Cultivating Efficacy: Leading with Impact

I love talking about leadership and am always intrigued to review what I have written on the topic over the years.  Recently, on my podcast Unpacking the Backpack, I revisited another 2019 blog post.  The focus was on efficacy, an often misunderstood topic in the education space.  Take a listen on Spotify or wherever you access your favorite podcasts. You can also read the blog post HERE. Below are some expanded thoughts on the topic. 

Leadership isn't just about holding a title; it's about driving meaningful change. Effective leaders are those who cultivate a strong sense of efficacy – the belief in their ability to impact their students, staff, and community positively. This belief isn't just wishful thinking; it's a cultivated mindset grounded in specific actions and strategies backed by results in the form of evidence. Here are some more detailed thoughts:

Accountability matters and is a reality in our work.  We are accountable first and foremost to our learners.  Statements and claims didn’t cut it, and this was more than fair.  The term efficacy kept finding its way into the conversation and my head. In the real world of education efficacy matters and it is important that this is part of the larger conversation when it comes to change. It is a word that, in my opinion, has to be a part of our daily vocabulary and practice. Simply put, efficacy is the degree to which desired outcomes and goals are achieved.

So, how do we, as educational leaders, build and maintain this crucial sense of efficacy? It starts with self-awareness. Reflect on your strengths and areas for growth. What are your core values as an educator? What experiences have shaped your leadership style? Understanding your own beliefs and motivations is the foundation upon which effective leadership is built.

Next, focus on building strong relationships. Efficacy isn't a solitary pursuit. It thrives in collaborative environments. Invest time in getting to know your staff, students, and parents. Actively listen to their concerns, celebrate their successes, and create a culture of mutual respect and trust. When people feel heard and valued, they are more likely to be engaged and invested in the shared goals of the school.

A key component of efficacy is setting clear, achievable goals. Avoid vague aspirations and, instead, focus on specific, measurable, attainable, relevant, and time-bound (SMART) objectives. Break down larger goals into smaller, manageable steps. This allows for consistent progress and provides tangible evidence of your impact, further reinforcing your sense of efficacy. Celebrate these milestones with your team, acknowledging their contributions and fostering a sense of shared accomplishment.

Embrace continuous learning. In this disruptive world, the landscape is constantly evolving. Stay informed about current research, effective practices, and innovative approaches to teaching and learning. Encourage professional growth opportunities for your staff and create a culture of ongoing learning within your school. By continuously expanding your knowledge and competencies, you'll be better equipped to navigate challenges and make informed decisions, boosting your confidence and efficacy. 

Remember that setbacks are inevitable. Efficacy isn't about avoiding challenges; it's about how you respond to them. View setbacks as learning opportunities. Analyze what went wrong, identify areas for improvement, and adjust your approach accordingly. Resilience and a growth mindset are essential for maintaining efficacy in the face of adversity.

Leading with efficacy is a journey, not a destination. It requires continuous effort, self-reflection, and a genuine commitment to the success of your students, staff, and community. By focusing on self-awareness, relationship building, goal setting, continuous learning, and resilience, you can cultivate a strong sense of efficacy and lead with impact, making a real difference in the lives of those you serve.

#EDvice: Entry Points for Change

As we all know, navigating change is often a tricky process.  It requires a clear vision, a sound plan for implementation, and patience. Even with all these elements and many others in place, it is rarely a smooth journey.  One of the biggest obstacles to overcome is zeroing in on compelling reasons to change that will lead to better outcomes.  I refer to these as entry points, which can serve as a catalyst for any initiative or strategic plan.  One of the most powerful can be quality research, especially peer-reviewed studies.  I shared the following on social media recently:

Entry points for change are crucial. When trying to get the ball moving, leverage quality research. It can be used to identify areas for improvement to create new and innovative learning methods that better meet the needs of ALL learners. 

In this piece of #EDvice I discuss to vital role research plays in both initiating and sustaining the change process.  

Consider using Google Scholar, which is a great, FREE resource that anyone can use to search for peer-reviewed research on any topic.  Artificial Intelligence can also be used.  I prefer Google Bard over ChatGBT. Recently I asked the following question, "What peer-reviewed research studies support 1:1 laptops in schools?".  Below you can see the response.

There are a number of peer-reviewed research studies that support the use of 1:1 laptops in schools. These studies have found that laptops can improve student achievement, engagement, and motivation. For example, a study by the Pew Research Center found that students who used laptops in the classroom were more likely to say that they were engaged in their schoolwork and that they felt like they were learning more. Additionally, a study by the National Center for Education Statistics found that students who used laptops in the classroom were more likely to say that they enjoyed school and that they were motivated to learn.

