LeaderTalk

Developing Professional Learning Programs for School Leaders

I've been trying to figure out why we have so many school leaders participating in the MI-LIFE program and many on waiting lists for future cohorts. The program, as I've mentioned in previous blogs, is a year-long professional learning program and takes superintendents and principals out of their districts/schools for eleven days during the school year. Additionally, they complete two online courses in the summer.

From face-to-face conversations with participants, comments in our course evaluations, and email correspondence, I have synthesized what I think are the top 10 reasons school leaders are participating in our program and created recommendations that could be relevant for any professional learning programs you might be considering.

1. Create a "visible" connection to impacting student achievement
2. Include usable and relevant skills which can be used the next day on the "job"
3. Demonstrate how to make the work of school leaders more efficient
4. Provide time to share concerns with others in the same profession
5. Provide time for reflection, something not possible during the workday
6. Synthesize best practice for busy administrators who don't have time to do so
7. Present current trends in educational technology and create connections to what students know how to do
8. Ensure the activities are directly related to the learning
9. Instruct "simple" methods to use technology tools/applications (wikis, online surveys, blogs, etc.) to enhance leadership skills, esp. communicaitng with stakeholders
10. Utilize various multi-media formats in instruction- not just Power Point!

Anticipation

Anticipation is defined as an emotion involving pleasure and sometimes anxiety in considering some expected or longed-for event. I'm sure that's what all candidates are experiencing today as they anticipate the results of the 2008 election. By the end of the day there will be many who are pleased with the outcome and others who are disappointed. Regardless what emotions we have when all votes are tallied, we should focus on the enormous privilege of living in a democratic society and having the ability to vote. And with that privilege come heavy responsibilities to make wise and informed choices even if we are sometimes disappointed with the final outcome.

In some ways,Wednesday morning will be anticlimactic after the increasingly exciting, dramatic, and unusual series of events during this campaign and the ever increasing anticipation and excitement that led up to the election. On the positive side, my mailbox and front porch will no longer be inundated with campaign literature, lawns will be rid of signs, no one will ring my doorbell asking me to vote for their preferred candidate and I can get back to watching my favorite TV programs instead of channel surfing through all the political news and debates. And, most important, I will be able to have normal conversations with family, friends and colleagues and not have to worry about offending someone if I don't share their political views. Be sure to exercise the privilege to vote today!

Cross Posted on the MI-LIFE Blog

Never2old2learn

Making sound decisions about teaching and learning substantiated by the fact that you use data from assessments is only partially true if you do not also take into account the information you can gather from directly experiencing what your students are experiencing. Do you Twitter? Have you created your avatar in Second Life? Are you a member of an online social network like MySpace or Facebook ? If your answer to these or similar questions is a resounding NO, then you're missing out on an important source of information about 21st century administering, teaching and learning.

I have always been of the mind set that if you want to truly relate to kids, understand them and make good decisions about their learning, you have to directly involve yourself in the things that they are doing. To that end, I started out in my earlier administrative years as an avid arcade game player (PacMan) and then moved on to video game playing. For one thing, I wanted to understand the video game language but, more importantly, I wanted to understand the process of video game playing to determine 1) if/how this could be used in the instructional delivery of lessons and 2) what skills were needed to navigate through the video world.

More recently, I created an account in Second Life where I created my avatar. Of course, I made myself much younger, thinner, and blond! However, I had a difficult time maneuvering in this huge 3-D virtual world and found it to be overwhelming with the millions of residents moving around. I got very confused by the buy/sell/trade opportunities and just couldn't wrap my mind around the concept of living in a digital continent. On the other hand, there were similarities to video game playing in that the control of actions occurred by manipulating the mouse or hand control.

Being married for 43 years, I was very hesitant to join Match.com, the online dating service, so I asked my daughter if I could log in to her account. You can imagine what her answer was to that. The compromise was that she let me view her account while she stood over me watching. In both the Second Life and Match.com networks I learned that one can be anything or anyone they want to be. And in Match.com, my take away was that I am glad I'm not single!

