Quantifying Innovative Practices

Lately, I've been giving a lot of thought to effectiveness, and this has been mirrored in my writing and work as a coach. Reflecting on my time as a principal at my previous school, I recall the successful shift towards digitalization and incorporating innovative practices. Our main goal was to demonstrate tangible improvements rather than just discuss them. We merged quantitative and qualitative measures to validate each innovative idea's reasons, processes, and outcomes in detail. The critical element in this equation was skillfully purposefully employing digital resources while ensuring consistency and continuity in all our old and new practices. 

As a principal, I persistently sought methodologies and procedures to gauge the effects of the changes we were enacting. Regrettably, no such solutions were available. As I engage with districts and schools regularly, they frequently inquire about ways to gauge the outcomes and efficacy of their innovative strategies, such as BYOD, 1:1, blended and personalized learning, classroom and school redesign, branding, makerspaces, and professional development. This got me thinking about what might be missing to ensure efficacy. 

As the CEO of Aspire Change EDU, I'm dedicated to research-driven, data-enhanced, and evidence-based services and resources to aid districts, schools, and organizations in transforming teaching, learning, and leadership. Among these resources stands the Innovative Practices Assessment (IPA), which was created to fill a void in moving from ideas and innovative practices to results that improve the learning culture. 

The IPA establishes the framework for educators and administrators, facilitating an innovative lens to underpin individualized professional growth. It initiates by scrutinizing the tactics instituted within each educational institution, at the school or district level, which bolster student learning through technological integration, encompassing dimensions like rigor, pertinence, interpersonal bonds, involvement, and the broader ethos. Subsequently, the procedure advances to comprehending the extant leadership methodologies that effectively usher in technology and groundbreaking approaches. These methods are harmonized with the 7 Pillars of Digital Leadership & Learning. (Student Learning, Learning Spaces and Environment, Professional Growth, Communication, Public Relations, Branding, and Opportunity). 

Through this proven model, schools and districts can identify opportunities to begin their transformation or take their digital and innovation goals to the next level. The IPA combines a self-reflection questionnaire rubric, on-site observations, and extensive data and evidence collection inventories. Rubrics are then leveraged to observe leadership and instructional practices while collecting artifacts to provide evidence of efficacy-based innovative practices. Once collected and analyzed, a detailed summary report outlining areas of success, focus opportunities, and recommended next steps will guide the professional learning journey, supporting the development of a strategic implementation plan.  

Here is a summary of the IPA process:

Step 1: The IPA questionnaire is completed by the district or school. This 18-question rubric asks school leaders to reflect on their perceptions of where their school falls, from needing to start to well-developed. School leadership teams are expected to collect and document aligned evidence for each item during this reflective process. This information will then be reviewed at the initial meeting for reflection and goal-setting to grow and improve. The baseline evidence shared is in the context of determining the fidelity of innovative practices that currently exist and are implemented on a routine basis (including examples of data, lesson plans, unit plans, student work, PLC minutes, rigorous digital performance tasks, walk-through forms, assessments, sample observations/evaluations, portfolios, PD plans, social media accounts, pictures, videos, press releases, media coverage, partnerships, etc.). 

Step 2: On-site observations and interviews with leaders, staff, and students are conducted to validate perceptions and evidence collected for the questionnaire. Targeted classroom observations of student learning aligned with the mission and vision of the school(s) are also conducted. Additional data is collected for analysis in the final report. The idea is to engage school leaders in dialogue about their culture, student learning, and practices, regardless of their transformation. 

Step 3: The data and evidence are tightly aligned to research-based rubrics to provide a detailed view of where a district or school is with its transformation. The data and artifacts are analyzed, leading to a summary report detailing the current state of practice at each school or district. 

Step 4: The IPA report is shared and discussed with the school or district leadership team. Observations about the evidence collected are shared and discussed. During the strategic planning process, discussions focus on areas of strength and improvements to develop a tailored and personalized implementation plan.

Step 5: On-going professional learning is implemented and progress monitoring through the robust questionnaire is documented to determine the efficacy of the transformation efforts using innovative approaches.

The IPA process has been created to support districts and schools looking for ways to measure and articulate the impact of technology and innovation on practice. While data is valuable, it moves beyond this as the only metric for success by actually taking a lens to an array of strategies and practices that combine to create a thriving learning culture.  