Here are some specific examples of the benefits of 1:1 laptops in schools:

• Laptops can help students to learn more effectively. For example, students can use laptops to access online resources, collaborate with classmates, and create multimedia projects.
• Laptops can help students to be more engaged in their learning. For example, students can use laptops to take notes, participate in discussions, and complete assignments.
• Laptops can help students to be more motivated to learn. For example, students can use laptops to explore their interests, learn at their own pace, and get immediate feedback on their work.
• Of course, there are also some challenges associated with using laptops in schools. For example, laptops can be a distraction, and they can be expensive to purchase and maintain. However, the benefits of using laptops in schools generally outweigh the challenges.

Overall, the research suggests that 1:1 laptops can be a valuable tool for improving student achievement, engagement, and motivation. If you are considering implementing a 1:1 laptop program in your school, it is important to carefully consider the benefits and challenges involved.

I then asked Bard to cite specific studies.  Here is what was provided

Bebell, M., & Kay, A. (2010). Laptops and student achievement: Evidence from a large-scale, urban school district. Journal of Research on Technology in Education, 42(4), 357-377.

Cheung, A. C. K., & Slavin, R. E. (2013). Effects of one-to-one computing and teacher professional development on student achievement in high school mathematics. American Educational Research Journal, 50(3), 568-596.

DeWitt, S. L., & Watson, J. (2013). A review of the research on laptop computers in K-12 education. Journal of Research on Technology in Education, 45(4), 347-369.

Suhr, J. L., Johnson, C. C., & Lajoie, S. P. (2010). One-to-one computing: A review of the literature. Journal of Research on Technology in Education, 42(4), 307-329.

Watson, J., & DeWitt, S. L. (2010). Laptops and student achievement: A research synthesis. Journal of Research on Technology in Education, 42(4), 329-356.

Research can be a fantastic entry point, but it surely isn't the only one.  Other great options include evidence (qualitative and quantitative) as well as effective professional learning.  For more insight, check out this post. 

 

 

 

Efficacy-Based Practices

The pursuit of improvement is a never-ending journey. With all the disruption we have and will continue to see, changes to how we educate kids must be considered. We often see a great deal of investment in an array of ideas, strategies, and solutions with the goal of improving learning for all kids. I am all for anything that can benefit all students. However, caution must be exercised when there is a desire to pursue the next “silver bullet” or embrace ideas that sound wonderful on the surface but have little to show in terms of evidence of improvement at scale.

Results, both qualitative and quantitative, matter, and this is something that everyone should embrace. Hence the need to zero in on what truly matters through efficacy-based practices. 

The “why” behind this focus is as follows:

• Accountability
• Connect what we know works by leveraging research to improve practice
• Personalize learning for students and staff
• Optimize time, resources, and decisions
• Create a transparent culture to develop relationships
• Move away from “telling” to “showing” what actually works to drive needed change

Research 

Instead of assumptions and opinions, proven strategies should be emphasized to substantiate changes or improvements to practice. Having a foundation and a compelling reason to change is where research plays a pivotal role. It provides a baseline as to what has been found to really work when it comes to student learning and improving culture. We can look to the past in order to inform current practice. If efficacy is the goal, it is critical to embrace a scholarly mindset to inform and influence our work, not drive it.

Professional learning

It is hard to meet goals and expectations to improve learning if consistent support is absent. Professional learning develops and strengthens the expertise of teachers and administrators so they are better equipped to meet the needs of all learners. If people don't believe in themselves, then achieving goals will be near impossible. Thriving cultures focus on empowerment, support, feedback, and autonomy to take risks to build self-efficacy. Without efficacy-based professional learning that connects to research and practical strategies, evidence of improved outcomes will be hard to come by.

Evidence 

Qualitative and quantitative measures help to validate the time and effort put forth to initiate and sustain change. The only way to determine if goals have been met is through evidence. Discounting this shows a lack of understanding of what real change looks and feels like in education. Evidence can come in many forms, but in the end, it should clearly paint a picture that the ideas and strategies implemented have resulted in a better, more improved outcome. A combination of data and artifacts will tell you and anyone else whether or not goals were met.

Amazing things are happening in education, and the pandemic only amplified this through the embracement of innovative ideas. We must constantly push ourselves to be better and strive for continuous improvement. The more we take a critical lens to the efficacy of our work, the more collective goals we have for education, learning, and leadership can be achieved. 

Return on Instruction (ROI) Revisited

The pursuit to improve never ends and nor should it. With all of the disruption we see as a result of the 4th Industrial Revolution, changes to how we educate kids have to be considered. The result has been districts, schools, and educators making a great deal of investment in an array of ideas, strategies, and solutions with the goal of improving learning for all kids. Obviously, this makes sense, and I am all for it. However, caution must be exerted when there is an urge to purchase the next “silver bullet” or embrace ideas that sound great on the surface but have little to show in terms of evidence of improvement at scale. Results, both qualitative and quantitative, matter, and this is something that everyone should be mindful of.

