#EDvice: Less is More

To say that there is a great deal of pressure on educators today is a gross understatement.  It is shared with me during conversations that they feel it is difficult to catch their breath and keep up with all that is expected of them. While this has led to an increase in stress and anxiety, it is always made clear to me that they want to grow and improve. I shared the following piece of advice recently on social media:

Educators are overwhelmed and an endless array of initiatives, ideas, and strategies will do more harm than good. Meaningful change to improve learner outcomes can/will still happen with a moderated approach. Less is MORE.

As I shared in Disruptive Thinking, consistency and continuity far outweigh the sheer number of different ways to get better. The most essential element in learning is the teacher in the classroom. It is here where leaders can provide support through clarity, examples, feedback, and professional learning that focuses on concepts that can truly move the needle when implemented at scale. In this piece of #EDvice I discuss how the Rigor Relevance Framework can be used to lessen the number of balls in the air while zeroing in on just two critical aspects of learning. 

It is important to keep in mind that this framework is geared to help educators evaluate where their current practice resides and then make needed shifts to improve. This could come in the form of questioning techniques, assessment development, prioritizing standards, and creating performance tasks or projects.  

My main point here is twofold. You don’t need to throw out the baby with the bath water when it comes to improving practice and learning outcomes.  Most importantly, success relies on doing a few things really well where there is a natural alignment to what goes on in classrooms daily.

#EDvice: Choosing an Edtech Framework

When it comes to technology in education, there is a natural tendency to see it as just another thing that somebody must do. In other cases, it is viewed as being more work. Let me tackle the second issue first. When we try implementing anything new, there is always a learning curve. It is important to remember, though, that the time and effort put forth will reap the rewards when it comes to improving practice and, in turn, learning outcomes. I have learned from firsthand experience that figuring out how to use a new digital tool is the easy part. The more difficult mental hurdle is that using any digital tool is just another thing added to an already crazy workload.  

While I firmly believe in the merits of digital learning, it comes with a caveat, which I recently shared on social media:

Technology is just a tool and is definitely not a silver bullet. On its own, it WILL NOT lead to learning or improved outcomes. The focus must be on how the LEARNER is using it to LEARN in alignment with sound strategies and pedagogy.

My statement above is meant to reassure all educators that the tenets of good teaching, sound pedagogy, and research on learning are of the utmost importance. Clarity is also essential when it comes to purposeful use. This is why the Rigor Relevance Framework is a sound option compared to SAMR, TPACK, TIMS, and other tools that emphasize tech over learning. I dive a bit deeper into the concept in this piece of #EDvice.

As you look to refine or improve digital learning in your classroom, school, or district, consider keeping the RR Framework handy. I summed up its value in a previous post:

The overall goal, both with and without technology, should be to empower students to work and think. Another critical strategy is to focus on the purposeful use of technology when appropriate. Just because it is available doesn’t mean it can or will improve every lesson or project. Thus a focus on pedagogy first, technology second, if appropriate, will help ensure success, something that I emphasize extensively in Disruptive Thinking in Our Classrooms. While SAMR is a solid starting point, it is not the end-all or be-all. The multi-dimensional aspects of the Rigor Relevance Framework can be used to guide you in developing better questions and tasks as part of good pedagogy.

 

10 Ways to Grow as a Pedagogical Leader

I have vivid memories of my early days as an assistant principal and principal, where overseeing instruction was just one of many duties that came with the job. Managing budgets, developing memos, attending meetings, responding to emails and phone calls, and other tasks also consumed a significant portion of my time. The advent of social media introduced yet another responsibility into my already packed schedule: digital leadership. As a school administrator, one must be proficient in many different areas, but it's essential to maintain sight of the most crucial aspect of the role: pedagogical leadership.

Despite my best efforts, I couldn't visit classrooms as frequently as I would have liked, and the feedback I provided in written reports could have done more to enhance teaching and learning both inside and outside the classroom. If our ultimate goal is to improve, we need to prioritize the aspects of our job that impact student learning most. Pedagogical leaders recognize that management is a necessary part of the job, but it shouldn't come at the expense of cultivating a positive learning culture to boost academic achievement.

It's simple to offer advice on improving in this area or anything else, but putting it into practice can be a constant challenge. To help you get started, I've compiled ten specific strategies that I used during my tenure as a high school principal and now help other leaders with during coaching cycles. 

