Conversations That Change The Course

This morning I discovered a great new resource www.BAMRadioNetwork.com or @BAMRadioNetwork on Twitter when I was invited to do an Internet radio show with my long time colleague Will Richardson, author of the best selling book Why School? and Pam Moran, Superintendent of the Albemarle County Schools in Charlottesville, VA. Pam is a nationally recognized educational leader who is paving the way by modeling empowered leadership and innovative ideas about teaching and learning.

Here are some of the questions we discussed and my thoughts as I was preparing for the conversation.

How do we have to reframe the idea of a school in a world where school can be everywhere?

I think that it is critical that we engage in face to face conversations with teachers, STUDENTS, parents, Board members and others in our community. School leaders on every level need to share a new vision for teaching and learning that is dynamic, collaborative and where everyone who contributes is an equal participant in the process. People need time to think about this and school leadership needs to be able to “paint the picture” and create some learning spaces within existing structures where this kind of learning can be “seen in action.” Schools can start with a few classrooms and teachers who are early adopters but we have to support them with resources and encouragement for taking risks in their classrooms.

Another way to stimulate exciting and productive conversations is through sharing reading and information that evokes the kinds of necessary provocative discussions which need to take place. Books such as:

                     Why School? – Will Richardson

                     The Global Achievement Gap – Tony Wagner

                     Creating Innovators – Tony Wagner

                     Switch – Chip and Dan Heath

                     Change or Die – Alan Deutschman

                     One Size Does Not Fit All – Nikhil Goyal

What are the new roles of educators, and how do we prepare for them?

Educators must begin to reimagine their work and embrace their role as facilitators and “meaning makers.” We need to prepare by helping everyone associated with our schools to understand that they are part of “thinking and learning organizations.” We have to model that “no one person owns the learning.” This is hard for some superintendents and administrators who still feel that their job is to somehow know everything and have all the answers. I think that teachers are relieved and empowered when they hear superintendents and other administrators say that we all own the responsibility to figure things out and that we cannot do this without their help. We should also be modeling this inquiring, curiosity and persistence to uncover new ideas and innovations for our kids. The more that kids see us being willing to manage rapid change; the more adept they will be at doing the same thing. 

What steps are you taking to initiate and stimulate conversations around change?

I am using a lot of book chats/coffees with parents in their homes where they seem more comfortable having these conversations with their friends and people whom they trust. Parents realize that other parents are trying to figure things out too. Inviting Board members, parents, teachers, students and community members and others to explore new and emerging technologies like Twitter and social networks where they can get a sense of just how many other people are discussing and trying to figure out these same things is important. Also what some of the solutions can be. There has to be expanded conversations and professional learning that engages everyone. 

In public schools, a lot of this professional learning time is contractual so it is REALLY important that we are taking time as school leaders to create understanding among Board members, parents and the community about why professional learning time is necessary for teachers and why it is so critical at this particular moment in time. Inviting as many people as possible to be part of these conversations and even part of the professional development is key. Time is money ….taxpayer money in public schools ….so this is critical if we are going to create a climate that supports change.

What do you think are the most uncertain aspects of the future when it comes to your students? How do we prepare them in the face of that uncertainty?

There is no question that everything is uncertain -  except that we have a pretty good idea of the skills that kids will need to successfully navigate most any future. These are the skills that we have to share will ALL students. If we look at something like the IB (International Baccalaureate) Learner Profile, we can embrace curriculum that empowers and enlightens students. We can mold students into confident young adults who are prepared to tackle the complex problems in their world. Our goal is to create good citizens and good thinkers and learners. Lovers of learning who are curious about life and the world. Students who embrace differences and understand that they are part of a global solution to the challenges in their world. These are the people who will successfully hold the future - theirs and ours - in their capable hands.

The Education They Need

 

I am really excited that the Dobbs Ferry Board of Education decided last week to support the exploration of an International Baccalaureate Middle Years Program for our students in Grades 6 through 10. In 1998, Dobbs Ferry High School became the first International Baccalaureate (IB) World School in Westchester County, New York. So extending the IB philosophy back through the grades leading into the 11th and 12th grade Diploma Program makes sense from many perspectives.

The IB Middle Years Program begins to emphasize and incorporate the all-important skills of the IB Learner Profile. The IB Learner Profile essentially identifies the outcomes that we want for ALL of our students. Through the IB focus on international mindedness, global perspectives, multiple languages and collaborative process, we aim to foster learners who strive to be inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective.