Over the years, I have not shied away from discussing the need to align ideas and strategies to research as well as evidence that shows in some way that there is an improvement in student outcomes. Seems fair and reasonable, right? You would think so as the teacher and principal in me know full well that results matter, especially when dealing with increased mandates, initiative overload, limited time, and lack of money. Herein lies why the allure of the “next best thing” is so compelling, and everyone is so quick to jump on the bandwagon. Just because something sounds or looks good doesn’t mean that it is, plain and simple. This applies to what is seen on social media, in marketing assets, and at conferences. Being a critical consumer is more important than ever. I’d even go as far as to say that it is our duty, something I elaborate greatly on in Digital Leadership. 

However, it is essential to go beyond just the consumption aspect as outlined above and be just as critical during the implementation phase. A sound strategic plan, not online focus, on where you want to go and how you will get there, but also a set of measures for success and a determination of how things went. A few years back I tackled this through strictly a technology lens and brought forward the concept of a Return on Instruction (ROI); borrowing from the term “return on investment” synonymous with virtually every profession.  In retrospect, this was shortsighted and not encompassing of all the many competing and complementing elements that are pursued simultaneously. Below is my evolved take:

 "When investing in technology, programs, professional development, and innovative ideas, there needs to be a Return on Instruction (ROI) that results in evidence of improved student learning outcomes." 

If you take a look at my original post, you will see that evidence comes in many forms, not just data. The bottom line is why make an investment to improve teaching, learning, and leadership but have nothing to show for it? That would prove to be quite frustrating, to say the least. To be clear, I am not talking about fluffy ideas or opinions, but actually substantive changes to practice that lead to real change. So how can you determine an ROI? Some guiding questions that might help are below:

• How have instructional design and pedagogy changed?
• How has the scaffolding of both questions and tasks changed?
• How have student work and products changed?
• How has assessment changed?
• How has feedback changed?
• How has the use of data changed?
• How has the learning culture changed?
• How has leadership changed?
• How has meeting the needs of students who need specialized supports changed?
• How has professional learning changed? 

The questions above will be answered differently as each district, school, and educator is unique as well as the respective culture. The key is to think broadly about financial and time investments to determine if in fact, they are paying off. Both are important. Another aspect to consider is realism. In the end, results matter.

The Path to Efficacy

Organizations, schools, and districts that are successful all lead with efficacy in mind.  The same can be said for teachers and administrators who can effectively implement ideas and strategies in ways that result in improved learner outcomes. To put it simply, efficacy can best be defined as the degree to which set goals are achieved.  The path to achieving it begins with a belief in oneself.  Albert Bandura is one of the most famous researchers in the area of self-efficacy, which can best be described as an individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments.  To put it bluntly, if people don't believe in themselves, then achieving goals will be near impossible.  Thriving cultures focus on empowerment, support, feedback, and autonomy to take risks to build self-efficacy.

The next logical step is to move from an individual belief to one that is embraced by the majority.  This is referred to as collective efficacy, which Bandura defined as "a group's shared belief in its conjoint capability to organize and execute the courses of action required to produce given levels of attainment" (Bandura, 1997). It cannot be overstated how much this element contributes to student achievement. Below is a summary from an article by Jenni Donohoo, John Hattie, and Rachel Eells. 

Rachel Eells's (2011) meta-analysis of studies related to collective efficacy and achievement in education demonstrated that the beliefs teachers hold about the ability of the school as a whole are "strongly and positively associated with student achievement across subject areas and in multiple locations" (p. 110). Based on Eells's research, John Hattie positioned collective efficacy at the top of the list of factors that influence student achievement (Hattie, 2016). According to his Visible Learning research, based on a synthesis of more than 1,500 meta-analyses, collective teacher efficacy is three times more powerful and predictive of student achievement than socioeconomic status. It is more than double the effect of prior achievement and more than triple the effect of home environment and parental involvement. It is also greater than three times more predictive of student achievement than student motivation and concentration, persistence, and engagement.

Understanding the critical role self and collective efficacy play in determining the successful attainment of goals lays out a path for achieving efficacy as a whole, something that I expand greatly on in my book Digital Leadership.  Achievement is important, but there are many other facets of school culture that can be improved.  The process can be best articulated through the strategic planning cycle pictured below.

Begin with the end in mind (i.e., goals) while aligning to a shared vision and collective mission. It is then essential to determine specific outcomes, strategies, and measures & targets.  Professional learning, funding, and an array of other supports are crucial to not only stay on the path but also to arrive at the intended destination. The final piece to the puzzle is the results, which can be determined through both qualitative and quantitative means. It cannot be overstated that in the end, it's the degree to which goals have been achieved that ultimately leads to efficacy.

The strategic planning process provides a logical path forward, but there are also many other elements that come into play. In a previous post, I highlighted items in terms of digital initiatives, but upon further reflection, I feel they are worth revisiting as each is important whether or not technology is involved. For anyone that has led change efforts from the trenches, you will more than likely be able to relate to the following.

Questions should lead to more questions

Questions provide context for where we want to go, how we'll get there, and whether or not success is achieved.  Having more questions than answers is a natural part of the initial change process. Consider the following in this order:

• Where do we want to go?
• How will we get there?
• How do we measure success?
• How did we do?
• How can we improve?