I graduated to more sophisticated endeavors when I joined the world of online social networking and created a Facebook account. An estimated 300 sites make up the social network universe according to an article in Knowledge@Wharton.

MySpace, with 70 million visitors, has become the digital equivalent of hanging out at the mall for today's teens, who load the site with photos, news about music groups and detailed profiles of their likes and dislikes. Other social network sites include Facebook, geared to college students, LinkedIn, aimed at professionals, and Xanga, a blog-based community site. In all, an estimated 300 sites, including smaller ones such as StudyBreakers for high schoolers and Photobucket, a site for posting images, make up the social network universe.

So, how does all of this apply to making decisions about 21st century administering/teaching/learning? This is best summed up in a study conducted at the University of Minnesota

Educational Benefits Of Social Networking Sites Uncovered

"What we found was that students using social networking sites are actually practicing the kinds of 21st century skills we want them to develop to be successful today," said Christine Greenhow, a learning technologies researcher in the university's College of Education and Human Development and principal investigator of the study. "Students are developing a positive attitude towards using technology systems, editing and customizing content and thinking about online design and layout. They're also sharing creative original work like poetry and film and practicing safe and responsible use of information and technology. The Web sites offer tremendous educational potential."

Greenhow said that the study's results, while proving that social networking sites offer more than just social fulfillment or professional networking, also have implications for educators, who now have a vast opportunity to support what students are learning on the Web sites.

"Now that we know what skills students are learning and what experiences they're being exposed to, we can help foster and extend those skills," said Greenhow. "As educators, we always want to know where our students are coming from and what they're interested in so we can build on that in our teaching. By understanding how students may be positively using these networking technologies in their daily lives and where the as yet unrecognized educational opportunities are, we can help make schools even more relevant, connected and meaningful to kids." Greenhow suggests that educators can help students realize even more benefits from their social network site use by working to deepen students' still emerging ideas about what it means to be a good digital citizen and leader online.

As administrators and teachers, it is important to have a clear understanding of how students are engaged outside of school and in their use of the digital world. The only way to truly understand this is to experience it first hand. Regardless of your age, you're Never2old2learn.

Highly recommended reading:

• "Has social networking technology (blog-friendly phones, Facebook, Twitter, etc.) made us better or worse off as a society, either from an economic, psychological, or sociological perspective?" question posed to experts in a Freakonomics article by Steve Dubner in the New York Times
• The Benefits of Facebook "Friends:" Social Capital and College Students' Use of Online Social Network Sites, a research study conducted at the Department of Telecommunication, Information Studies, and Media at Michigan State University
• Social Networking Can Have Educational Benefits, Survey Finds, article in Education Week

Cross posted on MI-LIFE Blog

Technorati Tags: Social_Networks_benefits Facebook 21st_century_learning

Online Learning for School Leaders

In my first LeaderTalk post (What's Good for the Goose...) in March 2007, I discussed the new set of Michigan graduation requirements, among which was the inclusion of an online experience for students, making Michigan the first state in the nation to require an online course or online experience for high school graduation. Further, I shared my belief that if experiencing online learning is good for students, then it only makes sense that it is equally, if not more, important and good for administrators.

To that end, as developers of the MI-LIFE (Michigan Leadership Improvement Framework Endorsement) curriculum for school leaders, we included two instructor-led online courses in the MI-LIFE Program. The coursework for the first of these, Aligning Systems, includes assigned reading, developing a visual representation (Gliffy) of the systemic implications of an initiative in an individual's district/school, posting documents to the group online file exchange, interacting in online group discussion boards, and a final project of conducting a comprehensive gap analysis to determine whether the components of the systems within their district/school were in place and that the various domains were aligned so that the system supports continuous school improvement efforts.

Aligning Systems concluded in July with over two hundred district/school administrators from twelve regions in the state participating in the six-week online course. The majority of the participants had never taken an online course and we were somewhat skeptical as to whether they would fully participate and/or complete the course - especially at a very busy time of year when they were wrapping up the 07-08 school year.