The IPA doesn’t just look at innovation. It also provides insight into all elements of school culture and student learning. In addition to being informed by a broad body of research and driven by evidence, the IPA process is also aligned with the following:

• Future Ready Schools (Click HERE to view a detailed alignment document) 
• National Education Technology Plan (NETP)
• Books that showcase evidence and changes to practice aligned with research
• Disruptive Thinking in Our Classrooms: Preparing Learners for Their Future
• Digital Leadership: Changing Paradigms for Changing Times
• Uncommon Learning: Creating Schools That Work for Kids
• BrandED: Tell Your Story, Build Relationships, and Empower Learning
• Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, Today

Evaluation of our practice is essential to grasp our current position and the impact of alterations. We aspire that the IPA process will aid you in shaping, honing, gauging, and subsequently disseminating remarkable innovative practices that vividly portray the achievement of effectiveness.

Reach out today to have a conversation on how the IPA process can help transform your school, district, organization, or system (AspireChangeEDU@gmail.com)

 

Cultivating Lifelong Learners: How to Support Personalized Teacher Growth

Imagine a classroom buzzing with engaged students, actively constructing knowledge and diving deep into topics that spark their curiosity. This vibrant learning environment does not just happen by chance. It thrives under the guidance of a passionate, skilled educator who is constantly evolving alongside their students. However, like their students, teachers need personalized growth opportunities to stay engaged, motivated, and effective.

Teachers are the backbone of any thriving learning environment. Nevertheless, just like their students, educators thrive in personalized learning experiences. In a world of standardized tests and rigid curricula, fostering a culture of continuous, personalized growth for teachers allows them to stay abreast of current trends and effective strategies, maximize time, and become the best iteration of themselves for the learners they serve. 

Here is how educational leaders can champion personalized professional learning  for their teachers:

Needs Assessment: Start with the Individual

One-size-fits-all professional development (PD) is a recipe for disengagement. PD is typically done to teachers something other than what they actively want to be a part of or crave. A shift to personalized professional learning can change this dynamic. Effective leaders begin by understanding each teacher's unique needs and aspirations. Conduct individual needs assessments through surveys, goal-setting conversations, or classroom observations. This allows you to tailor professional learning opportunities that address specific skill gaps, teaching styles, and career goals (Guskey, 2000).

Embrace Choice and Variety

Move away from the traditional "sit-and-get" PD model. Offer teachers a diverse menu of learning opportunities. This could include workshops on specific instructional strategies, online courses on emerging educational technologies, or peer coaching programs that foster collaboration. Allow teachers to choose formats and topics that resonate with their individual learning preferences and goals (Desimone, 2009).

Leverage Technology for Flexibility

Technology can be a powerful tool for personalized learning. Online courses and learning modules allow educators to access content at their own pace and on their own schedules. Additionally, micro-learning opportunities through bite-sized videos, podcasts, or webinars that cater to busy schedules and allow for focused learning on specific topics should be considered (Moeller & Allen, 2017).

Empower Teacher Leadership

Teachers are a wealth of knowledge and experience. Empower them by creating opportunities for leadership within the professional development framework. Encourage them to lead workshops, share best practices with colleagues, or mentor other teachers in specific areas of expertise. This fosters a culture of collaboration, validates teachers' expertise, and fuels their intrinsic motivation to learn and grow.

Celebrate Growth and Achievement

Recognition is a powerful motivator. Regularly acknowledge and celebrate teachers' professional growth milestones. Highlight innovative practices implemented in the classroom or successful application of newly acquired skills. This public recognition reinforces the importance of continuous learning and inspires others to embark on their own personalized growth journeys.

Prioritize Reflection and Feedback

Growth does not happen in a vacuum. Create a safe space for teachers to reflect on their learning experiences. Host post-workshop discussions, provide feedback mechanisms, or encourage using professional learning communities (PLCs) where teachers can share successes, challenges, and best practices.

Invest in Teacher Wellbeing

Teacher stress and burnout are real challenges. Supporting personalized growth extends beyond professional development. Promote a healthy work-life balance by offering flexible schedules, stress management workshops, or on-site wellness programs. A well-rested and supported teacher is more receptive to learning and innovation.

