, and alignment. As you might expect, we’ve had an incredible year together and I’m looking forward to seeing where they take things over the next couple of years.

What is your intentional, focused, structured, long term approach to initiate greater innovation?

2016 Johnston Innovation Academy Evaluation Results

See more details at: Investing in leadership capacity: The amazing, wonderful District 59

Investing in leadership capacity: The amazing, wonderful District 59

Two years ago I had the incredible opportunity to work with the entire leadership team of District 59 in Arlington Heights, Illinois for SEVEN days. Yes, seven entire days with every central office administrator, every building administrator, and many of their teacher leaders. There were about 40 of us. We met approximately once per month from September to May. They also met for a couple of hours each month in between my visits. They labeled it their ‘21st Century Leadership Academy.’

What did seven-plus days do for us? They allowed us to go both broad and deep, to chart a progression over time that would build leadership understanding and capacity. Here’s what we discussed…

  • Day 1: The Big Picture: Start With the Why – How is the innovation decade going to change learning of, by, and for young people? (thank you Pam Moran for this question!) – Establishing our rules of play and group norms – Quick reactions to my TEDxDesMoines talk about extracurricular learning v. curricular learning – Because of digital technologies, our world today is more… – What are the implications and design considerations of what we just identified for learning, teaching, and schooling? (both positive and negative) – Organizational self-assessment – Getting set up with our new Google+ community
  • Day 2: Connecting and Collaborating – Review of last session’s evaluations and our rules of play – How connections foster innovation (Chris Anderson, Steven Johnson, and The Power of Pull) – Individual connection maps: How are we personally and professionally connected to ideas, individuals, groups, and organizations? (both analog and digital) – 5 stages of instructional evolution – Communities of interest v. communities of geography – Connected learning gallery walk – Interrogating our instruction: Are these connected lessons any good? How could we make them better? – Getting set up with Twitter and our new hashtag
  • Day 3: Problem- and Inquiry-Based Learning – Review of last session’s evaluations and our rules of play – Crowdsourcing – Understanding how Wikipedia really works – Crowdsourcing ideas for students and teachers – Essential elements of project-based learning – PBL v. traditional classroom ‘projects’ (how is PBL different from what we normally do in our classes?) – Interrogating our instruction: Are these elementary and middle school projects any good? How could we make them better? – Going deeper with the components of high-quality PBL – A PBL case study – Making sense of PBL in our own context – Getting set up with Feedly and some awesome school leadership blogs
  • Day 4: Critical Thinking and Technology Integration – Review of last session’s evaluations and our rules of play – A deep dive into The Road Not Taken and Thinking About a Lack of Thinking – When memorization gets in the way of learning – Characteristics of a thinking classroom – Interrogating our instruction: Utilizing the trudacot discussion protocol to foster richer technology integration – Challenge: Design a cognitively complex, technology-infused project
  • Day 5: The Affordances of Digital – Review of last session’s evaluations and our rules of play – Digital v. analog: Examples of the affordances of multimedia storytelling – How is writing changing because of digital and online? – Transmedia – Blended learning models – Personalization v. individualization – Interrogating our instruction: An elementary school scenario
  • Day 6: Visioning and Challenge Identification (aka Action Planning, Part 1) – Review of last session’s evaluations, our rules of play, and the past 5 sessions – Revisiting our responses to Because of digital technologies, our world today is more… (keywords and convergence) – Whereas… Therefore activity – Challenge identification: XPLANE cards – Analyzing our group narratives using Bolman & Deal and an effort-impact matrix – What are our biggest anchors that are slowing us down?
  • Day 7: Enabling Our Vision (aka Action Planning, Part 2) – Review of last session’s evaluations, our rules of play, and the past 6 sessions – What does it take to be a great leader? – Driving forces – Revisiting our responses in the Whereas… Therefore activity – Start-Stop-Continue – XPLANE cards and group narratives: Overcoming our primary obstacles – Interrogating our instruction: Using screencasting apps to address English/Language Arts, Math, or Science standards – Final thoughts on technology-infused learning

Our evaluation results reflected our awesome work together. I freely admit that, as an entirety, this was probably the best professional learning experience that I have ever facilitated. To be able to sustain this level of quality across seven days was phenomenal…

D59 Evaluations

Here are some of my favorite comments from the session evaluations:

  • I like the vast amount of resources that can be shared with staff
  • The active engagement and modeling was very nonthreatening [but] challenged my thinking
  • It wasn’t just a sit and get. We used different tools without them being ‘taught’ to us.
  • Loved the entire discussion about ‘connectedness’
  • The chance to discuss and ask hard questions about where we are at was great.
  • Having time to work DEEPLY with colleagues – the time to really start to wrap our minds around what all of this actually needs to look like within the classroom setting
  • It was great to look at some sample units and critically evaluate them
  • The Whereas… Therefore exercise was difficult for me until the very end. Hearing the thoughts of all of my colleagues was powerful when it all came together.
  • Taking the time to dig through some difficult conversations
  • All the interaction and discussion with my table group. Lots of laughter and rich discussion.
  • My favorite part was the focus on ‘What exactly are kids learning as a result of this process?’ v. ‘Look! A project!’
  • Teachers keep asking us what 21st century learning looks like and we now have many examples to share with them
  • Scott was a model for how to teach
  • Challenging our thinking and beliefs is a wonderful experience
  • Looking at a teacher’s lesson and coming up with appropriate talking points to help the teacher think about how to improve it
  • [We have had] LOTS of opportunity to do the hard work – these are not easy conversations
  • Is there a number higher than 5? Great information on creating and evaluating PBL projects
  • So powerful to work collaboratively with table mates to plan a unit of study. Really helped with my level of understanding of how we want our staff to plan.
  • Working with apps to demonstrate and apply our understanding of what we know and have learned
  • Very concrete in terms of identifying the specific problems and potential solutions and then writing that narrative to describe that landscape
  • You made a very complex topic much more palatable. It was a challenging topic with many pieces, but due to your careful planning, the flow seemed more natural.
  • The continuing a-ha!
  • Thank you. I am really enjoying these times to learn and grow.
  • Thank you for yet another enlightening day. They are always exhausting but I learn so much.
  • I have learned a lot during this time together but, more important, I have learned a lot about the other leaders in the district
  • It’s amazing to see how far we’ve come as a group since September. Our progress is faster and more significant every time we’re together.
  • We are more cohesive and in alignment with our thinking than we were at the beginning of the year. We also had fun as we learned.
  • Best PD ever – applicable, engaging, empowering, collegial, just AWESOME!

Our work got a shout-out in Will Richardson’s new book, From Master Teacher to Master Learner, which is pretty cool:

It goes without saying that for many, finding the time to do their own PD is a real problem. No great answer to this is apparent other than a cultural reframing, one that is already underway. And that means schools should consider a reframing of their own learning time. For example, last year the Community Consolidated School District 59 in Arlington Heights, Illinois, was able to create sixty-three hours of professional development for administrators around modern learning contexts in an effort to begin real culture change. . . . We in schools need to make the time to understand these shifts for ourselves.

Two years later District 59 is in a significantly different place than before. They have continued learning, talking, and implementing. They are ROCKING OUT.

This is absolutely, positively, without a doubt my favorite kind of work. When we engage in sustained, extended discussions over the course of multiple months or years, we can see shifts in thinking and capacity occurring over time. We can see folks getting excited about the possibilities. We can build shared understandings and commitments. And we can build on all of that to start implementing new instructional and leadership paradigms in schools and classrooms.

Not every district is fortunate enough to have an amazing superintendent like Art Fessler, who recently was named as one of the National School Boards Association’s ’20 to Watch.’ Not every district is fortunate enough to have an amazing assistant superintendent like Ben Grey, who planned and co-facilitated the seven-plus days with me. But, like District 59, every school system can make a sustained, strategic commitment to investing in its leaders’ ability to learn and grow so that they are able to better create and support school environments that foster deeper learning, greater student agency, authentic work, and richer technology integration.

This year I get to work with two different districts – one in Iowa and one in Minnesota – to do this again. Each is doing a 5-day Innovation Academy with their district, building, and teacher leaders. Like in District 59, I’m guessing that it’s going to be awesome because the districts have made a significant commitment to learn and grow together and to build their leadership capacity in this area. I can’t wait…

What is your school system doing to build its leadership capacity to foster 21st century learning environments?

What does this say about us as learners?

A 2nd grade teacher told me – without any seeming embarrassment – that her students knew more about their iPads than she did. I thought in my head, ‘Really? They’re 7…’

As educators, shouldn’t we be embarrassed if we’re getting outlearned by 7-year-olds? (or 15-year-olds?)

See also Struggling with educators’ lack of technology fluency and “I’m not good at math.” “I’m not very good at computers.”

If the kids know more than we do

 

Worlds Day 1: Sock Monkeys

Hey guys! So today has been crazy and it is currently only 11:11 (make a wish!) I’m sitting upstairs in Union Station, away from the pit area so that I can blog. We can’t have wifi or hot spots in the pit area OR the arena because it will interfere with the robots and the game. We haven’t started playing matches yet, but we did have judging this morning! So, in the FTC judging happens at different times at every competition. This year is happened at 9:30 AM….bright and early. In judging we have the whole team, our engineering notebook, our robot, and anything extra that we think we might need to show to judges. The judging room is usually 2-4 people, our coach and obviously…us! Every team has a different idea or strategy that they use to talk to judges. Public speaking can sometimes be really nerve wrecking so we practice before we go in and make sure the team knows what they are saying. It is cool to see how the team becomes more confident and bold with speaking as the season goes on. For the World Championship we chose to set up our blogging like this:

1. Everyone will walk in and shake the judges hand while lining up saying “hello” or “how are you?”

2. We will the the judges stickers, buttons and key chains.

3. Logan Gross (one of the main speakers/a senior on the team) will be a key speaker along with me (Molly…who is also a senior) He will help transition from one topic to the next and I will help with forgotten or missing information.