The first four columns in the chart below represent data from a survey that was completed by 313 school administrators. The first two columns represent responses to the question, "Have you ever taken an online course?" The second two columns represent responses to the question, "If you answered no, would you be willing to take an online course?" And the final column represents the percentage of administrators in the MI-LIFE program who successfully completed the Aligning Systems online course.

Course evaluation comments included:

"I enjoyed online learning more than I thought. I also believe that the opportunity has helped me to understand what it feels like to be a learner. . .which will help us as we plan for our students."

"This was good for me to do. While I have a love for the Internet, message boards, streamed video, etc...I have never had the confidence to learn on-line. Now I do!"

This is a huge accomplishment to have so many practicing administrators not only participate in an online course, but successfully complete it and they should be applauded for their commitment.

cross posted on the MI-LIFE blog

Do You Believe in Me?

Do You Believe In Me? is a must-see video of a powerful speech that a young boy by the name of Dalton Sherman gives to 20,000 educators at the Dallas ISD on the opening day of school for teachers.

Leaders as Learners

 

In an article titled Communities of Leaders and Learners published in the Harvard Business Review, Peter Senge wrote: "Poised at the millennium, we confront two critical challenges: how to address deep problems for which hierarchical leadership alone is insufficient and how to harness the intelligence and spirit of people at all levels of an organization to continually build and share knowledge."

Over 250 Michigan school leaders from public, non-public and charter schools are confronting these challenges together in the MI-LIFE program that launched this month as they focus on 21st century leadership for 21st century students. At the heart of their learning are activities and knowledge sharing through discussions centered around the research on effective leadership skills that will ultimately improve student achievement. In addition they are learning to collaborate with their peers using wikis and online discussion boards, developing online surveys to assess their leadership skills, and creating graphic organizers to organize their thinking.

There is no rationalizing about why things can't change. Instead, their mantra clearly is "how can we"; not "this is why we can't".These leaders are reflective and self-critical. As Jim Collins writes in Good to Great, they are leaders who look in the mirror and not out the window to lay blame when things go wrong. They are seeking solutions to deal with the tough issues of improving student achievement, declining resources, and others with which school leaders are confronted realizing that they must be the first ones to step up to the plate if they want to see substantive change in their schools. By capitalizing on the collective knowledge of the group, these Michigan administrators are building a true community of 21st century learning leaders who have a passion to make things better for all students.

Cross posted on the MI-LIFE blog

Blog Clog

I am suffering from Blog Clog this month in that I can't concentrate on contributing anything worthwhile to the LeaderTalk blog for my assigned time. When I Wikipedia-ed Blog Clog, I was presented with the following message: Wikipedia does not have an article with this exact title. I started thinking that maybe this was closely aligned to Writer's block so I Wikipedia-ed that phrase...

"Writer's block can be closely related to depression and anxiety, two mood disorders that reflect environmentally caused or spontaneous changes in the brain's frontal lobe. This is in contrast to hypergraphia, more closely linked to mania, in which the changes occur primarily in the temporal lobe."

So, now there's more anxiety added to the fact that I can't think of anything to write because I have to worry whether it's better to have a problem with my brain's frontal lobe than my temporal lobe! And even more stressful is the fact that if I don't contribute something, Scott McLeod will send me an email warning me that if I don't post, I'm going to relinquish my much valued position as a contributor to LeaderTalk!

Maybe this is caused by the environmental conditions that have changed for me over the past month, going from a brief vacation in Palm Desert, California where the temperature was 85-90 degrees and sunny each day to returning to Michigan where the temperature is 28 degrees, grey skies, and snowy/icy. That's it! What a relief that this is definitely environmental and not related to any brain dysfunction. Happy Holidays to all and I promise to be more productive next month!

Professional Learning for Administrators

The Michigan Leadership Improvement Framework Endorsement is a year-long professional learning program for current Michigan educational administrators developed as a result of a grant from the Microsoft Partners in Learning Program to the Michigan Department of Education. Seven courses comprise the curriculum for the program which will begin in January 2008.