By embracing these strategies, educational leaders can move away from a one-size-fits-all approach and create a continuous, personalized growth culture for their teachers. This fosters a more engaged, motivated, and ultimately, more effective teaching staff – a win-win for educators, students, and the entire learning community. Always keep in mind that the key to success with any form of professional learning is that it is part of a job-embedded and ongoing model.

Efficacy should be the goal of all professional learning. Learn more about how Aspire Change EDU helps districts, schools, and organizations personalize professional learning HERE.

Desimone, L. C. (2009). Improving teacher quality in an era of educational reform. Educational Researcher, 38(8), 649-664.

Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.

Moeller, S. C., & Allen, J. (2017). Microlearning for professional development: A systematic review. TechTrends, 61(3), 286-293.

Unlocking the Spectrum of Learning: The Multi-Faceted Magic of Personalization

We live in exciting times as unprecedented access to knowledge, research, and effective strategies at our fingertips can assist educators in creating meaningful experiences for students that align with both needs and strengths. One thing is for certain: learning is not linear. While a one-size-fits-all approach either worked for us or we just managed to get by, our connected world has shined a light on shifts that can be made to maximize students' time in class. Herein lies the power of personalization. 

Now, let me clarify a few things. Personalization is all learners getting what they need, when and where they need it, to succeed. It’s not all students doing the same thing at the same time, the same way. It is also important to point out the following:

1. You don’t need technology to personalize learning.
2. Putting all kids on a device simultaneously and having them watch a video or work on an adaptive learning tool is not personalization.
3. There is not one best or right way to personalize.

There are pathways that genuinely personalize learning for all students and there are uniform approaches that only focus on one aspect of high-agency practices. The latter is a common position of many vendors in the space. Herein lies why I outlined the three main points above. For personalization to fully flourish in ways that meet the needs of all, there should be a multi-faceted approach that strategically embeds voice, choice, path, pace, and place throughout lesson design and facilitation. This means looking at key practices such as Tier 1 instruction, pedagogy, assessment, feedback, differentiation, RTI, real co-teaching, and professional learning to see where there is an opportunity to grow.  

The above paragraph sets Quest Junior High School apart from many other, if not all, schools across the country and the world. It starts at the top with leadership. Principal Nicki Slaugh has engaged with her staff to create a shared vision and works tirelessly to provide support through feedback and professional learning. The consistent use of high-agency strategies and data has resulted in a myriad of ways to help address the needs of learners. In her words, there are no “cookie-cutter” ways to personalize. Keep this point in mind if and when you are looking to grow personalized practices in your district, school, or classroom. 

While competency-based approaches buoyed by standards-aligned rubrics in the form of proficiency scales are the gold standard for path and pace, you will also see so much more. This includes using tech and whiteboard spaces for voice during Tier 1 instruction, choice activities, playlists, flipped lessons, stations determined by data, one-on-one conferencing, and maximizing flexible spaces. However, one aspect that sticks out is a consistent focus to impart high levels of cognition and relevance in all questions, tasks, and assessments. This is a testament to the staff at Quest, who see the value in personalization and not just another thing added to their plates.  

Case in point. During a recent coaching visit, I had the opportunity to visit numerous classrooms with an emphasis on feedback for new teachers and growth in co-teaching practices, which has been a primary focus in year two of the work I have been facilitating. Before I highlight one teacher in particular, I must say that we saw exceptional personalized practices occurring throughout the school. This is yet another testament to the culture of learning that has been established. I was particularly impressed by first-year teacher Brylee Nelson’s English class. From my lens, you see clarity in the form of a standards-aligned learning target, a real-world application involving choice, high-level thinking in the form of a scaffolded rubric, and a closure task using technology that amplifies students' voices. While the students worked, Brylee was seen conducting individual conferences as a Tier 3 support.

Another standout for me was to see firsthand how much progress has been made with effective co-teaching strategies. Nicki and her teachers have worked so hard to grow in their area, and their accomplishments can serve as a model for other districts and schools. When you look at the image below, can you identify the four adults? It wasn't very easy for me at first. Data was used to establish the groups that were staffed by two teachers (math, SPED) and two teaching assistants. You would be hard-pressed to figure out their roles as they were all immersed in targeted support. MTSS, RTI, differentiation, and co-teaching are all established pathways to personalized learning when good data is available and leveraged effectively.   