Research fuels the "why"

Having a foundation and a compelling reason to change is where research plays a pivotal role. It provides a baseline as to what has been found to really work when it comes to student learning and improving culture. We can look to the past in order to inform current practice. If efficacy is the goal, embracing a scholarly mindset to inform and influence our work, not drive it, is critical.

Practicality leads to embracement

It is hard to move any initiative or idea forward if people can't see how it seamlessly aligns with what they already do. The key here is embracement as opposed to buy-in.  If it's not practical, the drive to implement new ideas and practices wanes or never materializes.  

Evidence provides validation

The only way to determine if goals have been met is through evidence. To discount this shows a lack of understanding as to what real change looks and feels like in education.  Evidence can come in many forms, but in the end, it should clearly paint a picture that the ideas and strategies implemented have resulted in a better, more improved outcome.  A combination of data and artifacts will tell you and anyone else whether or not goals were met. 

Accountability ensures success

What's measured gets done, plain and simple. Accountability is prevalent in every profession and is not something that should be feared or loathed in education.  The key is to establish protocols (checkpoints, check-ins, walk-throughs, observations, evaluations, portfolios) that ensure everyone is doing their part and is provided feedback on the way leading to accountability for growth.

Reflection propels growth

I love the last question that comes at the end of the strategic planning cycle, and that is how can we improve.  Since there is no perfection in education, this is a question we should always be asking and reflecting on. 

The path to efficacy can be an arduous and frustrating journey.  No one likes to spend time coming up with goals, and associated action plans only to have them not come to fruition.  Developing a strategic plan and following through based on the elements described above will help get you there, but staying on the path also requires teamwork, communication, patience, and professional learning.  In the end, when success is achieved, the journey and time spent are well worth it. 

For more on the topic of efficacy check out the short video below.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.

Eells, R. (2011). Meta-analysis of the relationship between collective efficacy and student achievement. Unpublished doctoral dissertation. Loyola University of Chicago.

Hattie, J. (2016, July). Mindframes and Maximizers. 3rd Annual Visible Learning Conference held in Washington, DC.

Digital Leadership: Leading Change from Where You Are | #DigiLead

A great deal has changed over the past few years not just in society, but also in education. Many of these changes are a result of the exponential advances in technology and the role these tools play in shaping both our personal and professional lives.  As a result, innovative practices emerged in many shapes and sizes. To answer the call of disruption, new thinking had to emerge. Back in 2009, I began calling for an evolved construct of leadership that would better serve schools in meeting the diverse needs of learners and stakeholders alike.  Below is my thinking on the topic that has resulted in the following iteration:

As times change, so must the practice of leaders to establish a culture of learning that is relevant, research-based, and rooted in relationships.  Digital leadership is all about people and how their collective actions aligned with new thinking, ideas, and tools can help to build cultures primed for success.  It represents a strategic mindset and set of behaviors that leverage resources to create a meaningful, transparent, and engaging school culture to prepare learners now and well into the future.

Over time I realized that the digital aspect was a supporting element and amplifier of what leaders in classrooms, schools, organizations, and districts do every day. Sure, there are some unique behaviors and characteristics, but for the most part, it is about identifying intended outcomes, applying an innovative lens, and arriving at them in better, more effective ways. What resulted was the formation of the Pillars of Digital Leadership, a framework for all educators to initiate and sustain innovative change that aligns to the core work that already serves as the foundation for every school or district learning culture. The premise is to do what we already do better by working smarter, not harder. 

Order your copy HERE.

The time has come for a new edition of Digital Leadership.  I can’t begin to explain how excited I am about the finished product as I have woven in what I have learned in the field helping schools apply the concepts to bring about evidence-based results.  Practical and realistic, this version compels all educators to lead from where they are as actions - not title, position, or power – are the key to sustainable changes that lead to actual improvements validated by both qualitative and quantitative measures. Below are some specific highlights embedded in the new edition:

• A focus on efficacy: In the real-world of education results matter as well as how we arrive at them. Naturally then, this updated edition has research-based, evidence-driven, and learner-focused ideas and strategies that are innovative in nature that lead to observable improvements.  The last chapter of the book weaves all the concepts together while emphasizing the importance of efficacy in any change initiative. 
• Practical and realistic: Ideas are great, but they have to consider the realities and challenges that schools and educators face across the world.  They also need to align with the core work that educators engage in daily.  The key with this update throughout is for readers to either grasp new ideas and strategies to readily implement or look to improve what they might already be doing. 
• Evergreen: Many technology books are D.O.A (dead on arrival) once published.  The reason being is that technology changes so fast and tools come and go regularly. To account for this fact, I removed the majority of references to specific tools except for some of the most prolific ones such as Twitter, Facebook, Instagram, etc. The point here is simple. Tools and products will change. However, the means to implement them to transform teaching, learning, and leadership will remain relatively stable.  This edition is written in a way to withstand the test of time. 
• Re-organized chapters and updated content: You will see not only new chapters but also revised headings and subheadings that are more reflective of the innovative practices that can be scaled in education.  I also re-organized some of the chapters by moving the ones focused on learning to the beginning of the book.  Based on the feedback I received on the first edition, I also beefed up content related to pedagogy. All in all, the new version has approximately 50% new content. 
• Built-in study guide: Each Chapter ends with 4-5 discussion and reflective questions that are meant to move readers more readily to actions. Be sure to share your reflections, questions, ideas, and successes by engaging on social media using #digilead.
• Fewer tools, more on leadership dispositions: As mentioned previously, tools will continue to change. That’s why you will see more of a focus on the dispositions of classroom, school, and district leaders that are necessary to initiate and sustain change. 
• Anyone and everyone can be a digital leader: It is important to understand that everyone has the capacity to lead from where they are. Some of the most impactful leaders I have worked with, or for, have been teachers. The new edition speaks to all educators and empowers them to leverage their specific role to usher in needed change regardless of title. 
• Updated and expanded research base – It is tough to deny how important this is. Research and evidence in support of ideas and strategies go a long way in building cultures of excellence that are defined by results.  What I hope has resulted is a scholarly piece of work that supports a practical and realistic pursuit of innovative change.
• Forward by Sugata Mitra: He is a luminary as far as I am concerned, and his research validates many of the ideas presented in chapters 5 and 6, which focus squarely on learning.  His “Hole in the Wall” experiments, begun in 1999, revealed that groups of children could learn almost anything by themselves given Internet access and the ability to work collaboratively. Imagine the possibilities when this learning is facilitated by amazing educators, something the new edition fleshes out.
• Pick and choose structure: Even though there is a sequential order to the book, it is written in a way that each chapter can serve as a standalone resource.  I wrote it this way so that readers can pick the most pressing, important concepts that they want to focus on to bring about needed change now.  
• Full color – I will be the first one to admit that this is not that important, but it does add a nice touch.  If you have the first edition, you will see a substantial increase in the number of images throughout the book. My hope is that these add much greater context to the ideas and strategies presented. 
• Digital resources – To add more substance and stay within a broad wordcount range, I scrapped the appendix from the previous edition.  At the end of the book, you will now see a section that has links to an array of digital resources such as downloadables, sample rubrics, standards alignment, and supporting frameworks. Since I control all of these links each will remain current.

If you enjoyed the first edition, I think you will like the updated version even better. I took to heart feedback I received over the years from readers as well as reflected deeply on my own writing to develop a resource for all, no matter where one is at with their educational career, whether it be in or outside of a school. Thank you for all that you do to support students, teachers, administrators, and other educational stakeholders around the world. My hope is that this new edition can serve as a resource to help you continue to meet and exceed the goals you set. 

Join the movement on social media using #digilead.

Innovation is More Than an Idea or Tool

What makes something innovative? There is no shortage of debate on this topic in the least bit. From articles to blog posts to books, that subject has been covered in great detail. One can look at numerous companies and develop his or her conclusions.  Take Uber and Airbnb for example. Each in their own right came up with a new and different idea aligned to technology with the goal of creating something that consumers would embrace while making money in the process. Not only did both of these companies disrupt their respective industries, but both have evidence in the form of users and revenue to validate that their solutions were genuinely innovative. The convergence of an idea, tool and strategy have led to ultimate success for both Uber and Airbnb.

In education, there is always an affinity to jump on board the latest tool or idea and automatically stamp the word innovation on it. Now, this isn’t to say that everything in both of these categories is representative of a better means to accomplish a task or to improve professional practice.  The key is the criteria that are used to make such a determination or claim.  Let’s first begin by evaluating the efficacy of both using the following questions:

• How are kids learning with technology in ways that they couldn’t without it?
• What observable evidence is there that an idea or strategy represents a fundamental improvement over what has been done traditionally in the past?

I, for one, don’t shy away from the fact that both research and evidence should be part of the conversation.  A mix of qualitative and quantitative measures goes a long way to validating whether or not something is actually innovative.  A push for efficacy benefits everyone who is championing better approaches to improve student learning and professional practice.  Whether to innovate or not should be driven by a challenge or problem that can be overcome in a way that leads to a better outcome.  Achievement can undoubtedly fall into one of these categories, but there is so much more to learning and kids than a score. When it comes to innovation, I see digital leadership and blended learning as two of many ideas, concepts, or strategies where there is research and evidence to support these innovative practices.  

Recently during a coaching visit at Sandshore Elementary School, a part of the Mt. Olive Township School District in NJ, I saw one of the best examples of innovation in practice.  As I was in a second-grade classroom, I saw an odd-looking contraption that I had never seen in a school before, but I also heard a voice coming from it. When I inquired as to what it was, Nicole Musarra, the principal, told me that it was a VGo robotic telepresence for a student who was unable to attend school for health reasons.  Below is a description of the device from the company:

For some students, attending school isn’t possible. 

