Pillars of Digital Leadership Series: Opportunity

This post is the seventh and last in a series that outlines the foundational elements of my new book, Digital Leadership: Changing Paradigms for Changing Times.  It is set to be published by Corwin Press on January 14, 2014.  Currently there is a pre-publication discount of 15% for any orders before this date.  Over the past couple of weeks I have introduced what I have come to identify as the Pillars of Digital Leadership, a conceptual framework for leaders to begin thinking about changes to professional practice.  My book will focus on each of these elements as part of a change process. It will illustrate them in action through the work of practitioners and provide implementation strategies. To view the entire series click HERE.

Pillar #7 - Opportunity

The interconnectedness of the Pillars of Digital Leadership leads to continuous improvements in school culture and professional practice. As leaders begin to craft a strategy that incorporates social media and digital tools, the shifts and changes in behavior inherent in each of the six previously discussed pillars begin to take shape. Transparency through the use of social media breeds attention to programs, initiatives, and leadership style. Good news travels fast, and social media transmit the news to numerous stakeholders who are embedded in these spaces. This attention eventually leads to numerous opportunities in the form of strategic partnerships, authentic learning experiences for students, professional development, school and professional recognition, and educational technology.  

Image credi: http://www.forbes.com/sites/chrisperry/2012/05/09/how-to-cure-social-media-paralysis/

Chapter 11 will introduce readers to Robert Dillon and the work that he has done to forge strategic partnerships with an array of stakeholders to provide learning opportunities for his students. This chapter will also provide numerous examples of how I have leveraged social media to discover opportunities for the New Milford High School community as well as myself professionally.  The possibilities are endless as digital leaders become more connected, engage in conversations about professional practice, and share the innovative work taking place in their buildings. 

As leaders adopt and embrace the Pillars of Digital Leadership, numerous opportunities will arise in an array of areas that positively impact school culture and professional practice. By leveraging social media, leaders can share school and professional successes, build strategic partnerships, present work to a wide array of audiences, and discover authentic learning experiences for students and staff alike. All of this can be done in a relatively cost-effective fashion while improving all facets of education. These opportunities will build a greater sense of community pride in the innovative work being done in education. Once understood and embraced, the Pillars of Digital Leadership will continue to work in concert with each other to bring opportunities now and in the future.

Pillars of Digital Leadership Series: Rethinking Learning Spaces and Environments

This post is the sixth in a series that will outline the foundational elements of my new book, Digital Leadership: Changing Paradigms for Changing Times.  It is set to be published by Corwin Press on January 14, 2014.  Currently there is a pre-publication discount of 15% for any orders before this date.  Over the next couple of weeks I will introduce what I have come to identify as the Pillars of Digital Leadership, a conceptual framework for leaders to begin thinking about changes to professional practice.  My book will focus on each of these elements as part of a change process. It will illustrate them in action through the work of practitioners and provide implementation strategies. To view the entire series click HERE.

Pillar #6 - Rethinking Learning Spaces and Environments

Digital leadership looks at societal trends as inspirational elements and potential catalysts for change in the structure of the schools themselves as well as the designs of programs. It is a call to action challenging leaders to critically reflect on the learning spaces and environments that embody a school. Do they meet the needs to learners today? Do they foster and inspire creativity, provide flexible opportunities to learn, and address unique and specific interests? Are they reminiscent of what students will expect in today’s world? I will be the first one to admit that the learning environments and spaces at New Milford High School looked nothing like this prior to 2009.  Our goal now is to try our best to create a physical space and overall environment that offers flexibility, choice, and tools that our learners will experience upon graduation.  With the pedagogical shifts outlined in the last post in this series our success will be determined by the transformation of learning spaces and environments that support these instructional changes.