Visit more classrooms

Firstly, begin by increasing the number of formal observations conducted each year and sticking to a schedule to ensure that all teachers are observed three times annually, regardless of experience. Secondly, develop an informal walk-through schedule with your leadership team, mandating at least five walks per day for each member, and track visits and improvement comments on a color-coded Google Doc.

Establish norms

Establishing a shared vision and expectations for all teachers is crucial. You can do this by utilizing the Relevant Thinking Framework to provide them with consistent, concrete elements to focus on when developing lessons and deciding which high-effect strategies to use. Abolishing the routine of announced observations, having teachers provide artifacts of evidence to show the bigger picture since you can never see all that is done in a single observation, and prioritizing the collection assessments over lesson plans can also be effective.

Increase feedback

When observing lessons, always provide at least one practical suggestion for improvement, no matter how excellent the lesson was. These suggestions should be clear, straightforward, actionable, and timely. For learning, consider curating data weekly and present at an upcoming staff meeting. Feedback is critical to encourage growth and development.

Adopt a scholarly mindset

Improving professional practice as a leader is not the only benefit of being a scholar. It also enables you to have more effective conversations with teachers about their own growth, adding credibility to post-conference feedback. You can align critical feedback to current research by keeping a document of effective pedagogical techniques found in your readings. This approach saved time when writing up observations and improved relationships with staff as the instructional leader. When in doubt, lean on Google Scholar. Another key aspect of a scholarly mindset was brought to my attention by Thomas William Miller and that is to get curious and ask questions. When it comes to leading pedagogical change, questions are often more important than answers. 

Model expectations

As I shared in Digital Leadership, leaders should lead by example and not ask teachers to do anything they wouldn't do themselves, especially regarding technology integration and improving practice. When a teacher struggles with assessments, provide or co-create an example assessment. Developing and implementing professional learning is also an effective way to lead by example and build better relationships with staff.

Prioritize growth

Attending at least one conference or workshop a year that aligns with a significant school or district initiative and reading one education book and one from another field, such as general leadership strategies or self-help, can yield powerful lessons and ideas. Creating or further developing a Personal Learning Network (PLN) is also essential to access 24/7 ideas, strategies, feedback, resources, and support.

Teach a class

One can achieve this regularly throughout the year or by co-teaching with both struggling and exceptional teachers. I personally taught a high school biology class during my first few years as an administrator, which is an excellent example of leading by example. This approach also provides a better understanding of teachers' changing role in the disruption age. When a pedagogical leader sets an example, it strengthens relationships with staff and puts them in a better position to discuss and enhance learning.

Reflect through writing 

As a connected educator, writing has been a valuable tool for me to process my thoughts and critically reflect on my teaching, learning, and leadership work. Our reflections aid in our personal growth and serve as a catalyst for others to reflect on their own practice and develop professionally. Encouraging teachers to write brief reflections before post-conferences can foster a more collaborative conversation on improvement.

Leverage portfolios

Incorporating portfolios into our observation process was a helpful way to provide more detailed insight into pedagogical practices over the course of the school year. Portfolios can showcase personalized learning activities, assessments, unit plans, student work, and other forms of evidence to enhance instructional effectiveness and validate good practice.

Co-observe 

During the first quarter of each year, I collaborated with members of my administrative team to co-observe lessons. This allowed us to benefit from each other's perspectives and expertise and provided opportunities for us to improve our pedagogical leadership skills and reflect on our observations. In my role as a coach, I have K-12 leaders visit classrooms beyond the grade levels they serve when working with districts. For example, elementary will conduct walks in secondary to provide feedback and vice versa. We then share collective insight while processing the feedback. Gaining a perspective of strategies used at various grade levels is invaluable. 

Ultimately, ensuring quality learning takes place in our classrooms is of utmost importance. These ten strategies can be implemented immediately to improve pedagogical leadership, but there may be additional strategies that others find effective. The image below provides further insight.

Top Posts of 2022

With each passing year, I am always amazed that I continue to blog with consistency. It has become much more challenging, which is why I made the decision to move to a bi-monthly writing schedule.  In a recent post, I shared my rationale. Basically, I am running out of unique topics and angles to explore so I don’t want to run the risk of becoming redundant.  In some cases, this has already happened already, which is even more reason to put time and effort into my emerging video project called #EDvice.  I plan to pick back up with this series early in 2023. 