Right now - today - we have a chance to make meaningful change in our schools. Perhaps now, more than ever before - we can make this happen. But we have to want it. We have to want our kids to have the education they need in order to become successful learners prepared to change their lives and their world.

We are at an exciting precipice in education with the implementation of the Common Core and the resulting necessary curriculum work that accompanies this intensive change. In Dobbs Ferry we have decided that although the Common Core poses many excellent opportunities for learning experiences that incorporate cross-disciplinary connections, performance-based assessments and clear learning targets; it is also a chance to explore a deeper dive into a much larger pool of ideas about teaching and learning.

The IB Middle Years Program insists upon the thorough study of various disciplines and encourages students to:

• see the interrelatedness of disciplines
• appreciate other cultures, as well as understand one's own history and traditions
• develop admiration for the elegance and richness of human expression
• learn to communicate effectively in one's own language as well as in a second language
• become competent in the use of information technology
• acquire a genuine love of learning  and disciplined habits of mind and body that will guide their young adulthood

 

Seizing opportunities and being willing to be flexible with our thinking and our ideas about the quality of education in our schools - that’s what the Dobbs Ferry Board of Education, our teachers, parents, schools and community are all about. 

We are boldly embracing the changes in the education landscape uncovering new horizons ahead. We are committed and determined to give EVERY student the education they need.

Why We Should Be Listening to Students

If you have not yet heard of 17-year-old Nikhil Goyal from Woodbury, New York it is only a matter of time. Nikhil is the author of the recently published One Size Does Not Fit All: A Student’s Assessment of School and has been featured on just about every news and media outlet available. The Washington Post calls him “ most likely to be the future Secretary of Education” and Dell has named him one of the Top 100 World Changers in 2012.

I am thinking that by any standard, this is pretty amazing for a high school senior.

Nikhil and I follow each other on Twitter. He actually contacted me first by email when he realized that I was engaged in book chats with parents. He was wondering if I might be interested in reading his book and discussing it with students.

Nikhil Goyal is still in high school and is already creating his own future. A quick check of his website nikhilgoyal.me/book and you cannot help but be impressed with the multiple resources that he has amassed to share his views on the education being received by the majority of students in America.

When using any 21^st Century Skills rubric he has done the following:

• Thinks critically and analyzes an issue of interest to him and others
• Explores available research
•  Identifies experts by using technology to help him communicate and collaborate
• Uses technology to expand his personal learning network
• Writes a book
• Manages to get his book published
• Markets his book
• Draws significant attention to his work by maximizing resources available to him

Today he tweeted:

There has never been a better time to be an innovator and dreamer in America

What an exciting perspective amid all the talk of hopeless prospects for the future! Carpe Diem!

What Do Teachers Do on those Early Dismissal Days?

Teaching is perhaps the most complex profession on the planet.  If you don’t think so, then watch this short video of a first year teacher as she struggles to differentiate instruction in her science class https://www.teachingchannel.org/videos/differentiating-instruction

Think about how much time it would take for her to engage in this same work for every lesson that she teaches. Notice the time of day that she arrives at school and the time of night that she continues to work on her lessons… it is a 24/7 job.

The Dobbs Ferry School District is full of teachers who rise to the same challenges and aim for this same high bar for their students. With our inclusive program for all students, Dobbs Ferry, more than most schools, is especially charged with meeting the needs of very diverse learners.

In an effort to support this philosophy and what we value, those early dismissal days play an increasingly important role. Here are some of the things that routinely happen in our School District when students have a half day….

·         Teachers meet in grade level teams to look at student performance data and talk together about instructional changes designed to meet individual student needs.

·         Teachers gather in collaborative groups where they “step up” to share what they have learned with other faculty and administrators about using technology integration in their classrooms.

·         Administrators “turn-key” the use of technologies that they are personally using and work with teachers to explore connections to the classroom.

·         Teachers work within and across grade level teams to engage in curriculum design and work to “map” the curriculum to ensure continuity from Grades K-12.

·         Teachers come together, in response to APPR initiatives, to develop student-learning objectives (SLO’s) and design pre-assessments that set the baseline for student achievement in individual courses.

·         Teachers and administrators engage with professional consultants in the areas of curriculum and instruction to align curriculum to the new Common Core Standards.

Here is what teachers do when they are not involved with “official” professional development time.

·         Spend hours designing engaging lessons that focus instruction on student learning targets.

·         Review and provide feedback on student work.

·         Participate in webinars with other teachers around the nation and the world on topics of interest to their craft.

·         Join social network discussions with other teachers at their same grade level or content area who are conversing about innovative curriculum and instruction.

