Dangerously Irrelevant | @mcleod | Leadership, technology, and the future of schools
Time 2021-10-11 08:35:49Web Name: Dangerously Irrelevant | @mcleod | Leadership, technology, and the future of schools
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keywords: description:Technology, leadership, and the future of schools Facebook Twitter Instagram RSSI’ve written on this blog before about irresponsible fearmongering when it comes to technology. It’s one thing to judiciously weigh the pros and cons when it comes to technology and our children. It’s a whole ‘nother to just throw claims out there that lack evidence.
In today’s New York Times article, Does Instagram harm girls? No one actually knows., Dr. Laurence Steinberg, Professor of Psychology at Temple University, said:
… there is a growing scientific literature on the links between social media use and adolescent mental health. But as yet it is not possible to draw any firm conclusions from it, in part because very few studies have the characteristics listed above. Of the better studies that have found a negative correlation between social media use and adolescent mental health, most have found extremely small effects so small as to be trivial and dwarfed by other contributors to adolescent mental health [emphasis added].
Complicating matters further is that in the Facebook surveys, twice as many respondents reported that Instagram alleviated suicidal thinking than said it worsened it; three times as many said it made them feel less anxious than said it made them feel more so; and nearly five times as many reported that Instagram made them less sad than that it made them sadder.
We should be just as skeptical about correlational research that links social media use to reports of positive well-being as we are about research that reaches the opposite conclusion. But given the widespread eagerness to condemn social media it’s important to remember that it may benefit more adolescents than it hurts.
Facts matter. Truth matters. It may be that Instagram actually is more harmful to teenage girls than helpful. But until we have better evidence, let’s be careful before we make wide-ranging claims about youth and technology, okay?
Books I read in September 2021Books I finished reading (or rereading) in September 2021
Serpentine, Jonathan Kellerman (thriller)A Time of Courage, John Gwynne (fantasy)The Dragon’s Path, Daniel Abraham (fantasy)The King’s Blood, Daniel Abraham (fantasy)The Tyrant’s Law, Daniel Abraham (fantasy)The Widow’s House, Daniel Abraham (fantasy)The Spider’s War, Daniel Abraham (fantasy)Hope you’re reading something fun too!
Books I read in August 2021Books I finished reading (or rereading) in August 2021
Restoration, Carol Berg (fantasy)The Rose and the Thorn, Michael Sullivan (fantasy)The Death of Dulgath, Michael Sullivan (fantasy)The Disappearance of Winter’s Daughter, Michael Sullivan (fantasy)A Time of Dread, John Gwynne (fantasy)A Time of Blood, John Gwynne (fantasy)Hope you’re reading something fun too!
Pandemic-era control and complianceStudent cameras are required to be on!
Weve installed monitoring software!
Weve banned backchannels or side channels!
During the pandemic, the control / compliance focus of schools remains strong
Image credit: Netflix
Superhero capesDuring the pandemic we donned our superhero capes and finally put computers and Internet access in the hands of our students.
Then most of us took our capes off and gave kids digital worksheets.
Books I read in July 2021Books I finished reading (or rereading) in July 2021
Pedagogy of the Oppressed, Paulo Freire (education)Raven Black, Ann Cleeves (mystery)The Passenger, Lisa Lutz (thriller)Transformation, Carol Berg (fantasy)Revelation, Carol Berg (fantasy)The Crown Conspiracy, Michael Sullivan (fantasy)Avempartha, Michael Sullivan (fantasy)Nyphron Rising, Michael Sullivan (fantasy)The Emerald Storm, Michael Sullivan (fantasy)Wintertide, Michael Sullivan (fantasy)Percepliquis, Michael Sullivan (fantasy)The Crown Tower, Michael Sullivan (fantasy)Hope you’re reading something fun too!