Clark Hall at GAHANNA LINCOLN HIGH SCHOOL (Columbus, OH)

Digital leadership drives school leaders to look past traditional constructs and incorporate trends embraced by Fortune 500 companies to transform learning spaces and environments. When energy and time are spent in this area, school will not only authentically engage students, but also better prepare them for success in today’s dynamic society. The end result will be opening the door to learning while creating global scholars. Chapter 10 of my book provides leaders with a look into how Principal Dwight CARTER spearheaded such change to create Clark Hall, a model for how schools should function and be structured in the Digital Age.  Dwight provides invaluable insight on the journey and processes involved to create an environment that students and teachers alike want to be a part of. Schools today need to focus on creating environments and spaces that:

• provide an open, bright, and flexible space for learning
• provide student choice
• integrate technology to engage students
• are flexible with time to focus on learning
• provide students with the opportunities to express their natural creativity
• utilize teachers as facilitators
• promote interdisciplinary and interconnected projects
• make learning fun

Digital leaders develop a vision and strategic plan to create schools that engage and drive learning.  Thanks to social media and the real-time Internet we all have access to design elements and ideas to transform schools into institutions where students use real-world tools to do real-world work.  This is were the foundation was laid for the evolving Makerspace at NMHS.  In addition to the successes that Dwight has had in this area the rest of the chapter will look at how schools can create their own Academies as well as create pathways to individualize and personalize learning for all students.  How have you worked to redesign learning spaces and environments at in your respective district or school?

If you have any specific questions in regards to the Academies @ NMHS, IOCS, or our Makerspace (hyperlinks in the above paragraph) feel free to reach out to me.

Be Present

There is no better way to get the pulse of a school as a leader than to be in classrooms.  I have never considered myself one to be tied to a desk and/or office, but the managerial aspects of the position and ridiculous amounts of paperwork catch up to you at some point.  This year educators in NJ, like many other states across the nation, are still adjusting to new mandates related to teacher evaluation and tenure changes.  Here we call it Achieve NJ.  The toll that all of these new directives - from SGO’s, to SGP’s to PDP’s - has taken on administrators and teachers has been quite dramatic.  In my case, none more than the never-ending time sap dedicated to paperwork and meetings.  This is our new reality.

Image credit: http://algetler.com/executive-presence-is-a-leadership-skill/

One of the mandates in particular has resulted in an increase in observations of tenured staff members. This is probably the one area of directed and mandated change that I have come to appreciate.  Why might you ask? It has resulted in my administrative team and I being in classrooms more often and regularly. Now, the beginning of the year was extremely rough as over six of the seven hours that my students were in school were spent conducting pre-conferences, observations, write-ups, and post-conferences.  After only a few months, the four of us that comprise the NMHS Administrative team have conducted co-observations, developed a common language and look fors, and have mastered the McREL tool that we use to observe staff.  Working together we are not only getting into more classrooms, but we have also developed a streamlined process using shared documents in Google Drive.  

The journey thus far has not been easy, but there now is a silver lining.  Once we became comfortable with the new mandates and how each impacted our professional practice we were able to lay out a vision for a renewed focus on the work we do that truly matters.  The only way to accomplish this was to become even more present by developing protocols to ensure we are in classrooms each day.  Even with the seemingly endless burden imposed by state mandates, we developed a walk-through procedure in order to not only know what is going on in our building, but to also better engage teachers and students in learning conversations.  

Our walks over the past two weeks have reaffirmed our belief in the innovative work taking place here at New Milford High School.  More importantly, they have been a catalyst for positive dialogue on what we can do as a school community to improve and celebrate our collective accomplishments. These rich conversations were just not taking place due to the pressure-filled environment that has been created as a result of education reform in this state.  Post-conferences have focused on how one can “prove” that he/she is meeting the criteria contained in a standards-based rubric, especially with uploaded artifacts.  On the other hand, our walks have reinvigorated our belief in public education and the amazing authentic and meaningful work teachers and students do each day.  Here is just a snippet of what I have seen or experienced in the past week:

• An English teacher having every student in her Film Studies class share their presentation with me on Google Drive minutes after I attended a class.
• Engineering students showing off the bridge they had just collaboratively created.
• A pedagogically sound BYOD lesson in English where an equitable environment was created using both student and school-owned technology.
• A History teacher having students use Socrative on Chromebooks.
• Document Based Questions (DBQ’s) being administered in a history class.
• Digital photography students working on editing the photos they just took on a recent trip to Rockefeller Center, Times Square, and Bryant Park in NYC.
• A Math teacher using Poll Everywhere in AP Statistics to check for understanding.
• A math teacher diligently working with students as they participated in a cooperative learning activity.
• Students in our new Makerspace constantly tinkering, hacking, inventing, and creating.
• Numerous teachers assessing learning in both summative and formative formats.