·         Share Twitter exchanges with over 300 school administrators around the nation to highlight and debate key educational issues of importance to all schools.

·         Engage with students via Twitter and video-conferencing to connect with other students and schools around the country to discuss curriculum-relevant current events.

·         Connect with students to model the creation of personal learning networks so that they can learn how to use technology as a “learning tool” instead of a “social tool.”

Teachers in the United States are often compared to their colleagues in Finland and Japan. In both of those countries however, teachers spend almost half of their time engaged in professional development processes like lesson study and inter-classroom visitations. The “value” of teacher-time is not only measured in the “quantity” of time that they spend working with students, but in the “quality” of their instructional practice in the classroom. This assessment of “quality” is determined by continual professional growth and honing their craft as educators.

Teaching and learning needs to undergo a seismic shift in order to meet the needs of 21^st Century students. Teachers need time and exposure to expertise both from within schools and from the larger world around us. Half days, early dismissals and other professional development time and dollars are not simply a luxury. They are critical components to instructional excellence and student success.

Teaching is complex hard work that is nurtured in an environment that encourages and promotes reflection, creative thinking and innovation.

What “Inquiring Minds” Need to Know

There are many discussions happening about 21^st Century teaching and learning. Lots of conversations about skills such as collaboration, adaptability, creativity, effective communication and the ability to analyze and synthesize information.

How do we help kids prepare for a world where knowledge is abundant and opportunities for learning are everywhere?

One strategy for bridging this gap is the use of an “Inquiry” or “Active Learning” lesson design. Although not exactly new, the use of inquiry is challenging for teachers, students and parents who are unfamiliar with it. Randall D. Knight at California Polytechnic State University in San Luis Obispo has compiled a list of research-based active learning strategies most suitable for teaching physics in his book, Five Easy Lessons: Strategies for Successful Physics Teaching (Addison Wesley, 2004). These strategies for active learning and inquiry can apply to any content area but have been used in science education for years.

Knight points out that active learning strategies have five traits, which are quoted here from his 2004 book:

•   Students spend much of class time actively engaged in physics. The engagement consists of thinking, talking, and doing physics, not merely listening to someone else talk about physics.

•   Students interact with their peers. Communication between and among individual students and groups is an important component of knowledge construction - developing, sharing, and evaluating ideas and processes.

•   Students receive immediate feedback on their work. Students receive corrective feedback from their peers or the teacher as appropriate to the learning situation. Students must have a standard against which to measure their propositional and procedural knowledge.

•   The instructor is more of a facilitator, less of a conveyor of knowledge. The saying, "The teacher should be a guide on the side, and not a sage on the stage" is a statement that helps make the point. Students should "construct" knowledge from observations and reflections whenever possible. This includes the development of concepts and laws from first-hand laboratory experiences.

•   Students take responsibility for their knowledge. This includes student metacognition (knowing what one knows and doesn't know) and self regulation (bringing oneself into compliance with expectations).

Inquiry is more difficult than it may sound. It is a strategy that challenges many of our traditional ideas about how classrooms should be organized and what teachers should be doing. It feels “loosely constructed” and can be particularly hard for students who are most successful when they have very clear guidelines and feel most effective when given highly organized directions. Inquiry feels sloppy at times and requires a very different kind of thinking.

It is critical that students gain understanding and practice with inquiry-based lessons because they mimic many of the experiences that they will have when they participate in college coursework and the workplace. Employers continue to echo that they need talented young people who are able to find creative solutions to problems without needing a lot of direction. Successful people today are prepared to create their own jobs and not assume that they will one day be working for someone else.

Inquiry is important. We have to model it and help our kids have the “grit” to figure things out.

How important is “getting it right?”

In a recent presentation at Maker Faire in New York City, internet marketing “guru,” Hastings resident, author and occasional education blogger Seth Godin, one of my favorite paradigm changers says, “If you’re doing something that might not work, then you are doing something important.”

It made me think about 21^st Century teaching and learning and reminds me that it is very important to continue to highlight the fact that we do not have all the answers, we expect to not always get it right and we embrace the chance to “learn by doing” and try new things while embracing “failure.”

Isn’t this what we are telling kids about learning? 

In his recent TED book Why School,? Will Richardson, educator, blogger, speaker and colleague who recently presented at our Dobbs Ferry Schools Superintendent’s Conference Day talks about the notion that traditional schools were designed for a society where knowledge was scarce. He writes about an earlier society that needed to attend school in order to acquire knowledge and information.

