Beyond the Quick Fix: Building Systems for Longitudinal Success

The need for transformative change is no longer a matter of debate but an inevitable reality. To move beyond a culture of temporary fixes, districts, organizations, and schools must implement a comprehensive blueprint that addresses immediate challenges while laying a foundation for long-term evolution. Sustainable change requires a system, not merely a collection of isolated initiatives, but a structured framework that weaves innovative teaching, leadership, and inclusivity into the very fabric of the organization. Recently, I dsicussed this in great detail on my podcast Unpacking the Backpack. 

This systematic approach ensures that all efforts remain longitudinal and research-based, effectively grounding the work in evidence to provide a consistent path toward improved learner outcomes. To create an environment where every student thrives, educators must reimagine their approach from the ground up by implementing a comprehensive blueprint for enduring change. This blueprint is defined as the System for Educational Transformation (SET), which grounds all aspects of leadership and teaching in research to support longitudinal, evidence-based change aimed at improving learner outcomes. By intertwining innovative teaching practices and cutting-edge technologies into the fabric of schools, SET provides a roadmap for sustainable evolution. This system relies on three core pillars: Organizational Leadership, Pedagogical Leadership, and Effective Teaching.

The Foundation of Organizational Leadership

Organizational leadership is a multifaceted component that ensures the long-term success of educational institutions. Effective leadership in this context begins with a visionary approach that sets the district's direction and long-term goals. Leaders must be capable of fostering a collaborative culture that values diversity and promotes equity (Klar & Brewer, 2013). Communication is equally vital to ensure that teachers, parents, and students remain engaged in the transformation process, as is public relations, branding, and creating opportunities for growth.

Strategic planning and resource management are central to optimizing outcomes within budget constraints. Furthermore, school district leaders must remain adaptable to navigate a disruptive world and pedagogical shifts. A commitment to continuous improvement and data-based decision-making ensures that positive changes are sustained over time (Leithwood et al., 2004). Using available information consistently and through a lens of continuity is vital. As I shared recently on my blog, a data-enhanced approach championed at the organizational level can set the stage for qualitative and quantitative growth.  

The Role of Pedagogical Leadership

While organizational leadership sets the vision, pedagogical leadership shapes the quality of instruction and types of pedagogical strategies employed while developing a culture of continuous improvement. A pedagogical leader stays abreast of the latest research and innovations in teaching and learning (Hargreaves & Fullan, 2012). They must understand their students' unique needs and be adept at personalizing learning to meet them. The needed clarity is achieved by leveraging proven tools, such as the Relevant Thinking and Personalized Learning Frameworks, to establish a common language, vision, and expectations. 

Creating a collaborative and supportive environment for teachers is crucial for professional growth. Pedagogical leaders prioritize student-centered approaches to ensure teaching methods align with individual learning preferences and interests. Research indicates that the impact of leadership on student outcomes is most significant when leaders focus specifically on pedagogical improvements (Robinson et al., 2008). To learn more, check out this post and the Framework for Pedagogical Leadership pictured below. 

High-Quality Teaching and Evidence-Based Practices

Effective teaching is a dynamic endeavor that centers on subject-matter expertise and clear communication. Teachers must convey complex concepts in an understandable manner to ensure students grasp the material. Adaptability and differentiation are essential to meet diverse needs and learning preferences (Darling-Hammond, 2000). Classroom management skills and student engagement are vital for sustained interest in the subject matter.

The importance of evidence-based practices in K-12 education cannot be overstated. These practices are grounded in empirical research to ensure that instructional methods and curriculum choices have been proven effective (Slavin, 2002). Relying on evidence allows educators to make informed decisions that enhance student achievement. It goes without saying that evidence-based practices promote accountability and support the equitable distribution of resources by addressing the specific needs of diverse student populations (Burns & Ysseldyke, 2009).

The Core: Improved Learner Outcomes

At the center of the SET model lies the ultimate goal, which is improved learner outcomes. Every pillar of the system consists of organizational strategy and classroom pedagogy designed to converge at this point. By using the Relevant Thinking and Personalized Learning Frameworks mentioned previously, teachers and leaders are immersed in high-effect strategies to empower learners (Marzano, 2003). The goal is to move beyond temporary gains and achieve longitudinal success that prepares students for future success (Hattie, 2009).

Sustainable change is a marathon that requires a dedicated system to hold all the moving parts together. By moving away from the patchwork and toward a structured framework, districts can ensure that their efforts lead to the high-quality education every student deserves. 

Learn more about Aspire Change EDU's System for Educational Transformation (SET) and how it might be a fit for longitudinal success in your district or school. 

Burns, M. K., & Ysseldyke, J. E. (2009). Reported prevalence of evidence-based instructional practices in special education. Journal of Special Education, 43(1), 3–11.

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1–44.