While many of my posts highlighted successes in current coaching projects, I tried to focus my efforts on expanding concepts presented in Disruptive Thinking in Our Classrooms.  No matter how “evergreen” a book, the fact of the matter is that things change, or new perspectives are gleaned. By evergreen I mean that the content withstands the test of time. Unlike the days when there was no Internet, anyone can provide deeper context or supporting examples to supplement and piece of traditional written work. If you want to see these posts, I have curated them on this Pinterest board. If you are interested in a book study after the holidays there is a comprehensive study guide and an impressive bulk order discount through ConnectEDD Publishing (email info@connecteddpublishing.com).

Below are my top posts from 2022. There is a nice mix of concepts including personalization, educational technology, leadership, and school culture. As I did last year, I am including a hyperlink and the related image.  I wish you all a happy and safe holiday season. Here’s to an amazing 2023!

Moving Beyond SAMR with the Rigor Relevance Framework

Shifting our Focus 

Your Ticket to Move Effective Lessons

Supporting and Rewarding Teachers with Time

The Ever-Evolving Leadership Lens

The Siri and Alexa Test

I absolutely love being at home. Having an intense travel schedule makes you cherish the little things that help alleviate stress and relax. One of my favorite pastimes is taking advantage of being outside any chance I get. Moving to Texas seven years ago meant the weather would stay warmer longer, making this more realistic. There is almost always music, whether in the pool, doing yard work, or hanging out with family and friends. My wife even got me a JBL boombox for my birthday last year, which is so much better than hardwired speakers, thanks to Bluetooth and super loud sound. We can’t even keep it on tables as the bass is so strong that the vibrations make it roll off.

Advances in technology make listening to music an incredible experience these days. Thanks to artificial intelligence in the form of Alexa, everyone is now their own DJ. With my outdoor setup, I connect the boombox to the Amazon Firestick and then use the remote to have Alexa play my favorite songs using voice recognition. Most of the time I choose the greatest hits from the 1980s, but my diversified tastes take me through numerous genres. No matter my listening mood Alexa never lets me down, although there are times that I need to repeat my request.

I share the personal story above as access to artificial intelligence in the form of Siri and Alexa has impacts on the education space. Whereas in the past, knowledge could be readily accessed from encyclopedias and books, this took time. The Internet drastically changed this process by ushering us all into the Information Age. Artificial intelligence is now a disruptive force that allows anyone to instantaneously access basic knowledge and facts.   I see this as an opportunity in the classroom and beyond, but we must be honest about where some practices currently lie.

Educators love using game-based tools such as Kahoot, Quizizz, Blooket, and Gimkit as a means to review prior learning, check for understanding, and close lessons. I often see these in action a great deal when coaching in schools. The rub, however, comes in the form of the types of questions asked as the majority are simple recall or knowledge-based with stems such as who, what, where, and when. While this might be essential in the lower grades, it wanes in value as kids age. No longer do any of us have to “Google” an answer when we can just ask Siri or Alexa. I typically prove this point during workshops where I ask a low-level question using a “what” question stem and Siri responds with the correct answer every time.

With the tools above, the key is to use question stems that get students to demonstrate understanding through comprehension. However, we shouldn’t stop there. In Chapter 3 of Disruptive Thinking, I detailed how the Relevant Thinking  Framework can be used to challenge all learners now and well into the future. Below are some simple strategies any educator can use to bump up the level of thinking in the classroom:

• Scaffold questions and tasks (specific strategies HERE)
• Differentiate
• Use writing and work as a measure of thinking
• Create challenging problems to solve

If we are to prepare learners for success in a disruptive world, we must make efforts to ensure they are competent. This is how we can pass the Siri and Alexa test.

Overcoming Engagement Hurdles with Remote Learners

In order to empower people at some level, you first need to engage them.  It is nearly impossible to create a culture of learning if there are elements of boredom, inactivity, and lack of relevance.  This is a lesson I learned most recently as a presenter and workshop facilitator. Early on, I used more traditional strategies since this was a new arena for me. The shift from principal to full-time consultant brought a certain amount of fear. Thus, I reverted back to what I was comfortable with in terms of what I could control and perceived that educators wanted. I basically became the sage on the stage and a master of direct instruction with little participant interaction. 