Supporting Quest and Nicki these past two years has been an absolute honor. You can see a snapshot of all they have accomplished HERE. When I created Aspire Change EDU, the main goal I set forth for the company was to ensure that all of our practice areas and solutions were tailored and customized to meet the needs of those I would serve. What this translates into is that there is no one way to personalize. While Quest had the best competency-based learning at scale I have ever seen in practice, which they established independently, Nicki saw opportunities to grow in other areas. The rest is now history.

To effectively personalize, we need to embrace a multi-faceted approach. Be wary of any solution, program, or professional development that doesn’t address all aspects of student agency while making connections to established practices that are known to be effective. 

If you would like to learn more about how Aspire Change EDU can support your district, organization, or school or provide you with 1:1 coaching, feel free to reach out – AspireChangeEDU@gmail.com

Introducing Aspire Change EDU

I often get asked both through social media and in person how to become a consultant. For various reasons, educators are enamored by the keynoting circuit, facilitating presentations at both national and international events, and coaching in school systems. Initially, I had to pause and reflect before responding as I wanted to be very clear on how my journey was more complex than it might seem. Now I have a standard answer. I did not wake up one day and say that this is what I aspired to do for the rest of my career. It can also be stated emphatically that I was not looking to leave New Milford High School or was forced out. Instead, the path was carved for me through the efficacy-based work that my staff and I did when I was a principal.  

In short, we vehemently focused on improving teaching, learning, and leadership through a shared vision, clarity of purpose, innovative practices, and clear evidence of impact. Our shared successes caught the eye of national media outlets as well as other systems that were curious about methodologies. What resulted were districts, schools, and organizations visiting my school from all over the world. I loved to share our successes, the challenges we overcame, student perspectives, and any other tidbits that might be valuable to those wanting to implement similar changes. During one such visit, an organization offered me a full-time position with their company. At first, I respectfully declined as I was happy where I was at in my career. However, the conversation never stopped, and I eventually decided to take a leap of faith to pursue a newfound passion in education.

It has been nine years since the consulting path was laid out for me. Over the years, I have worked with two amazing companies dedicated to helping learners succeed and traveling the globe assisting educators in various ways. While the work has been highly gratifying, there has always been an innate desire to carve out my own unique path in the education consulting space. My first step was to create an LLC during the pandemic. 

It has laid dormant until the right time, which is now. With great pride and excitement, Aspire Change EDU has moved from vision to reality.

I have ambitious goals for my company. The first was to develop a name that embodies what consulting should be about, and that is to help systems aspire to change that leads to improving and enhancing what we already know works. Educators don’t want more things to do. They crave to maximize available time, strengthen their craft, help learners succeed, and find joy in the work. The logo above, co-created by my children Isabella and Nicholas, embodies this mission and vision.

During the initial phase of the company, I will be fulfilling many of the responsibilities, including:

• Keynotes (view topics HERE)
• Back-to-school convocations
• Leadership retreats
• Breakout presentations
• Innovative Leadership Cohort 
• Interactive workshops
• Strategic planning
• Coaching (job-embedded, ongoing)
• Asynchronous courses (more info HERE)

Leadership and pedagogy will be my primary focus, which encompasses every facet of professional learning. Currently, my work with schools assists them with Tier 1 instruction, personalization, school culture, leadership (digital, pedagogical, sustainable change), using data, branding, and the purposeful use of technology. Over time I will flesh out concrete practice areas.

The last sentence above leads to what will be a differentiator for Aspire Change EDU. I aim to create a collaborative consultancy comprising best-in-class practitioners and seasoned consultants who share similar beliefs. While my plan is to have a bench of people to serve schools, I also want to partner with other independent consultancies (and vice versa) for the benefit of districts and schools. By working together, we can provide systems with what they want, not what we feel we can do. Imagine being matched with the best possible professional learning consultant(s) aligned to virtually every focus area, technique, initiative, tool, or strategy in education. That’s the goal and one that, in my opinion, best serves schools.

Just like for our learners, professional learning needs to be personalized and differentiated. It’s nearly impossible to accomplish this without collaboration. That is something I hope to solve in the near future with the help of others. In the end, schools will win and evidence-based change will be the result. Stay tuned for more updates in the coming months.

Until then, feel free to reach out and have a conversation about your professional learning needs. Learn more on my website.