As the Director of the MI-LIFE Program, I was completely overwhelmed by the response from school leaders to participate in the program. Less than a month ago we announced applications were being accepted online. Within three weeks we closed the process because over 400 administrators applied for the 200 available spaces in the first cohort! We have since increased that to 250 to accommodate more participants and will start a second cohort in September 2008.

My assumption from this kind of response for leadership professional learning is that administrators are eager to become better leaders and are seeking opportunities for this to happen and, more importantly, they are desperate to network in a professional learning community comprised of other school leaders.

One question asked on the application was to briefly state why they wanted to participate. Here are just a few of the responses but are representative of the 400 applicants:

I need to model for my staff that continual professional development and learning is very important. I must be the instructional leader and keep abreast of the most up-to-date research and educational theory so that I can help my faculty be as effective as possible in the classroom.

My application to MI-LIFE is a result of my constant desire to learn more about education, stretch my own beliefs, and become a better leader in my building, district, and profession. I see this learning program as a stimulating forum for me as a professional. I know that personally I need the sharing that comes through working with colleagues.

I would like to have a greater impact on student achievement by improving my own leadership skills.

As an educator who has had experience at the elementary, secondary and central office levels, I find myself dedicated to continuous improvement in my desire to create systems which will raise student achievement. I am passionate about leadership and feel the curriculum emphasis on leadership will assist me to grow and help my school district to help every student perform to capacity. In addition the skills that I will develop will enable me to work to build the leadership capacity of teachers and principals, particularly in the area of technology, leadership, data and instruction.

I want to become an efficient and effective educational leader using data to support improved instructional practice. I would like to use technology information to further evaluate/support both management and instruction for improved student results. I want to develop, communicate, and model shared leadership opportunities with my staff.

I would like to become involved in a leading edge professional learning community that will provide me with the knowledge and resources to guide my staff to meet the demands of providing students with a 21st century education.

My school is a first ring suburban school that is struggling with AYP, increased diversity, and increased poverty. We have a fairly new staff, and we need to make fundamental changes. Our approach to teaching and learning has not changed in the past 50 years, and we need to modernize our practices. I am trying to spark a change, but I sometimes feel like Sisyphus pushing the rock up the mountain. I know there is a better way and hopefully as part of MI-LIFE I can be part of creating the new American High School.

This is a testament to the professionalism of our school leaders. Regardless of the demands from their intense daily work, they are eager to participate in a year-long program, only partially subsidized by the grant, so they can become better instructional leaders and have an impact on improving student achievement.

<Cross posted on the MI-LIFE Blog>

Technorati Tags: MI-LIFE, Professional Learning, Partners in Learning

Webkinz

Do you ever say to yourself, "Why didn't I think of this or that- I could be a multimillionaire..?" This past weekend I was kid-sitting my 7 and 9 year old niece and nephew, Alena & Nicholas. Along with all the usual junk they bring when they stay overnight, they brought two cute stuffed animals that they informed me are Webkinz and proceeded to introduce me to the incredible Webkinz online world in which they adopt and name their animal and bring it to life! Each Webkinz come with a code that can be used to enter the online world where they can buy food or toys for their pet, take their pet to the vet, decorate their pet’s room, build things, interact with each other, or play educational games to earn Kinzcash to buy more things or save in their virtual bank.

The target group are boys and girls aged 6 to 13, kids who are digital natives; growing up used to computers and the Internet. Monitored by the Canadian parent company, Ganz Inc., the site combines popular online trends such as social networking and instant messaging using preset phrases. However, it is safe for kids, free from advertising and no personal information is required to register with strict limits on how much time kids can spend on any activity.

The value of the exact market hasn't yet been tallied, but a report by Packaged Facts counted 29 million U.S. kids ages 8 to 14, with a combined annual purchasing power of $40 billion are interacting in this clever virtual world.