4. As we step forward to speak, we will introduce ourselves.

5. After we all talk about what we have done/presented everything to the judges, we will ask if they have any questions (assuming there is time left..)

We only have 20 minutes to tell them about 9 months of progress, so sometimes it can get kind of tricky and we have to choose the more important topic. And today…for the FIRST time this season, we were able to finish judging AND answer questions from the judges which is a huge accomplishment considering we have a team of 17. Now that judging is over, the robot has to go to judging. She has to pass hardware/software inspections and she has to be able to fit in a 18×18 inch box. Only 4 or 5 of the team members go to robot inspections though. It is usually our main programmer, and our drive team. While they are doing that the rest of the Sock Monkeys have time to take pictures, scout, have some free time, or sit in the pit area. I usually sit in the pit area, but right now I am blogging. 😛 The people who sit in the pit area always smile, and say “Hi” to as many people as possible. A lot of other teams will come and scout us out, asking about our robots abilities, strengths, and weakness’s. We will have a lunch break from 12:30-1:30 and then we will continue on our day. Today isn’t very exciting because we haven’t started matches yet. We have gotten to meet the South Korean’s, the Australians, the Middle Easterners, and the Canadians though! Everyone else has been from the United States so far.

I’ll post tonight again with all of the pictures, etc!

ISTE Follow-Up 31: Miscellaneous education blogs (THE PUSH 2014)

The Push 2014

Final category! Below are all of the education blog categories for which I’ve solicited ‘the best of the best’ over the past few months. What’s left? And if you know of a blog for one of the previous categories that’s worth submitting, please submit to the list! (there’s a form at the end of this post)

What are some miscellaneous education blogs that P-12 educators and higher education faculty should be reading? Please contribute, see the responses, AND share this post with others so that we can get the best list possible.

What education blogs would you recommend? http://bit.ly/14ulBas Please share with others so we get a great list! #edchat #edtech

Thanks in advance for helping with this initiative. If we all contribute, we should have a bevy of excellent subject-specific blogs to which we all can point. Please spread the word about THE PUSH!

  • Agricultural education
  • Art education
  • Athletics / extracurricular activities
  • Business education
  • Career and technical education
  • Computer science / coding education
  • Counselors / school counseling
  • Curriculum
  • Drama / theater education
  • Education policy / reform
  • Educational technology / technology integration
  • Elementary classrooms (students are blogging)
  • Elementary teachers (teachers are blogging)
  • English / language arts education
  • English as a second language (ESL/ELL) education
  • Family and consumer sciences education
  • Gifted education
  • Math education
  • Media specialists / school librarians
  • Miscellaneous / other
  • Music education
  • Physical / health education
  • Preschool / early childhood education
  • Preservice preparation
  • Principals / schools
  • Science education
  • Secondary classrooms (students are blogging)
  • Social studies education
  • Special education
  • Superintendents / central office / districts
  • World languages education

—–

What is THE PUSH?

We are working together to identify excellent subject-specific blogs that are useful to P-12 educators. Why? Several reasons…

  • To identify blogs that P-12 educators can use to initially seed (or expand) their RSS readers (e.g., Feedly, FlipboardReeder, Pulse)
  • To facilitate the creation of online, global (not just local) communities of practice by connecting role-alike peers
  • To create a single location where P-12 educators can go to see excellent subject-oriented educational blogging
  • To highlight excellent disciplinary blogging that deserves larger audiences
  • To learn from disciplines other than our own and get ideas about our own teaching and/or blogging

We are looking for blogs with RSS feeds – particularly from P-12 educators – not sites to which we can’t subscribe. This is an effort to update the awesome but now heavily-spammed list we made 5 years ago!

ISTE Follow-Up 30: Career and technical education blogs (THE PUSH 2014)

The Push 2014If you were asked to nominate a very short list of career and technical education blogs for educators to read / subscribe to, what would you share? Please submit to the list! (there’s a form at the end of this post)

What are some excellent career and technical education blogs that P-12 educators and higher education faculty should be reading? Please contribute, see the responses, AND share this post with others so that we can get the best list possible.

What #careerteched blogs would you recommend? http://bit.ly/14ukB65 Please share with others so we get a great list! #edtech

Thanks in advance for helping with this initiative. If we all contribute, we should have a bevy of excellent subject-specific blogs to which we all can point. Please spread the word about THE PUSH!

[Next up: Miscellaneous education blogs]

—–

What is THE PUSH?

We are working together to identify excellent subject-specific blogs that are useful to P-12 educators. Why? Several reasons…

  • To identify blogs that P-12 educators can use to initially seed (or expand) their RSS readers (e.g., Feedly, FlipboardReeder, Pulse)
  • To facilitate the creation of online, global (not just local) communities of practice by connecting role-alike peers
  • To create a single location where P-12 educators can go to see excellent subject-oriented educational blogging
  • To highlight excellent disciplinary blogging that deserves larger audiences
  • To learn from disciplines other than our own and get ideas about our own teaching and/or blogging

We are looking for blogs with RSS feeds – particularly from P-12 educators – not sites to which we can’t subscribe. This is an effort to update the awesome but now heavily-spammed list we made 5 years ago!