I thought I was doing a pretty good job as no one told me otherwise. There was consistent eye contact, and all of the feedback I received from surveys was mostly positive. It wasn’t until a presentation at a major conference where I got the kick in the butt that I desperately needed but wasn’t aware of until then. As I was reading tweets from the session, a participant basically told me that I spoke at them the entire time and didn’t provide ample opportunities for greater discourse, practical application, or reflection. 

It was at this point about four years ago, where I began to embrace and model the very same strategies that were being used at my high school when I was a principal. Multiple opportunities for discourse and collaboration were included as well as time to develop action steps. Engagement was amplified with a focus on the how, exemplars from all types of schools, and the use of digital tools to provide everyone with an opportunity to respond. In essence, my role is now more of a facilitator of learning.  Another fundamental change was intentionally developing ways to personalize the experience for those I am fortunate to work with in my role. For example, I really appreciate Michael Ford pushing me in this direction when he asked me to create a choice board as part of a professional learning date with his staff. 

These changes, combined with what I hope is a unique style grounded in relationships, have enabled me to better connect with educators. Now more than ever, I have benefitted from these changes in the current remote and hybrid world. As someone who currently supports educators and schools all over the world in this area, it is critical that I not only engage as many people as possible but also model the most effective strategies that can be implemented in the classroom. I recently saw the fruits of my labor in action during a keynote with over 2000 educators.  Using one of the strategies listed above, I was able to get over 1200 responses to a question part of the way through using Mentimeter.

The pandemic has created a myriad of issues for educators, with engagement being at the top of the list. Every day I am asked for suggestions, especially when it comes to remote learners, no matter whether or not you are hybrid at this point. In addition to some of the ideas that I shared above, I strongly encourage you to check out this post, where I outline six specific focus areas. Below are some additional ideas:

• Begin each lesson with an anticipatory set to get kids excited and impart relevance.
• Call on students who have their camera and microphone off. By doing this consistently, the stage will be set for increased attention and participation. 
• Integrate breakout rooms for discourse and randomly pop into them. 
• Utilize quick checks for understanding (1-3 questions max) throughout the lesson using Google or Canvas forms.
• Leverage digital tools for voice and choice. It is also good to use these following any breakout room activity to get a grasp on engagement levels.
• Use the Rigor Relevance Framework as a means to evaluate the level of relevance in questions, tasks, and assessments. 
• Develop means for accountability through routine feedback and timely grading. I cringe when mentioning the latter, but we must look at any and all strategies during these difficult times.
• Include closure at the end of each lesson or synchronous session.
• Move to tasks and work that are more purposeful through blended strategies such as station rotation, choice boards, playlists, self-paced activities, and flipped approaches.
• Assign less work while going deeper into concepts.

The above ideas are more teaching-facing. However, engaging learners is a shared responsibility. Administrators can assist with the above by providing teachers non-evaluative feedback during remote lesson drop-ins or using a walk-through process. Additionally, job-embedded and on-going professional learning is critical for all educators, regardless of position, to improve engagement in pedagogically-sound ways.  Another way that administrators can help out teachers in this area is through relentless communication with families. In Digital Leadership, I outline how a multi-faceted approach that meets stakeholders where they are is the most effective way.  It is essential not just to get out information, but also engage families in a dialogue during these unprecedented times. 

When it is all said and done, engagement is grounded in a learner’s sense of why they are learning something and how it will be used in the real world through their lens. It can be achieved through a combination of context and application. Think about what motivated you as a learner and what still does today. This might be the best starting point of all. 

5 Keys for Successful Remote Learning

There is a lot to consider as schools either begin the school year or reassess where they currently are based upon the current COVID19 situation. Here in the United States, many school districts are adopting a hybrid model when they open in the fall, while others have made the decision to start remotely.  With the latter, it is imperative that any challenges and mishaps from the spring are addressed now to ensure better implementation at scale. The fact of the matter is that there were too many examples of how it didn’t work across the country.  Time is of the essence to get it right so that all kids can benefit from a quality learning experience that pushes them to think while limiting learning loss and achievement gaps.