Klar, H. W., & Brewer, C. A. (2013). Successful leadership in high-needs schools: An examination of core leadership practices enacted in challenging contexts. Educational Administration Quarterly, 49(5), 768–808.

Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674.

Slavin, R. E. (2002). Evidence-based education policies: Transforming educational practice and research. Educational Researcher, 31(7), 15–21.

Great Leaders Embrace Multiple Styles

We have all heard the saying don’t put all your eggs in one basket. It represents a sound piece of advice for any leader, especially in the field of education.  The reason being is that a person in a position of power or influence should not concentrate all efforts in one area since initiating and sustaining change requires a dynamic mashup of strategies. The bottom line here is that if all of your resources and energy focus on just one thing, the chances of empowering the masses to embrace new ways of thinking or initiatives will be severely hampered.

As styles go, they are numerous, and in many cases, we, or others, often place us in one or another. This can be both good or bad, depending on perspective. Different people respond to different styles. What works for one might not for another and vice versa. Hence the imperative not to conform to one specific style. This is not to say that a leader can’t or shouldn’t excel in a particular style. However, a convergence of styles separates generalists from specialists when it comes to leadership. In terms of the successful implementation of innovative ideas, those who embrace a more general mindset get better results. Consider this perspective from Ideas for Leaders:

The core reason that generalists inspire and create greater innovation is their courage to make mistakes; this courage, in turn, is explained by the knowledge that they have skills that can be applied elsewhere. This is a major advantage for generalists. Innovation is risky. An additional factor contributing to the innovation success of generalists is that they have a perspective that allows them to look beyond assumptions and ‘think outside the box.’ As a result, the innovation they push is original and impactful.

Moving from Specialist to Generalist

Below are some common styles prevalent in leadership today.

Managerial

Whether we like it or not, management plays a pivotal role in leadership. Mark Miller provides this insight:

Great leaders ultimately must rely on a holistic approach to leadership—they must be both a visionary and a manager. They must know the strategy and the big-picture and know how to put it to work and ensure it gets done. They must inspire and connect to people individually. Great leaders are managers because they understand the specific ways that work needs to get done to be efficient and effective. Great managers are leaders because they take the tasks that need to get done and know how their talents fit and, more importantly, how to bring out the talents of others to gain even greater results.

Managing might not be flashy, but it certainly helps achieve results. Important aspects include establishing rules, meeting goals, having efficient operations, improving performance, setting priorities, and executing the strategic plan.  The truth is the best leaders and managers are interchangeable. Too often, however, people are one or the other. These leaders will miss vital tasks that ultimately drive team success.

Instructional

Successful schools and districts have leaders who prioritize instructional strategies that lead to improved learning outcomes. They possess keen insight and knowledge on both traditional and innovative pedagogical techniques that empower learners to think critically, construct new knowledge, and apply what has been learned in a variety of ways.  Instructional leaders roll up their sleeves and make the time to get into the trenches. Getting in classrooms and providing timely feedback to teachers is prioritized. Additionally, they engage in ongoing learning conversations with fellow administrators while seeking out the best professional development opportunities for staff.

Inspirational

Virtually everyone either wants or likes to work with a leader who inspires. These people not only help to establish a shared vision and plan for action but more importantly, they create an environment that motivates and empowers people to be their best.  Inspiring leaders take this a step further by demonstrating passion and commitment to the implementation of all aspects of the vision and resulting strategic plan for improvement. He or she talks the talk, walks the walk, and motivates everyone else to do the same. Eric Garton provides this take:

Inspiring leaders are those who use their unique combination of strengths to motivate individuals and teams to take on bold missions – and hold them accountable for results. And they unlock higher performance through empowerment, not command and control. Leaders who both inspire people and generate results find ways to constructively disrupt established behaviors to help employees break out of culture-weakening routines.

In the end, it is actions that ultimately inspire, not pie in the sky, and fluffy talk.

Transformational

Transformational leadership is based on a theory where a leader works with teams of educators to identify needed change, creating a vision to guide the change through innovative ideas, and executing the change in tandem with committed members of a school, district, or organization. It is a collaborative responsibility for taking action to reach future-oriented goals while meeting the intellectual, emotional, and physical needs of each student. Transformational leaders consistently make observations, listen intently, leverage a growth mindset, and, most importantly, take action to improve the organization.

Image credit

Great leaders don’t pigeonhole themselves into one specific style. They openly embrace the benefits and rewards of being a generalist through convergence. In the end, leadership is not about telling people what to do but instead taking them where they need to be. It is challenging to accomplish this goal if all of the eggs are placed in the same basket.

6 Tips to Move Large Change Efforts Forward

Change is a process, not an event.  Saying this and fully understanding the intricacies involved with the process of change are two totally different things. Change isn’t something that can just be willed on a person, people, or organization.  Mandates and top-down directives rarely become embedded and sustained components of school culture because once the focus changes (and it always does) then all the time, energy, and frustration transfers to the new initiative. These “flavor of the month” rituals driven by a need to embrace the next big thing drives everyone crazy and only exasperates the whispers of this too shall pass, which eventually morph into a chorus of resistance.