Picture from recent walk: BYOD and equity (student + school owned tech)

I think you get the point. Being present in our classrooms and other learning areas of our buildings cannot be overstated.  Even in the face of relentless pressures and mandates that don’t make much sense, it is our duty to be instructional leaders, cheerleaders, guides, mentors, and change agents.  This can only happen if we know what is going on in our schools, connect with both teachers and students alike, and provide positive as well as constructive feedback on what we see. Most importantly however is the mere fact that our presence will reaffirm what we do in the most important profession.  The work that I am seeing from my staff and students serves as an inspiration.  When I go into classrooms I am eagerly anticipating what I will see next.  Don’t succumb to the myriad of excuses that education reform provides each of us today not to be in classrooms.  Be present! 

Pillars of Digital Leadership Series: Student Engagement and Learning

This post is the fifth in a series that will outline the foundational elements of my new book, Digital Leadership: Changing Paradigms for Changing Times.  It is set to be published by Corwin Press on January 14, 2014.  Currently there is a pre-publication discount of 15% for any orders before this date.  Over the next couple of weeks I will introduce what I have come to identify as the Pillars of Digital Leadership, a conceptual framework for leaders to begin thinking about changes to professional practice.  My book will focus on each of these elements as part of a change process. It will illustrate them in action through the work of practitioners and provide implementation strategies. To view the entire series click HERE.

Pillar #5: Student Engagement and Learning

Many of us firmly believe in technology’s potential to transform the teaching and learning cultures of schools. Whether it is used to enhance lessons, assess learning, engage students, or unleash creativity, technology has a defined role in a variety of school functions.  Many schools and leaders still treat education as an effort to prepare students for a world that no longer exists, one in which technology is viewed as either a frill, distraction, or a non-factor in improving student achievement. For many students, school does not reflect real life. This results in various levels of disengagement during the teaching and learning process. Ask yourself this, would you want to be a student in the classrooms of our colleagues? The question then becomes, how do we move those schools that are the most irrelevant in terms of meeting the diverse learning needs of their students to begin the transformation process? This is pivotal if we are to truly begin to reform education in a way that is meaningful to our students.  It all begins with leadership, whether at the district, building, or classroom level.

NMHS students using Chromebooks and Socrative

Our students want to be creative, collaborate, utilize technology for learning, connect with their peers in other countries, understand the messages that media convey, and solve real-world problems. Schools and systems of education that do not embrace digital learning and place a high emphasis on standardization will always fail to resonate with our students. It only makes sense to harness the power of technology as a catalyst for authentic engagement and application of concepts among our learners. If schools allow students to use the digital-age tools that they are using on a routine basis outside their walls, chances are they will find more relevancy and meaning in what they are learning.

Digital leadership is a mindset and a call to transform a school’s culture into one that unleashes the creativity of students so they can create artifacts of learning that demonstrate conceptual mastery. It is about providing learners with the knowledge, skills, and confidence to succeed in college, careers, and jobs that have not even been created yet.  This is accomplished by allowing students to use real-world tools to apply what they have learned and construct new knowledge. By focusing on how specific technologies can be used to engage students, digital leaders are establishing a foundation for learning that will lead to eventual increases in student achievement. This becomes a reality when school cultures are transformed to meet and anticipate the needs of learners in the Digital Age. Chapter 9 showcases the work of Patrick Larkin and teachers at New Milford High School who have become change agents in this area. It provides leaders with the foundational elements to successfully implement digital learning across the curriculum.

It is crucial that sound pedagogical techniques and best practices are emphasized in order to effectively integrate technology to enhance teaching and learning. One of the most important questions a leader needs to answer is how the students are using technology to apply learning and demonstrate conceptual mastery. Students must always be at the center of this process. All too often technology is infused into the learning environment where the teacher is still employing a direct approach to instruction. Are you leading change in this area or abiding by the status quo?

World Of Difference

In my opinion one of the most important roles in any school is that of Media Specialist. Over the years I have longed to create a position that would serve a multi-faceted role of librarian, media specialist, and educational technologist. The challenge for me though was that Shannon Miller's, Joyce Valenza's, and Gwyneth Jones's don't grow on trees.  This mere challenge did not deter me in my search in the least bit as I had my eyes set on one such individual that fit this mold perfectly.  That person was Laura Fleming, who in her own right has been blazing a trail in the transmedia world for the past couple of years.  Once I knew I had this position available the courting process began.  