Balance

Remote learning does not mean piling on excessive amounts of work on our learners. It also should not require them to be on a device for all of their learning activities. Non-digital assignments have just as much value and can give kids a much-needed break from screens.  When technology is used, sound planning ensures there is a balance between synchronous and asynchronous learning while building in breaks for movement, mindfulness, and other essential brain breaks.

Equity

There have always been issues with equity when it comes to education. However, the current pandemic and social justice movements across the globe have brought a more unified focus on the work that needs to be done.  In a previous post, I shared these thoughts:

COVID19 has unveiled the harsh reality of the inequities that plague learners in virtually every country. Where you live, in particular, has had a direct correlation to whether or not remote learning has been successful in many schools. The “haves” have tended to prosper while the “have nots” have suffered. We can ill-afford not to address this fact. Additionally, the digital divide is wider than many perceived. Access to devices and reliable WIFI needs to be emphasized.

Kids also need access to equitable resources and learning experiences. 

Pedagogy 

Let’s begin with engagement. If students are not engaged, then they most likely are not learning.  Herein lies why it is crucial to make sure that passive consumption of content and low-level activities are followed with more opportunities for active learning.  Successful remote learning is dependent on the consistent utilization of effective teaching strategies and pedagogy that empowers all kids to think and apply their thinking in relevant ways. The Rigor Relevance Framework is a fantastic tool for teachers to develop pedagogically sound tasks, both with and without technology. It also provides school leaders with a lens to provide valuable feedback to teachers when it comes to addressing priority standards, implementing scaffolding techniques, creating performance tasks, and developing quality assessments. 

From here, schools can begin to focus on a remote blended learning model that can serve as a foundation for all K-12 classrooms to create a more personalized experience.  

Professional Learning

Many schools were not prepared when the pandemic hit. Going forward, this excuse cannot and should not be used.  Over the summer, there has been ample time to support both teachers and administrators to plan and implement remote learning successfully. However, this has also been a time of considerable fluctuation and flip-flopping on opening plans in relation to COVID19 infection rates. If professional learning was not emphasized, it’s definitely not too late.  Think about experiences that reflect the conditions where your students will be expected to learn remotely. Foundations workshops and deep dives that address the areas noted in the pedagogy section above represent a solid start. For success, though, a commitment to job-embedded and on-going support in the form of coaching, mentoring, advising, and consistent evaluation of the remote learning plan is needed, with refinement and improvement being the main goals.

Family Engagement

It goes without saying that parents and guardians have many questions and concerns regarding how schools will effectively implement remote learning in the near term. Begin with meticulous planning using the information provided in the key focus areas previously covered above. Then think about strategies to inform and educate families as to what their kids can expect. Digital leadership compels us to meet them where they are and engage in two-way communications using a hybrid approach. Also, consider providing opportunities for them to experience remote learning actively. I have worked with many schools and districts, facilitating webinars for parents on the topic since the pandemic hit to ease concerns and illustrate validity in the approaches being embraced.

To dive deeper into various remote learning elements, please visit this comprehensive Pinterest board that covers teaching, edtech, and SPED strategies as well as abiding by privacy laws.  It is essential to understand that there is no one-size-fits-all approach to remote learning. Each district is unique in terms of resources and demographics.  Success hinges upon taking and applying the key focus areas listed above and aligning them with your respective classroom, school, or district culture. 

Be sure to check out my entire #remotelearning series. 

 

8 Non-Digital Remote Learning Ideas

Before our eyes, we are watching districts and schools valiantly roll out remote learning plans to support all students during extended closures. Equally as important have been the many innovative ways to make food available to our most disadvantaged children.  I cannot commend their efforts enough.  Throughout this ordeal, we must be patient, understanding, and flexible as teachers and administrators, with little to no training in this area, do their best to provide an education to students.

Even with all the progress being made and practical innovations taking place, COVID-19 has unearthed on a global scale the inequity that persists when it comes to access to high-speed WIFI and technology.  Even though many of us have been beating the drum for years regarding this issue, there is such a long way to go when it comes to closing the digital divide. Even in more affluent areas, one cannot assume equitable access. As such, educators are in need of ideas that can be implemented without the use of technology.  