Leadership for Deeper Learning: Excerpt 07[To celebrate our upcoming book, Leadership for Deeper Learning, I am publishing an excerpt each day for a week before its release. We interviewed leaders at 30 different deeper learning schools around the world in 2019 and 2020. We then followed up those interviews with site visits, observations, on-site photographs and videos, and additional conversations. Our goal was to try and parse out What do leaders at innovative schools do that is different from their counterparts in more traditional schools? As you might imagine, we saw some fantastic leading, teaching, and learning. We describe what we saw in detail in the new book and, in Chapter 7, articulate a Profile of a Deeper Learning Leader thats based on empirical research, not just anecdotes. We think that this book makes a unique contribution to what we know about leadership in deeper learning schools. The book is written for a practitioner audience and is full of concrete, specific examples to get folks thinking about possibilities. Also, every main chapter concludes with Key Leadership Behaviors and Support Structures. If you order it, let me know what you think!]
Excerpt 07
Trusting Teachers as Creative Professionals
As might be guessed in schools that give students high levels of autonomy, throughout our visits we also witnessed leadership behaviors and school structures that treated teachers as creative professionals. The relationship between leaders and teachers in these deeper learning schools might be akin to how a managing partner treats architects in a design firm, for instance. Leaders set a high expectation of professionalism for teachers in the building but then provided the space and support for creativity. Few, if any, ideas were rejected outright. A culture of “Yes, try that!” permeated the buildings that we visited. There were high expectations of professional conduct and student learning outcomes, but those were embedded deeply within a culture of trust and respect.
This culture of trust then extended to the overall vision, direction, and governance of the school. We saw countless examples of teachers who were empowered to take additional and authentic leadership roles that went far beyond serving on a committee or helping with a school event. In our conversations, teachers could regularly explain and defend the choices that they made in their classrooms and could link those choices to the overall vision for the student learning experience. Beyond that, however, they also could describe, champion, and advocate for the choices made by the school as a unified team. The pronoun “we” was used consistently in these conversations.
Within these contexts of teacher autonomy and empowerment, teacher professional learning does not fit traditional patterns. Teacher professional development isn’t typically decided by administrators. Teacher professional development isn’t a ‘one off’ or ‘toe dip’ into whatever faddish topic du jour that school leaders think is necessary. At the schools we visited, there were high levels of intentionality, investment, and sustainability around teachers’ professional learning. Those experiences were networked. They were frequently teacher-led. And, most importantly, they were personalized to what individuals and teams of teachers needed, all within the larger context of the vision and goals of the school. In the same way that these deeper learning leaders expected their teachers to meet a high bar of creative professionalism, in turn these teachers expected their leaders to meet that same high bar when it came to fostering adult learning and professional growth within the building.
Leadership for Deeper Learning, Chapter 7
Leadership for Deeper Learning: Excerpt 06[To celebrate our upcoming book, Leadership for Deeper Learning, I am publishing an excerpt each day for a week before its release. We interviewed leaders at 30 different deeper learning schools around the world in 2019 and 2020. We then followed up those interviews with site visits, observations, on-site photographs and videos, and additional conversations. Our goal was to try and parse out What do leaders at innovative schools do that is different from their counterparts in more traditional schools? As you might imagine, we saw some fantastic leading, teaching, and learning. We describe what we saw in detail in the new book and, in Chapter 7, articulate a Profile of a Deeper Learning Leader thats based on empirical research, not just anecdotes. We think that this book makes a unique contribution to what we know about leadership in deeper learning schools. The book is written for a practitioner audience and is full of concrete, specific examples to get folks thinking about possibilities. Also, every main chapter concludes with Key Leadership Behaviors and Support Structures. If you order it, let me know what you think!]
Excerpt 06
As we have learned in previous chapters, principal Michelle Schmitz brought a new vision of elementary education to the plains of Western Missouri. The entire vision for EPiC Elementary was created by tapping into the wisdom of others. The school was founded by leaders asking the community, “If you could have the chance to do education differently, what would it be?” Michelle reflected on the inception of the EPiC Elementary model:
We invited all of our stakeholders in the community, including council people, business people, students, and staff . . . every faction of a stakeholder that you could think of. We walked in there and we asked the question and it changed our lives. They started saying stuff like, “We want our kids to collaborate. We want our kids out in the community. We want our kids to do education differently.” From that point on in our community, we knew that we had the backing to really just blow up education and what it looked like.