Luckily for me, but more importantly my students and staff, Laura jumped on the opportunity to become a part of the transformation that has been occurring at New Milford High School the past couple of years. Upon hiring Laura I challenged her right off the bat to embrace her new role as an innovative change agent in a space that is extremely outdated and to collaborate with staff in order to push their boundaries to authentically engage students.  Our vision for her was to provide meaningful learning opportunities for our students while supporting teachers in the process of effective technology and media literacy integration. I told her to only come to me with solutions to problems and not excuses as to why something could not be done or implemented.  

I write this post extremely proud that Laura has run with the autonomy she has been granted and has joined a cadre of NMHS educators and students who are constantly redefining what education should look like in the digital age.  She has become a pillar of sustainable change.  Here are a few highlights from her short tenure thus far:

• Created a digital badge platform to recognize informal learning being undertaken by NMHS staff.  Check out this great article from the School Library Journal on this project. Currently she is now working on a similar program for students here. 
• Collaborated with Mrs. Westbrook in the English Department on the school's first virtual film festival.  Students filmed documentaries based on the New York Times One in 8 Million film project.  The film festival took place both in person and on Twitter.  Student films were tweeted to #knightatthemoviesfall and as the films were viewed, students tweeted film reviews.   Students were taught how to effectively tweet a film review and were encouraged to be smart, be positive, and to focus on content and technique.  View the Storify here, which includes all films and tweets related to this festival.  
• Facilitated a #mysteryskpe with a school in Georgia.  Numerous NMHS teachers participated in this educational game. The aim of the game was to guess the location of the other classroom by asking each other questions. This involved using online maps and doing some research.  The purpose of this Skype was to expose teachers to a wonderful educational tool that they can use with their classes.  
• Collaborated with business teacher Mrs. Vicari and her students on developing apps for their small businesses using iBuildApp.  Students were introduced to the concept of mCommerce and how it can be used to leverage the marketing and promotion of their products in this digital age. 
• Collaborated with special education teacher Mrs. Mackey and her students in beta-testing a new writing platform called Paperlet.  Paperlet is an online participatory publishing platform that takes the existing traditional writing process a decisive step further by bringing the readers into the creative process too.  Writers and readers come together in a uniquely combined effort. Writers gather feedback on their writing from readers and are then able to refine their stories based on this feedback.  Paperlet guides students through the process of expanding their writing into this new media form.  
• Created a Makerspace in the media center. Check out this nice article by the Center of Digital Education on the space that Laura has created.
• Collaborated with English teachers Mrs. Groff and Mrs. Westbrook on a research project related to CNN Everyday Heroes.  Students researched heroes, curated their research using Pinterest and cited their sources using the online citation maker, EasyBib. 
• Worked with the IT department to develop a procedure to sign out Chromebooks for any student to use throughout the school day as part of our BYOD initiative. 

Laura Fleming is having a substantial impact on the culture here at NMHS.  In September she created a new blog called Worlds of Learning.  It is safe to say that she is making a World of Difference here at NMHS. 

Pillars of Digital Leadership Series: Professional Growth

This post is the fourth in a series that will outline the foundational elements of my new book, Digital Leadership: Changing Paradigms for Changing Times.  It is set to be published by Corwin Press on January 14, 2014.  Currently there is a pre-publication discount of 15% for any orders before this date.  Over the next couple of weeks I will introduce what I have come to identify as the Pillars of Digital Leadership, a conceptual framework for leaders to begin thinking about changes to professional practice.  My book will focus on each of these elements as part of a change process. It will illustrate them in action through the work of practitioners and provide implementation strategies. To view the entire series click HERE.

Pillar #4: Professional Growth

Opportunities to grow professionally are pivotal to leaders in the digital age. However, the mounting pressure from ridiculous mandates as a result of the current education reform movement and massive budget cuts across the country, have made it a challenge to learn through traditional pathways. Without funding, many districts no longer allow leaders to travel to national/state conferences or even attend local workshops.  It is a shame that the growth of leaders, and all educators for that matter, is a trivial concern to districts and so called reformers, unless it is solely related to the Common Core, PARCC, SGO’s (in NJ at least), or a teacher/principal evaluation tool.  These are not the meaningful, rich, and relevant learning opportunities that leaders of today’s schools deserve or yearn for.