Here are a few that I have been sharing with districts and schools where I have served as a coach throughout the year:

• Modeling through written explanations: Even though efforts should be made to avoid piling on new content, learning can only progress if new material is presented. Think of this as direct instruction on paper. For example, in math, a teacher would typically write out the steps to solve a problem on the board.  In this case, he/or she would just do it on a piece of paper that the student could refer to before moving on. It’s not the best option, but it is a realistic one.
• Scaffolded questions and tasks: Piling on low-level questions that are recall and knowledge-based don’t constitute learning. It’s what a student does with this information to construct new knowledge or apply it that matters. Consider using the Rigor Relevance Framework as a tool to accomplish both of these preferred outcomes through scaffolding. 
• Guided and independent practice: Considering the two items previously addressed, practice can be chunked (guided) in ways that steps are followed until students are asked to do it on their own (independent).
• Authentic challenge problems: Knowing that digital resources are limited, reference materials can be provided for kids to engage in inquiry-based learning.  As you structure lessons and or extended projects, contemplate about how you will get students to think at the highest levels of Bloom’s Taxonomy while solving unpredictable real-world problems, also referred to as Quad D learning.
• Independent reading and reflective questions: To assist students who are at a lower reading level, consider providing suggestions.
• Playlists and choice boards: These powerful blended learning strategies can easily be converted to non-digital options to keep students engaged for days to even a week. Choice leads to more empowerment. With a playlist students choose the order they want to complete all the activities. With choice boards, students choose to complete a set number of activities but don’t do all of them. No matter what you decide, you can incorporate all of the strategies addressed above. Below you can see an SEL choice board shared by Keri Powers Pye.

• Movement: Any type of remote learning tends to be sedentary.  Think about activities that get the blood pumping, which will help students maintain focus while providing needed brain breaks. Movement matters more than ever if learning is the goal. Below is a great fitness activity shared by M. Robinson PE using the game Uno.

• Reflective writing journals: No matter the strategies employed, getting kids to reflect on their learning each day can empower them to make connections between concepts and content areas as well as identify what they need to work on going forward. It can also function as a form of closure.

With everything listed above, there has to be a way to disseminate lessons and materials as well as review them to provide feedback.  As part of your remote learning plan, think about the best way to accomplish this that minimizes contact.  Maybe it is at the district or school office or perhaps a collection bin of some sort. Chad Miller's school district in Ohio are running bus routes to deliver food and learning materials to their kids. Regardless of what you decide, parents will need to be fully aware of where to pick up and drop off learning materials.   

Also, don't forget that accommodations have to be made for special education students as per IDEA.

By no means are these the only ideas that can be used to support students with limited or no digital resources available. My hope is that the greater educational community will continue to share what they have found to be successful with #remotelearning.

Knowing Where We Are Paves the Way for Change: The Impact of Coaching

I often tell audiences during keynotes and workshops that my role isn’t to tell anyone what to do, but instead to get educators to think critically about what they do. It would be foolish of any speaker or presenter to do so, considering that we don’t really know the people who we are blessed to speak with, let alone the specific culture in which they work.  The fact for many in education is that we teach the way we were taught and lead the way we were led.  In some cases, this might still be effective. However, the opposite is more often true, and helping others come to this realization can be a tricky process.

Where I see the most change from my work is when I am fortunate to work with districts and schools on an on-going, long-term basis. This allows me to really get a pulse on the culture, understand the challenges that are faced, make observations, collect evidence as to where practices are, and ultimately build relationships in the process.  Trust and honesty are key, which compels me not to hold back when engaging both teachers and administrators in dialogue on feedback.  Often, we are blinded by our own bias or comfortable where we are. No matter the case, both can be detrimental to growth.

So how do we begin to move the needle? It starts with analyzing how feedback is given.  What I have learned from past experiences, and currently, when working in schools, is that a tendency remains to tell people what they want to hear as opposed to pushing them with critical conversations on practice. The latter might sting at first, but it is needed to create a sense of urgency.  Making people feel good is always crucial, and a critical component of a positive culture. However, it shouldn’t come at the expense of shying away from the problematic and thought-provoking conversations that are needed to drive change at the individual and systemic levels.  