"In less than two years, Webkinz has become must-have, just by word of mouth. In 18 months over a million and a half users are registered on the site. The past Christmas period resulted in a growth to 2.3 million visitors. To put that growth rate in perspective, it took Second Life three years to attract the first million residents to its virtual universe. Between April 2006 and January 2007 kids spent an average of two hours per visit on Webkinz. YouTube, by contrast, averaged 32 minutes per visit during the same period, while Club Penguin averaged 54." (From Science & Strategy, April 4, 2007)

Children at 5 and 6 years old are interacting in virtual social networks, learning skills such as money management, responsibility, and appropriate social interactions. They are seamlessly using technology in ways that we never dreamed possible.

As administrators, we may never create clever online social networks like Webkinz and become millionaires. But we can impact children in very significant ways by ensuring that our schools are providing an exciting educational environment with technology rich lessons to match what kids are doing at home. We can become knowledgeable enough to provide the leadership in schools and classrooms to educate this generation of Webkidz. If not, we are going to continue to see high drop-out rates and at even younger ages.

<Cross posted on the MI-LIFE blog>

Technorati Tags: Webkinz Social_Networks Second_Life Digital_Natives

Instructional Leadership Act of 2007

I'm keeping my eye on the Instructional Leadership Act of 2007 H.R.3441 introduced in the House by Rep. John Sarbanes (D-MD) on August 3 which would authorize $100 million to develop innovative programs to train principals in instructional skills. In addition to training principals, this legislation proposes to incorporate those skills into state certifications and licensure and requires the U.S. Department of Education to develop a definition of a highly qualified principal (HQP).

Part I, Section G, reads as follows:

IN GENERAL- Based on the reports under subsection (f), the Secretary shall establish a definition of `highly qualified principal' that emphasizes standards of instructional leadership.

`(2) CONSIDERATIONS- In developing such a definition, the Secretary shall give consideration to the need for principals to--

• demonstrate awareness of the knowledge skills and attitudes needed to effectively lead teaching and learning in schools;
• engage in continuous professional development, utilizing a combination of academic study, developmental simulation exercises, self-reflection, mentorship and internship; and
• demonstrate the capacity to lead in establishing and maintaining a professional learning community that effectively uses data to improve and personalize instruction for all students to result in improved student achievement.

This proposed legislation validates the leadership development work we're doing in Michigan with the MI-LIFE (Michigan Leadership Improvement Framework Endorsement) Program funded by a grant from Microsoft Partners in Learning. Beginning in January 2008, Michigan educational leaders will have the opportunity to participate in MI-LIFE's professional learning courses that focus on the “Right Tools” the “Right Qualities” and the “Right Work” for school leaders. The curriculum is structured into learning units comprised of “just-in-time” units consisting of learning, collaborating, communicating and data collecting technology tools/applications, six courses that include face-to-face sessions with learner-directed intersession work, and two online courses. The program focuses on the skills, relationships and behaviors leaders must develop to be successful Digital Leaders, Data Leaders and Instructional Leaders.

Built around the standards and benchmarks included in the Michigan School Improvement Framework and aligned with the work of McREL's Balanced Leadership responsibilities (Marzano, McNulty and Waters) and the Microsoft Education Competencies, MI-LIFE is intended to build statewide capacity among leaders centering on the same characteristics identified in the proposed definition of a HQP listed above.

 

What I'm equally encouraged about by this proposed legislation is the possibility of the reinstatement of state licensure and certification for Michigan educational leaders. Authorization to issue Administrator certificates in Michigan was eliminated under Public Act 289 of 1995, making Michigan one of the few states that do not issue formal Administrator certificates to school leaders.

 

Take the time to connect with your U.S. Representative to encourage his/her support for this important piece of legislation. It's clear that good instructional leadership positively impacts student achievement. The passage of H.R. 3441 will provide funding to help states, school districts, nonprofit organizations, and universities develop innovative programs so that principals will have the tools and training to be strong instructional leaders.

 

<Cross posted on the MI-LIFE blog>