Injuries, extended illnesses, immune deficiencies, and other physical challenges prevent a student from physically being able to attend school. School districts try to accommodate these special needs by working providing online courses, in-home tutors, special busing, video conferencing and more. But these are expensive and very limiting since students miss out on the classroom experience and social life that comes with attending school.  Now, they can participate in classroom discussions and share in the social aspects of locker-side chats, lunch period and moving from class to class.  VGo gets the student back to the traditional schooling environment by providing a physical device that replicates the student while away from school.  It is operated in real-time by the student (not the teacher or an aid), so they feel empowered with their independence.   VGo enables students to:

• Receive the same instruction as their peers
• Move around/between classrooms independently
• Socialize with friends in the hallways and at lunch
• Participate in a full school day with their classmates

It was purely amazing to see and hear this student be part of the class even though she wasn’t there physically. As the kids in class rotated from small group to stations so did the student who was at home. In addition to full participation during the lesson, the VGo device was able to move throughout the building so the student could go to gym, lunch, and move about the hallway with her peers. I learned that the kids in school would often dress up the robotic device to add a more humanistic element to it. The only limitation was that the VGo was limited in movement and functionality based on an available WiFi signal. This meant that the homebound student couldn’t go outside to recess. However, I suggested to the principal that hotspots be installed on the outside of the building to solve this challenge in the future. 

The VGo device is a prime example of what innovation really looks like in terms of how it improves what the student is to do.  Without the device, the learning experience, and more importantly the relationships it helps to create, would not be possible. The example above checks all the boxes when it comes to the two questions I posed earlier in the post as well as a fundamental improvement in terms of outcomes. Innovation should not be a buzz word nor something that is thrown around in an attempt to add credence to an idea or strategy.  In addition to the most commonly associated words “new” and “better,” a third term should always follow – RESULT. The key to scaling innovation, in my opinion, is not just to tell how we are, or that we should be, pursuing innovative methods, but actually show the impact in terms of improvements to learning outcomes and professional practice. 

Kid-Centric Schools: When There's a Will There's a Way

When I wrote Uncommon Learning back in 2015, the premise was to set the stage as to how we could create schools that work for kids. A good deal of the strategies presented came from what we successfully implemented at New Milford High School where I was the former principal. To get a better gist of the main focus areas check out my TEDx talk. As I have since transitioned from school principal to Senior Fellow with the International Center for Leadership in Education (ICLE), my work now focuses on helping schools transform teaching, learning, and leadership to create vibrant cultures that kids want to be a part of. Through the lens of an instructional and leadership coach, I have been able to see firsthand how schools across the country and world are implementing innovative change with this goal in mind.

There are many isolated pockets of excellence that all of us see or experience.  It is these examples that we can use to form the foundation as to where we eventually want to move towards. However, the goal should be sustainable changes that impact all students in a school, district, or system.  In the past, I have written extensively of how Wells Elementary in Cypress, TX has evolved into a prime example of what’s possible when teachers, building leaders, and district administrators work together to move from vision to action.  I encourage you to check out the numerous posts that showcase their efforts leading to efficacy.  It is now my honor to share some insights from a high school that has accomplished some equally impressive achievements in this area.

As a lead up to some long-term, job-embedded work with all schools in the Mount Olive Schools District in NJ, I had the honor of delivering a keynote to the entire staff on Learning Transformed.  After giving the message, I was able to visit with Kevin Stansberry, the High School Principal, and Susan Breton, the Director of Curriculum and Instruction.  Both of these leaders had been in the district for many years and were able to shed some insight as to where the high school was a decade ago and the innovative changes that had been implemented over the years since.  It was a fascinating story focusing on so many challenges that were in dire need of attention.  Quite frankly, that school resembled and functioned like virtually every other high school across the country. Then, changes were made. 

The prior superintendent, with overhwleming support from the Board of Education, was a genius when it came to finances and the budget.  Not only did Kevin and Susan emphasize this, but I saw it with my own eyes as I toured the building. More on what I saw in a bit. Through numerous revenue-generating programs and decisions, money began to flow into the facility and programs.  It is still flowing into the district today and I can’t wait to see how Robert Zywicki, the new superintendent and an innovative leader in his own right, leverage these financial resources to move the district even further. The premise of what was put in place is as simple as it is brilliant – put as many resources and opportunities into the hands of ALL kids to let them flourish.  

I was in awe by what I saw, and this says a lot as I spend so much time working in schools across the United States and the world.  Ove the past ten years Mount Olive High School has designed and built with relevant learning experiences and kids in mind.  As a parent, I would love for my kids to go there and I can’t even begin to imagine how proud the community is of what has been accomplished.  To give you some insight I will now share pictures of what I saw with some brief captions in an attempt to add context from a learning perspective.  

Professional TV studio

Science classrooms outfitted with dry-erase boards on the walls.

Giant-sized Scrabble board on a wall in the library for kids to play the game. 

Drunk-driving vehicle simulators that are used in PE/Health.