Michelle went on to say:
We started to think about what school could look like. We focused on three timeless pillars. [Our first pillar was] empowering creativity, because creativity can take you for a lifetime. Thats a skill that youre going to need well beyond high school and college. We also talked about equipping learners, meeting students where they are. So every single child in our school, no matter what their level, theyll move forward. We also talked about engaging communities. What that means is going out in the communities, talking with experts, being different, having our doors open so the community can come in.
Looking at that, thats our innovative start. Kids here get to create. We continue to learn and continue to try to be like our environment around us so that when kids come to school, they do not downshift. They actually upshift. We really embrace our environment, and want it to be the same inside the school as outside.
Leadership for Deeper Learning, Chapter 6
Leadership for Deeper Learning: Excerpt 05[To celebrate our upcoming book, Leadership for Deeper Learning, I am publishing an excerpt each day for a week before its release. We interviewed leaders at 30 different deeper learning schools around the world in 2019 and 2020. We then followed up those interviews with site visits, observations, on-site photographs and videos, and additional conversations. Our goal was to try and parse out What do leaders at innovative schools do that is different from their counterparts in more traditional schools? As you might imagine, we saw some fantastic leading, teaching, and learning. We describe what we saw in detail in the new book and, in Chapter 7, articulate a Profile of a Deeper Learning Leader thats based on empirical research, not just anecdotes. We think that this book makes a unique contribution to what we know about leadership in deeper learning schools. The book is written for a practitioner audience and is full of concrete, specific examples to get folks thinking about possibilities. Also, every main chapter concludes with Key Leadership Behaviors and Support Structures. If you order it, let me know what you think!]
Excerpt 05
One of the most important resources that schools have is time. Most traditional schools are locked into static time blocks, whether they have a traditional 7- or 8-period daily schedule or an alternating-day block schedule with longer class times. At Legacy High School, Tom Schmidt and Ben Johnson, the secondary assistant superintendent, talked to us about how they divided the day into 22 modules, or ‘mods,’ which has allowed for tremendous flexibility. While students in most schools spend equal amounts of time in each subject every week, students at Legacy High School have the ability to determine much of their schedules. For instance, a student who is strong in math might spend less time in math class, while a student who is strong in science might spend less time in science class. Teachers also vary their own time, depending on their own preferences and what they think their students’ learning needs are. Instead of teaching five 50-minute classes each week, a Social Studies teacher might offer three 60-minute classes and a 40-minute review class one week, while a Biology teacher down the hall might offer two 80-minute lab sections, a 60-minute direct instruction section, and a 40-minute group work section during the same week. Students with non-allocated mods can utilize them for homework, study groups, outside internships and job shadowing, community-based service learning, passion projects, and school clubs, or simply to take a break during an otherwise busy day.
One of the strengths of Legacy High School’s approach is that many teachers are coordinating together on instruction and scheduling. The four Algebra teachers, for example, might keep their classes roughly on pace with each other. If a student has to miss her Algebra teacher’s introduction of a new concept because of a conflict with an outside internship or a hockey competition, she can just attend another teacher’s session instead. Teachers and peer tutors also collaborate to provide context-specific help sessions, called Saber Centers, throughout the week. The Biology teacher might give an assessment after 20 minutes of her 60-minute class, dismiss the twenty students that have the concept down, and work with the other ten students for the remaining time. Students who still need more support can attend one of the Saber Center mods and get individualized tutoring from one of the other Biology teachers or a fellow student. Outside of the main classrooms are numerous flexible spaces that allow for individual work and small group collaboration. As Tom noted, it’s like “a college schedule in a high school environment. You have some heavy days, you have some light days. We have students who take up to eight classes but on any given day they only have five per day.”
