Tag Archives: leadership

If you want deeper learning…

Deep eye… you must have deeper teaching.

You can’t get to deeper learning with worksheets and end-of-chapter review questions.

You can’t get to deeper learning with self-paced adaptive learning modules that emphasize facts and procedures.

You can’t get to deeper learning with multiple-choice software and apps.

You can’t get to deeper learning without actually changing day-to-day lessons and units.

You can’t get to deeper learning without shifting toward critical thinking, problem-solving, student agency, and authentic work.

You can’t get to deeper learning without changing your teacher observation and evaluation rubrics.

You can’t get to deeper learning without changing your classroom walkthrough templates.

You can’t get to deeper learning without changing your hiring criteria and interview protocols.

You can’t get to deeper learning without changing what you ask PLCs to focus on.

You can’t get to deeper learning without changing your professional learning structures.

You can’t get to deeper learning without changing your budget.

You can’t get to deeper learning without changing the types of concrete ‘look fors’ and ‘think abouts’ that you prioritize as a school leadership team.

You can’t get to deeper learning with replicative, shallow instruction and status quo leadership behaviors.

You can’t get to deeper learning without taking risks.

Your new 21st century learning framework is awesome. How are you going to ensure it’s more than just lip service?

Image credit: deep eye, carlosdiazwa

Be proud of your pockets of innovation. AND…

PocketsEvery school system has pockets of innovation. Those three forward-thinking teachers in the elementary school, that one grade-level team in the middle school, the department that’s really trying to do something different at the high school, that amazing principal over there, and so on. As school leaders we’re proud of – and point to – that cutting-edge work and rightfully so.

But we also have to recognize that pockets of innovation mean that inequities exist. What if you’re a student that doesn’t have one of those forward-thinking elementary teachers, who isn’t on that middle school team, who has nominal exposure to that innovative high school department, or who doesn’t attend that principal’s building? You’re out of luck.

We always will have educators who are ahead of others. That’s inevitable. What’s not inevitable is our lack of a plan to scale desired innovations. What’s not inevitable is our lack of a guaranteed viable curriculum that strives for every student to accomplish more than mastery of factual recall and procedural regurgitation. If we want our pockets of innovation to ever be more than just pockets, we have to intentionally and purposefully scaffold and design and support to move the entire system to something greater. We also have to be smart about the design choices that we make. For instance, that intervention / remediation / extension time block that you created in your school schedule? During that time, who suffers through low-level thinking work in order to ‘catch up’ and who’s building robots or rockets? The very mechanisms that we create to close achievement gaps often intensify life success gaps.

Who in your schools gets to become future-ready and who doesn’t? Are you remedying traditional inequities or exacerbating them? What’s your plan to scale your innovations so that every student has opportunities to be prepared for life success, not just a few?

Image credit: Pockets, Astera Schneeweisz

Leadership challenges for Tony Sinanis

Tony Sinanis asked a few of us to send him some (relatively quick) leadership challenges for his district’s school administrators. Here are the three I came up with today:

Tony Sinanis Leadership Challenges

What three would you submit?

Trapped

CagedAdministrators: We want to be more innovative but we feel trapped by our schedule.

Administrators: We want to do things differently but we feel trapped by our curriculum.

Administrators: We want to go in new directions but we feel trapped by our PD model.

Administrators: We want to _____ but we feel trapped by _____.

Me: Aren’t you the ones who are in charge of those things?

A gentle reminder that we pay leaders to LEAD, not be helpless victims…

Image credit: Urbanely caged, Stuart Williams

Band-aid

Band aid

 

Attaching band-aids to our current work doesn’t change much

Download this image: jpg key pptx

Image credit: Patching up school items, Penywise, Bigstock

Doomed

Doomed

 

Until the life success of our students is more important than our own comfort levels, any change we initiate is doomed.

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Image credit: Shipwreck, sbuwert, Bigstock 

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

Lose and lose and lose until you win

Woman rolling a giant stoneJournalist I.F. Stone said:

The only kinds of fights worth fighting are those you are going to lose because somebody has to fight them and lose and lose and lose until someday, somebody who believes as you do wins. You mustn’t feel like a martyr. You’ve got to enjoy it.” Or, as Camus put it: “One must imagine Sisyphus happy.”

via https://www.nytimes.com/2018/10/06/opinion/sunday/climate-change-global-warming.html

Although this article is in the context of climate change, I thought it quite apt for our efforts at school transformation. It’s so easy to feel down about the slow pace of change and our perceived lack of progress. As leaders and parents, we must be determined and persistent and dogged in our quest for something better for our children.

We must.

Image credit: Woman rolling a giant stone, Sergey Nivens, BigStock

No one ever said

Eric Hayot said:

No one ever said you would get to do the job in the same way for all 40 years of your career. No one ever said that large-scale social changes wouldn’t change your working conditions. And now they have.

via https://www.chronicle.com/article/The-Humanities-as-We-Know-Them/243769

Yep. Time to get to work. And in much bigger ways than you’re probably thinking…

Grand challenges of the principalship?

Astronomy for high schools

At CU Denver we are having conversations about principal licensure program redesign, including possible orientation toward what we’re calling the ‘grand challenges’ of the principalship. A ‘grand challenge’ for building-level leaders might be a leadership issue such as:

  1. turning around a low-achieving school;
  2. repairing a dysfunctional school staff culture;
  3. preparing future-ready graduates;
  4. meeting the needs of students with unique needs (including ELL/ESL, special education, gifted, transitory; etc.); or
  5. better engaging diverse student and family communities.

We are soliciting ideas from others about which grand challenges might be worth centering a principal licensure program around. We’ll take whatever ideas you are willing to share (multiple submissions are welcome!). Please also include your contact information if you are willing to have us follow up with you.

Thanks in advance for sending us some ideas!