A room dedicated to a biological habitat focusing on numerous different ecosystems.  I loved seeing a giant tortoise that had free range of the entire room. Students use this room for turtle rehabilitation. How cool is that?

Marine robotics lab (M.A.T.E. - Marine Advanced Technology Education) where kids design and test their inventions in a large water tank purchased by the board of education. Not only do the kids develop robots that have received national acclaim, but they also create marketing and branding for their creations. I loved seeing the unique logo they designed for the class on the wall.

Robotics lab that has a machine (dual CnC mill and CnC plasma cutter) where kids create their own parts to either fix or build their robots.

Music studio that looks and feels like the real thing because it is.  I loved seeing all of the electric guitars that the Rock and Roll Academy class uses as well as all the periphery seating to accommodate performances. 

A makerspace, referred to as "The Mill" (The The Marauder Innovation Learning Lab), inspired by some of the most innovative company workspaces across the globe.  In addition to the space itself, resources for tinkering, inventing, creating, and making were available everywhere. One of my favorite rooms was the one that housed thirty-six 3D printers. The outside of the room also contained an inspirational slogan to motivate learners to think forward.

A seasonal, climate-controlled dome (Maurader Dome) is set up for physical education classes and athletics. You can't miss the large white bubble when you pull up to the campus.  It covers a large turf practice field during the colder months and then is taken down when the temperature warms.  From 6:00 PM on the facility is leased out to local organizations for use as a great revenue-generator. 

I cannot stress enough that leadership from every level made this transformation happen and epitomizes a shift from “yeah but” to “what if.” Central office administrators worked to make funds available using creative approaches that continually generate revenue outside the budget.  Kevin, as the building principal, worked with his assistants to develop a culture of risk-taking, support, and inclusiveness.  Every room we visited he made sure to state that what I saw is open to every student.  It was awesome speaking to teachers and hear how Kevin is always open to and supportive of their ideas, no matter how crazy. Finally, I was equally impressed with the teacher leadership. Their willingness to push the envelope and make learning relevant while challenging kids to think was apparent in all that I saw and the many conversations we had.

My job allows me to see first-hand how innovative practices, ideas, and strategies are being implemented with a high level of efficacy. My role is to share all of the awesome work they are doing, but also push and guide them down a path of continuous improvement. I can’t wait to return as a job-embedded coach when the kids are present with the goal of further scaling research and evidence-based practices.

We can learn a great deal from the successful outcomes at Mount Olive High School to empower other districts and systems to design and build schools that kids appreciate and want to attend. How have you worked to make your school(s) more kid-centric and what would you like to pursue? Please share in the comments below. 

Are You a Critical Consumer?

Digital literacy is more important now than it has ever been.  The exponential evolution if the Internet and social media tools have allowed for the quick sharing of knowledge, ideas, images, videos, and opinions.  The result has been a double-edged sword.  In one respect everyone with a  smartphone has instant access to information at any time and from anywhere. I for one love the fact that I can get up to the minute news, sports scores, and weather in the palm of my hand. However, there is a downside that is beginning to plague society. We have seen an influx of misinformation, claims of “fake” news, inaccurate facts, distortion of the truth, broad claims, doctored results, and opinions with not much substance behind them.  Now more than ever we must not only teach our kids to be critical consumers of digital content, but we must also model the same. 

The education space is not immune to some of the prevalent issues and challenges described above.  This is not to say that amazing ideas and strategies aren’t being shared. In fact, I for one benefitted greatly as a principal when I learned about something shared on social media and then either implemented or adapted it in a way that bolstered the transformation efforts at my school.  Case in point.  As we explored moving towards Bring Your Own Device (BYOD) in 2010, I was able to glean powerful insights and evidence of efficacy from the Forsyth County School District in Georgia. The content they shared included policies, procedures, pedagogical techniques, and professional development, but more importantly, tangible improvement results.  Motivated and inspired I then began to seek out research and more examples of successful implementation that aligned with our goals while addressing specific challenges.

Going BYOD sounded like a great idea based on what I had either read or saw online. However, not everything I consumed addressed the realities we faced as a school. Some of were too “fluffy” or not practical.  It is important when reading a blog post or article to look beyond what in theory sounds good, but in practice might not lead to improvement.  Going beyond surface level opinions and ideas is really at the heart of critical consumption.  Since many of my queries when out through Twitter at the time that is how I received the majority of the information for consumption. As more and more tools and pathways have emerged to allow educators to share it is incumbent upon all of us to take a more in-depth look so that something isn’t done just for the sake of doing it or because it sounds really good.  

“Just because something sounds good on Twitter or looks good on Pinterest doesn’t mean it is an effective practice.”