In contrast, our world today is one of knowledge over-load. Information is everywhere. The challenge becomes one of filtering and collecting data, news, statistics, facts, figures and intelligence in order to “make meaning” and understand a new reality. As educators, this is a seismic shift in our roles and our thinking.

In pondering the opportunities and challenges, I am very heartened to be surrounded by teachers, administrators and a Board of Education in Dobbs Ferry that embraces this new landscape. Since the end of school last year, we have made a collective commitment to working together to understand how technology can help us expand and change the way that we think about teaching and learning. This is not just geared to our students, but for us too.

This week, we will debut our first monthly staff coordinated and driven professional development sessions designed to help us share our knowledge about technology tools with each other. The entire initiative is grounded in the idea that none of us are experts, but we have ALL learned some new-age instructional and technology skills over the last few months and feel comfortable about sharing these with our colleagues. We are ALL working to find ways to connect new ideas with new pathways for student learning.

In Dobbs Ferry, we recognize that traditional economics may be scarce, but in-house we have no shortage of talent, dedication and passion for teaching and learning.  And so ….sometimes we may not always get things right ……but we know for sure that we are doing something important.

So What About Those Field Tests?

I received an email on Friday from a parent with some important questions about the administration of “field tests” to our students. He was interested in my opinion of the recent parent push back toward these tests as well as parents who are choosing to “opt out” of these tests for their children.

I thought I would share my thoughts and responses to him in light of the growing discourse around the issue since there is lots of chatter and questions in Dobbs Ferry and the surrounding towns over these past few days.

Dear Dobbs Ferry Parent:

The parent push back toward standardized testing is directed in a large part (at this particular time) at the administration of field tests by Pearson Inc. It is also important to note that we have Dobbs Ferry parents who are part of a consortium of parents from all of the Rivertown schools as well as parents from many other districts in Rockland, Westchester and Long Island who have organized to lobby Albany about unfunded mandates in schools as well as standardized testing. All of these district parent groups have posted the same petition on their websites calling for parents to sign the petition related to field tests and increased time and emphasis on standardized tests in general. Their intention is to send these petitions to Albany and make their voices heard as parents and constituents.

Since you have asked for my opinion as the Dobbs Ferry superintendent I am happy to share it with you. I believe that standardized tests in their current form are a waste of valuable instructional time and provide useless information when used in isolation which is how they are used by the New York State Department of Education. The fact that we are required to waste further instructional time on "field tests" which will be used to construct additional meaningless tests is, in my opinion, appalling. I am certainly not against standardized tests. In fact, I am a strong supporter of quality assessment practices designed to allow our students to demonstrate what they know and understand. The issue lies in the fact that the standardized tests currently administered do not do this in any way. The current tests are designed to provide a measurement that is cheap and easily scored by Pearson. Hence, the field tests do certainly provide Pearson with the information they need to produce more shallow assessments with limited usefulness to teachers in their work with curriculum design and addressing student needs.

As for having a positive bearing on our kids, I can't imagine anything positive for our kids about assessment practices in their current form. A much better measurement would include shorter, more frequent formative assessments that are performance based and would provide teachers with ongoing feedback so that they can make continued instructional adjustments based on the needs of individual students. These can certainly be standardized and could be used in an aggregate way to provide the kind of teacher accountability that all of us would like to see.

Boycotting "field tests" would not have any effect on student classroom grades however we, like most schools, certainly use student performance on standardized tests as one measure when looking to place students in programs. This is always done in conjunction with teacher recommendations and other internal assessment measures. This does not apply to field tests since we do not receive feedback about field test performance by individual student. Feedback about performance on field tests sometimes is only used by the testing company and is never even shared with districts. 

Boycotting standardized tests that are not considered field tests could certainly have negative impact on our schools, our scores and the scores used as part of the new teacher evaluation process. These tests are similarly flawed but ramifications for boycotting them is more complicated for all involved. This would really need to be better researched and I believe that the parent consortium advocacy groups will more than likely explore this.

I think that parents questioning and voicing their concerns is really important at this moment in time. Unfortunately, the New York State Department of Education is not interested in the voices of professional educators and many of the issues associated with this have been created by the educators themselves. Nonetheless, it is critical that we stand up for the education of our children and advocate for classrooms where instruction is dynamic, student centered, innovative and not a "test prep" laboratory designed to "get kids ready for the test."

So ……there you have it. This is what I think and I applaud our Dobbs Ferry parents and all parents who are beginning to organize and make their voices heard in Albany and across our communities. It is time we spent our time and efforts working toward quality assessment practices. It is what is best for our kids, our teachers and our schools.