Image credit: http://www.edudemic.com/build-personal-learning-network/

The ever-increasing mandates at the state level impacting evaluation and curricular alignment to the Common Core have taken their toll as well.  To put it bluntly, leaders feel that they either do not have, or cannot find, the time to attend professional learning opportunities due to this tsunami of work that comes at the sacrifice of meaningful growth and development.  The pressure from education reform mandates is so intense that many leaders don’t even think twice about missing a day of school to learn as he/she is always thinking about the observations that could get done or the piles of paperwork that will be waiting upon their return.  Leaders should never feel that their learning and growth comes at the expense of mandates and directives that are not in line with a vision for preparing students to succeed in a digital world.

Fortunately digital leaders are not at the mercy of budget cuts or taking professional days to learn and get better.  They still can, but now have the ability to save time and money by harnessing the power of social media to learn anytime, anywhere, and from anyone they choose.  They are able to follow their specific learning passions by connecting with like-minded individuals. A connected learning model is empowering and ultimately creates a human-generated search engine for the most practical ideas and strategies being implemented in schools today.

Using the work of Lyn Hilt as a model, Chapter 8 will provide leaders with the knowledge and tools to create their own Personal Learning Network (PLN).   A PLN provides leaders with resources, knowledge, feedback, advice, support, friendships, and is a catalyst for self-directed learning.  The ability and ease to now engage in conversations with like-minded practitioners and world-renowned experts provides a meaningful and differentiated model for growth to improve professional practice.  For me, I love being able to ask a question on Twitter and then return hours later with an array of responses from all over the world. I also love being able to filter content based on my interests from a variety of information sources to one convenient location.

Digital leaders seize the opportunity to grow and learn like never before through a connected model of leadership.  To begin this journey check out some of these wonderful blogs that I highly recommend every educator read and follow:

• TeachThought
• Edudemic
• Getting Smart
• EdSurge
• Free Technology for Teachers
• Educational Technology and Mobile Learning
• Connected Principals

Another great way to start is to join the Leadership 3.0 community at edWeb for free. Now more than ever leaders need to take control of their learning.  How have you gone about creating your own PLN? What advice would you give to those leaders who are looking to begin this process?

Making to Learn

The following post was written by Laura Fleming who is the Media Specialist at my school.  It is also cross-posted at her blog Worlds of Learning.  Here Laura describes our philosophy and journey to create a Makerspace for our students. 

Setting up a Makerspace has been a priority of mine from the moment I started here at New Milford High School, and it’s already well on its way to being achieved. Having a school principal who provides the perfect mix of encouragement and autonomy has, of course, been a great help, but it has also been very much a team effort: the school’s tech team and custodians have been very supportive and cooperative, along with a diverse variety of students interested in ‘making’ experiences.

Makerbot (3D printer) that just arrived to NMHS

At the heart of the vision for my Makerspace is to develop the space and to provide resources and opportunities that will aid in promoting web literacy. These components encompass Mozilla's Web Literacy Standard.  The standard is make up of three key elements:  exploring, building and connecting and focuses on reading, writing and participating on the web.   

As it is shaping up so far, all students will have access to a Makerspace where they can collaborate on STEM-related concepts and ideas through lunchtime activities, independent study, and classroom collaborations.  The themes of my Makerspace include:

• Robotics
• Stop-Motion Animation
• 3D Printing/Design
• Hacking/Remixing the Web/Coding/COMPUTER PROGRAMMING
• Molecular Gastronomy
• Wearable Tech
• Electricity/Papertronics
• Polymers
• Engineering Inventions

My intention is that instruction for students across the themes will make use of open-source options wherever possible. A good example will be Mozilla Webmaker, a suite of open-source tools dedicated to teaching digital skills and web literacy, as well as Scratch, which offers open-source programming for kids.

Visitors to both our physical and virtual Makerspaces are greeted with the following message:

"What is Worlds of Making @ NMHS? Well, that is up to you, the maker. This space, both physical and virtual, is a place for you to collaborate, hack, invent, share, create, make and do. You have been given the tools you need to get started, but where it goes is up to you. The world is your platform. The aim of our virtual space will be a place to guide students, to showcase their creations and to provide them with a virtual sandbox in which they can play and create." 