One of the best ways to help others know where they are and lay the groundwork for meaningful changes to practice is through coaching.  Currently, I have several projects around the country where I have assumed this role. Last year alone, I visited over 1000 classrooms and pretty much followed the same process.  At the conclusion of each day, I submit a detailed report that contains general commendations and recommendations for growth to each school. If I am there for an extended period of time, the district receives a comprehensive report within 24 hours of completing my last school visit.

Image credit

In addition to general feedback, I script what I see by classroom while aligning evidence to support the ratings for how I chart data across five indicators. This allows me to provide some simple data for districts and schools to get an idea of where their practices are. Here is how I code each lesson after scripting and providing recommendations for growth:

• Rigor Relevance Framework Quad alignment (A, B, C, D)
• Engaged (E) or disengaged (DE)
• Tech (T) or no tech (NT)
• Teacher-centered (TC)) or student-centered (SC)
• Student agency: High (H) vs. Low (L)

Now, these are meant to be black and white in terms of whether it can be seen or validated with evidence (i.e., questions, assessments, tech used by kids for learning, student work, etc.). However, I always stress that there is gray inherent in what I provide and encourage dialogue and support between coaching visits. It goes without saying that these visits are just a snapshot and, by no means, are indicative as to what happens during the entire lesson or regularly throughout the year. It is up to the school and individual educators to make that determination. There is one non-negotiable that I establish, and that is an administrator or teacher who has to accompany me. The reason being to coach the individual(s) later on providing feedback and to ensure interrater reliability (do we see the same thing).

I am fortunate to be involved in several long-term projects where I have been able to document growth over time. Over the years, I have shared all of the wonderful things happening at Wells Elementary, as I am now in my third year as their coach. Other schools and districts are beginning to follow suit. One, in particular, is the Corinth School District in Mississippi. The stage was set over the summer for me to work six days in each of their three schools to assist with teaching, learning, and leadership associated with their 1:1 implementation.  Following the protocol described above, I facilitated coaching days.

Even though I have a few stories of significant growth to share, I want to focus on just one. During my first visit to the high school in August, I spent the entire day visiting classrooms and then providing feedback to the admin team. They, in turn, then shared recommendations for growth with their teachers.  One teacher took the feedback and ran with it. 

The next time I met with the teachers, I facilitated a workshop on digital pedagogy.  Something from this day and the feedback from the classroom observation clicked him. During my third visit, we saw him implementing a choice board with his economics class. Going from direct instruction primarily to this high agency approach represented a dramatic shift in practice.  I again provided feedback both in the form of commendations and recommendations for improvement, specifically when it came to assessment.  I can’t begin to tell you how pleased and excited I was during my fourth visit. When we visited his history class, he again had the students working on a choice board. The main difference from last time was that there were six different rubrics to go along with the activity.  

The growth story of this teacher is one of many in the Corinth School District. His colleagues across all content areas at the high school have begun to implement an array of innovative strategies such as station rotation, choice boards, self-pacing, digital check-ins with students, and the purposeful use of technology aligned to effective pedagogy.  The middle school has begun to make impressive progress with blended learning, especially at the 6th-grade level. Last but not least is the elementary school where evidence has been collected, demonstrating tremendous growth with high agency strategies.  To be honest, I could fill this post with picture after picture as validation.

We can’t allow ourselves to stick our heads in the sand or cuddle up to the status quo.  Sometimes a push is needed. In all the schools I work in, the catalyst for change is always the first coaching visit.  Using an unbiased and non-judgmental lens, the stage is set for assisting educators in coming to a determination as to where they are.  Initially, this can be a tough pill to swallow. However, the fact remains that nothing about public education is perfect. Sometimes it takes an outside view to help come to that realization.

If you would like to know more about our coaching process and on-going work for schools or districts, shoot me an email (esheninger@gmail.com).

Edtech Tools for SPED, Math, and Reading

Over the past two years, I have been blessed to partner with District 205 in Elmhurst, IL. I still vividly remember having lunch with Dave Moyer, the superintendent, where he explained in detail the vision that had been set for the district, centered around the six C's (collaboration, communication, critical thinking, creativity, character, citizenship). It was at this time that the decision was made for me to assist. The overall goal and focus of the partnership have been to help them get the most out of the devices that were rolled out a few years ago across the entire K-12 district as part of a 1:1 implementation. My role, like in many other similar districts across the country, has been to assist the teachers and administrators with digital pedagogy leading to purposeful use and efficacy using the framework below.