Ben told us that the flex mod schedule has really opened up possibilities for students to engage in deeply-personalized projects, community internships with outside partners, and capstone experiences that they can leverage for college admissions. Tom added that their alumi return and affirm their college preparedness: “They know how to function in a large group, they can manage their schedule… if they’ve got class on Tuesday and Friday, they know how to prioritize their work in between.” Students also have exercised their collective voice and requested additional learning opportunities such as outdoor recreation, environmental science, and culinary arts to fill their open mods. Legacy High does everything it can to fulfill these requests. It all seems to work. Tom told us, “If I went to our staff right now and tried to take away the flex mod scheduling [and return to a traditional schedule], I’d have torches and pitchforks at my door.”
Leadership for Deeper Learning, Chapter 5
Leadership for Deeper Learning: Excerpt 04[To celebrate our upcoming book, Leadership for Deeper Learning, I am publishing an excerpt each day for a week before its release. We interviewed leaders at 30 different deeper learning schools around the world in 2019 and 2020. We then followed up those interviews with site visits, observations, on-site photographs and videos, and additional conversations. Our goal was to try and parse out What do leaders at innovative schools do that is different from their counterparts in more traditional schools? As you might imagine, we saw some fantastic leading, teaching, and learning. We describe what we saw in detail in the new book and, in Chapter 7, articulate a Profile of a Deeper Learning Leader thats based on empirical research, not just anecdotes. We think that this book makes a unique contribution to what we know about leadership in deeper learning schools. The book is written for a practitioner audience and is full of concrete, specific examples to get folks thinking about possibilities. Also, every main chapter concludes with Key Leadership Behaviors and Support Structures. If you order it, let me know what you think!]
Excerpt 04
At Envision Academy, the goal is to “force epiphanies for kids.” Envision’s approach of relying heavily on performance assessments and formalized defenses in 8th, 10th, and 12th grades is designed to help deliver that result. Laura, the principal, told us: “Watching kids, young people, stand up in front of a group of their teachers and peers and families to defend their work is just such a powerful thing.” To get to this powerful point for students, though, requires a lot of previous powerful work on the part of teachers.
At the heart of Envision Academy’s approach is its problem-based learning orientation that focuses on teaching students to think. As many teachers can tell you, this type of teaching for student ownership and empowerment is difficult and requires a different set of instructional skills. It also requires a mindset shift away from the teacher as the classroom manager and deliverer of content. Laura shared:
We want teachers to move away from this idea that ‘you’re a curriculum writer’ to ‘you’re an instructional designer.’ You design the instructional experience. You have a million choices to make on a daily basis about what you do and when and how and why. Then use the data that you collect about student thinking to inform your instructional decisions moving forward.
When we asked Michelle and Susan, the principal and instructional coach at EPiC, what a more traditional elementary school can do to start work like theirs, they discussed how professional learning starts with the vision: “It does not matter what the building looks like but, if a leader has built a collective vision, it will work. It cannot be a single person. Any school can do this work as long as they have this driving force and this collective effort.”
Leadership for Deeper Learning, Chapter 4
Older EntriesUpcoming travel and events
October 19 - Fredericksburg City Public Schools, Fredericksburg, VAOctober 20 - Masons Cove Elementary School, Salem, VAOctober 25 - Bismarck Public Schools, Bismarck, NDOctober 26 - North Dakota Association of Technology Leaders Conference, Bismarck, NDNovember 5 - Clear Creek School District, Idaho Springs, CONovember 9-14 - University Council for Educational Administration Annual Convention, Columbus, OHNovember 16 - Fredericksburg City Public Schools, Fredericksburg, VADecember 7 - Fredericksburg City Public Schools, Fredericksburg, VAJanuary 5 - Englewood High School, Englewood, COJanuary 26 - Masons Cove Elementary School, Salem, VAFebruary 3 - Mississippi Bend AEA, Bettendorf, IAJune 13-17 - InnEdCO Annual Conference, Breckenridge, COJune 17 - Hong Kong Association for Educational Communications and Technology, Hong Kong, ChinaJune 25-29 - ISTE Live, New Orleans, LATAGS:Leadership technology mcleod Dangerously Irrelevant of schools future
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