The quote above has really helped ground my approach to what I consume and then ultimately use to improve professional practice.  It also extends well beyond social media to articles, books, keynotes, workshops, and presentations. We must acknowledge that with all of the great ideas and strategies there is an equal amount that just isn’t very good regardless of the hype surrounding them. By not good I mean that there will be difficulties in either implementing at scale or showing, not just talking about, better results.  To assist in taking a critical lens to what we see or hear consider the following questions:

• Why is this idea or strategy good for my classroom, school, district, organization or professional growth?
• How will it positively impact learners beyond just engagement?
• Does it align to peer-reviewed research?
• Is it realistic given culture, budgetary, demographic, socioeconomic, and facility challenges?
• What qualitative and quantitative measures can be used as evidence to validate whether or not it is effective at improving outcomes? 
• How can it be sustained and scaled?

Sharing will not and should not stop. Becoming a connected educator changed my entire trajectory thanks to what I was and continue to be able to glean from my Personal Learning Network (PLN) in addition an array of other means to get information discussed in this post. It is up to you to be a critical consumer to separate quality from what in theory seems like a great idea, but in practice won’t get the results that learners and educators are seeking. Sounding good just doesn’t cut it when the bold new world demands more from our learners.  

What Are Your Beliefs?

What do you believe in professionally? We all possess a particular set of beliefs that are shaped by our respective value system.  

These impact our work and ultimately determine whether we are successful or not. Mark Lenz provides this great perspective:

Beliefs. We all have them. They came from somewhere. They probably started forming in us as young children and have been strengthened through time. Or maybe they’ve changed over the years. Changing a belief or a belief system is a big deal because our minds are wired to think that our beliefs are the correct ones. It’s been said we are creatures of habit. That’s because we believe the way we do things, the way we think, is right.

I would wager that many of our beliefs in education stem from how we were taught at some point. It is also fair to say that others developed based on how we were led or what others modeled for us.  In either case, once beliefs are in place, people have a hard time changing them when challenged as Lenz alluded to above.  The fact of the matter is what we believe in, can and should evolve. In a world influenced by disruptive change and where information is readily accessible it only makes sense that we are open to adapting what we currently believe in or even developing a whole new set of beliefs.

Having a set of beliefs that align with professional values can be a tremendous asset when it comes to creating a vibrant learning culture primed for success. Mine have certainly changed over the years in large part to first moving from a fixed to growth mindset and my experiences as a teacher and administrator.  They continue to evolve now based on my work in schools, current research, and evidence as to what actually works in what seems like an ocean of never-ending opinions on what educators should be doing.  

Here is what anchors my current belief system.

All kids can learn.

Regardless of zip code or label, every single student who walks into a school is capable of learning. We must be cognizant of the fact that each child is unique and as such he or she learns differently. For this fact alone, we must be open to differentiated and personalized pedagogical strategies. All kids have greatness hidden inside them. It is the job of an educator to help them find and unleash it.

Purpose in learning must be a priority.

School should unleash student passions and creativity, not stifle them. If there are relevance and meaning, kids will be able to tell you why they are learning something, how they will use it outside of school, and what they actually learned. Curriculum and standards are essential, but so are the interests of students as well as the opportunity to authentically apply new knowledge. 

Technology can be a game-changer with a solid pedagogical foundation.

Tools of the digital world provide the means to support and enhance learning like never before.  When adopting a pedagogy first, technology second, and with an appropriate mindset, purposeful use can innovate assessment, increase collaboration, improve feedback, transform time frames (where, when), and empower kids to own their learning like never before. 

Just because it worked in the past doesn’t mean it still does.

The past teaches us not to repeat the same mistakes. The information age has taught us to take a critical lens to practice to improve. We now know that certain homework and grading practices are not effective. If we employ the same type of thinking, then we will get the same old results, or they might be less than what we want. Take the time to reflect on past practice to improve current practice. 

Look through an empathetic lens.

It is impossible to know what is going on in the minds of kids.  Sometimes things can be so bad that they either act out or shut down.  In the words of Jackie Gerstein, “All kids have worth. Some, though, want to prove to us that they have none. Our job as caring educators is to prove them wrong.” When times get tough with kids, try to put yourself in their shoes.

Spaces and environments should be more reflective of the real world.

Ask yourself if you would want to learn in the same spaces and under the same conditions as all of the kids in your school.  If the answer is no, then it is time to embrace a new belief.  Research has shown that classroom design (furniture, layout, temperature, color, acoustics, lighting) impact learning. Elements such as comfort, flexibility, and choice provide the needed elements for blended learning that can meet the needs of more kids.

A push for efficacy benefits all.

I will sound like a broken record here as I have written so much on this topic over the years. Evidence, research, and accountability all matter if we are serious about scaling change. A focus on each of these areas brings more credibility to ideas and strengthens collective calls for innovative change. Efficacy matters plain and simple. 

Chase growth, not perfection.

In education, there is no perfect lesson, teacher, administrator, school, or district.  There is always room for improvement. It took me a while to adopt this belief but has probably impacted me the most as of late.  Striving to be a better iteration of ourselves each day can help us be the best for those we serve.

What do you believe in? Please share in the comments section below. 

Beliefs and values help to not only guide but also influence our work. As everything around us evolves, so should our thinking.  Being open to this shift will go a long way to growing professionally and creating schools that work better for kids.