One of the best parts about job-embedded, on-going work with school districts is facilitating a variety of professional learning opportunities. They have utilized me as a keynoter, coach (leadership and teaching), and workshop presenter. Recently the district asked me to be a part of their professional development day, which consisted of seven different learning strands specific to the needs and interests of their teachers. During a planning call prior, I was asked to work with special education, math, and reading teachers in particular. To be honest, these groups are not in my traditional wheelhouse, but I saw it as a learning opportunity to branch out and expand my level of knowledge. 

Prior to the day, I spent a great deal of time planning my slide deck and associated digital handouts. The overreaching goal for each session was to support instructional strategies aligned to rigor & relevance and the 6 C's with a focus on the purposeful use of technology. What resulted was a great resource that I plan to share below on specific edtech tools that can assist special education (SPED), math, and reading teachers. 

With the SPED sessions, everything was tied into support and planning for the six approaches to co-teaching embraced by the district. I realized early on that I consistently see all of these in action regularly through my coaching work in schools across the country. I went deeper into the models from a pedagogical standpoint to help them better plan for instruction. This was then followed with strategies and tools for embedding tech that would assist with both differentiation of instruction and co-planning (virtually). Both the math and reading sessions focused on how edtech could be used during independent work, formative assessment, and pedagogically-sound blended learning.

Below you will see the specific tools I provided during each session. Some aren't new, but others might be.

Co-Teaching

• Pear Deck (formative and targeted assessment)*
• Nearpod (formative and targeted assessment)*
• Padlet (cooperative learning, closure, checks for understanding)
• Linoit (cooperative learning, closure, checks for understanding, annotation)
• Flipgrid (video creation for closure, checks for understanding, blended learning)
• Newsela (assign current event articles by Lexile and quizzes)
• Freckle (differentiation, stations)*
• Edpuzzle (upload videos and insert questions)*
• GoSoapBox (confusion indicator, quizzes, discussion forum, polls)
• Formative (formative assessment, differentiation)*
• Gimkit (formative assessment, closure)
• QuizWhizzer (formative assessment, closure)
• Seesaw (demonstrate and share learning)

* Denotes importing and syncing with Google Classroom, Canvas, Schoology

Co-Planning

• Voxer – (push to talk app that works like a Walkie-Talkie; share synchronous and asynchronous voice, test, and video messages in a threaded conversation)
• Google Drive
• Slack (workflow tool with instant messaging)
• Padlet (collaborative board with text, video, audio, drawing, and screen sharing)
• Linoit (collaborative Post-It note space)

Math

• Prodigy (K-5 games)
• Xtra math (free program that helps elementary students master addition, subtraction, multiplication, and division facts.
• IXL (paid personalized learning tool)
• Educreations (create mini-lessons for students to watch/refer to and then practice concepts)
• Khan Academy (videos for supplemental support and practice)
• Knowledgehook (formative assessment tool for grades 3 – 9)
• Patrick JMT (short instructional videos for middle and high school)
• Hooda Math (K-12 math games)
• CK-12 (adaptive practice problem sets; also check out their PLIX series)
• Freckle (differentiation, stations)
• Flipgrid (have students solve problems on whiteboards and then explain how they solved them using video)
• Math Pickle (puzzles and games organized by grade level)
• Edulastic (tech-enhanced assessments)

Reading

• IXL (paid personalized learning tool)
• Epic (access to 35,000 of the best children's books for elementary)
• CommonLit (free reading passages with formative assessments for grades 3-12)
• ReadWorks (K-12 articles and assessments)
• Read Theory (online reading activities by reading level with associated quizzes)
• Smithsonian Tween Tribune (articles and quizzes for K-12)
• Rewordify (simplify difficult-to-read English text, monitor students' reading and learning progress)
• ReadWriteThink (a wide array of free student interactives)
• PBS (games for elementary students)
• Starfall (K-2 reading games and activities)
• Flipgrid (have students record themselves reading passages and excerpts in order to assess)
• Newsela (current event articles by Lexile with pre-made assessments)

So, what would you add to what I have curated? Please feel free to share your suggestions in the comments section below. As I facilitate future workshops, I will add more tools to this list that align with other content areas.