Our Makerspace will be stocked with:

• Legos - Architectural, Simple Machines
• Raspberry Pi
• 3D Makerbot Printing Station
• Makey Makey Kits
• Little Bits
• Arduino Boards
• Molecular Gastronomy Kits
• Robot Kits
• Papertronics 
• Wearable Technology

NMHS students tinering with Legos

Our physical space will be an attempt to create an environment that encourages creativity and ideas in designing and constructing a wide variety of 3-D artifacts.

For example, we have provided computers designated for students specifically to disassemble and investigate.  We are building a Little Bits Bar in which students will have the opportunity to participate in using modular electronics to invent their own creations.  We will have a lego table in which students can bring STEM concepts to life. Our working computers are transparent so students can see their innards, perhaps gain an understanding of how the major components fit together, and begin to examine how they work.  Everything is hands-on and nothing is off-limits (within the obvious bounds of safety).  

Our Makerspace is about creating a genuine and committed culture of innovation at New Milford High School, encouraging tinkering, play and open-ended exploration for all students.

Student drawing on new SMART Board E70

And this is only the start – the concept will grow and grow, with new ideas being brought into the space over time.  Keep an eye on our Makerspace site at www.worlds-of-making-nmhs.com and also on Twitter for updates. 

Pillars of Digital Leadership Series - Branding

This post is the third in a series that will outline the foundational elements of my new book, Digital Leadership: Changing Paradigms for Changing Times.  It is set to be published by Corwin Press on January 14, 2014.  Currently there is a pre-publication discount of 15% for any orders before this date.  Over the next couple of weeks I will introduce what I have come to identify as the Pillars of Digital Leadership, a conceptual framework for leaders to begin thinking about changes to professional practice.  My book will focus on each of these elements as part of a change process. It will illustrate them in action through the work of practitioners and provide implementation strategies. To view the entire series click HERE.

For this post I decided to turn to Trish Rubin, my education branding expert whose work and insight I highlight in Chapter 7 of my book.  Below are her thoughts on the importance of branding in education.  She has coined the term BrandEd as a means to impart the importance of leaders to establish a positive brand presence.  This specific chapter of the book will look at the role of social media in this process. 

Pillar #3 - Branding

Today's school digital leaders get excited about bringing business tools into their school organization. What I call being a BrandED leader is one foundational way to enrich school management in a digital age. Branding is a tool that has been part of strategic business plans for years. Brand attracts attention and influences audiences. A school brand needs to be positive and crafted to convey purpose. Bringing the process of BrandED thinking into the school's plan transforms and energizes.

Image credit: http://blog.creatinemarketing.com/blog/bid/181385/Do-You-Need-a-Social-Media-Education-to-Execute-A-Social-Strategy

A school leader can create a more connected community by leading the charge to develop a school brand. Private school and college leaders have used brand thinking for years to message their faithful communities. They know the value of a clearly communicated school brand and have benefited from the support of a well-defined brand in political and economic ways. Bringing this thinking into your role as a leader isn't just about style, it's about substance. A strong Brand identity leads to better communication and influence, and in our digital world, influence can be gained at the stroke of a keyboard. Lead your stakeholders to purposefully create a deep identity for your school that uniquely defines the character of the institution.

It’s a do it yourself world, and you can do this without a Madison Avenue advertising firm. Building a school brand is a serious element of school business.  In our noisy digital world, clearly communicated identity is the key to the positioning of your school’s consistent positive presence.  A brand benefits a school's profile and even its purse! Lead your school to BrandED success by identifying the “ROO” (Return on Objective) that brand brings.  Lay out a short plan involving all stakeholders to build the unique school identity. Start by defining your own personal brand as you lead the process. Be open about the shift to brand thinking. Explain why you are investing in educational brand.

Schools must clearly communicate a consistent brand message to their stakeholders to reach standards.  This can be done using myriad communication channels, in real time and online. Your school brand may even come down to one word. Making a Brand facilitation plan is your first ROO target as a BrandED leader. Reputation management of any product or service is key to keeping faith with a loyal audience and brand is about trust and reputation.  Build a BrandED identity, and then set the next ROO: share that identity in a busy information age. Successful BrandED schools are proactive, despite the pressure of the daily digital scrutiny of their audiences. A strong brand grounds communication in what matters most to the school. Positioning a school for success starts with a leader's confident steps toward a BrandEd plan.