Let me be blunt.  Change for the sake of change is a ridiculous waste of time and resources. Improvements are needed in every school and district.  Some changes will be mandated from your respective state. In some cases, these will be hard to swallow, but from an accountability perspective you will need to dig deep and display what constitutes real leadership even if this is not modeled by the people in power above you.  Nobody likes change and this includes many of you!  Our brains are wired to keep us safe and be risk-adverse. This is not to say that many people are not willing to try to implement new ideas and strategies, but when we do there is often a sense of fear and concern as to what happens if we are not successful.  Rest assured it is a natural part of the change process.

Image credit: http://outsourcemag.com/

Large change efforts can stymy even the most ardent leaders who pursue different and better. There are so many moving parts, people to please, and hurdles to overcome that getting derailed is a reality that must be put front and center from the beginning. Below I am going to offer some tips on how to not only move large change efforts forward, but to also ensure sustainability and efficacy.  The tips and strategies below are framed around one large change initiative that I helped facilitate as a high school principal - a new teacher evaluation system in our district. NJ mandated every district to adopt an evaluation tool that was more detailed and moved away from the traditional narrative report.  Here is what we learned:

• Be a part of the solution – Large-scale change typically happens at the district level. When I found out that the district was going to be selecting a new evaluation tool I immediately volunteered to be a part of the process. Regardless of your position don’t sit by idly on the sidelines. Get involved!
• Do your research - In this case, we had to adopt a new evaluation tool and there were many choices available.  My team and I did an exhaustive study to narrow down the choices to what we felt were the best four options.  We also looked at the research that supported each tool.  
• Embrace the 4 C’s – In this case the 4 C’s are Communication, Committee, Collaboration, and Consensus. Success of any change, minor or major, begins with effective communication. Your entire staff and community need to know the what, why, where, and when associated with the change. Communication never ceases to be a prevalent component of this process. Next, form a committee and make sure diverse voices and personalities are represented.  For the change to really take hold supporters and critics alike must come together. Establish committee norms to facilitate an environment where the goal is to collaborate to come to a consensus as to what is the best way to move the change forward.  In our case, we reviewed the research on each of the four evaluation tools being considered, allowed each company to pitch their product to the committee, and then openly debated which tool we felt would work best for our school district. 
• Implement with intent and integrity – Once consensus is reached it is time yet again to communicate clearly why the decision was made and how implementation will proceed. The focus should be on how this change will improve teaching, learning, and/or leadership. Provide as much information that validates why the change is being implemented and be honest if any questions or critical feedback arise.
• Provide adequate and appropriate support – Needless to say professional development (not the drive-by variety) is critical for large-scale change to succeed. After deciding on an evaluation tool, we provided in-house trainings on not only the tool itself, but also how the process of conducting observations and evaluations would change. The support continued on an on going, as needed basis until the feeling was that the path to sustainability was well on its way.
• Evaluate, reflect, act – Nothing is perfect in the field of education.  As such we must always look to improve, not just sustain, a change initiative. The process of reflection and evaluation on a consistent basis helps to create a culture committed to growth and improvement.  Taking action to make things better leads to a culture of excellence. 

So there you have it. There is no recipe for change, but experience informs us on how we can make the process a bit smoother eventually leading to success.  

Leadership Transformed

For every education professional, adversity is a constant reality: lack of time, not enough resources, outdated facilities, resistant staff, and a slew of mandates/directives, to name a few. It can be difficult at times to envision and implement progressive change when you feel buried by these challenges. I wish I could tell you that these daily demands will dissipate in the near future, but that would create a false sense of hope.  Instead, I will tell you what, in my opinion, is the greatest adversary we as leaders face: our own mindset.  

The human brain is wired to keep us safe, and as a result, we often become averse to change. The status quo and our personal comfort zones create a perceived safety net that is difficult for many leaders to break free from. In many cases, we teach the way we were taught and lead the way we were led;  our past experiences often dictate or influence professional practice. When this mindset is combined with silos erected to protect organizations from information and new ideas, it becomes clearer why transformational change is often just an idea that never gets put into motion.

We must take a critical look at the effects of fixed mindsets on a learning culture. Shifting our mindset begins with a renewed focus on our senses. As leaders, we must constantly make observations and own what we see. One important reflection point: Is your school preparing students for life, or only for success in school?  Just as important as observing the reality is listening, not just hearing your stakeholders. When leaders don’t listen, people will shut down and withdraw. Saying no or refusing to embrace new ideas has become the safe bet against unwanted risk amid disruptive change. However, the unfortunate result is a dramatic decrease in motivation, enthusiasm, willingness to innovate, and respect for one’s ability to lead. 

A shift in mindset empowers leaders to create change rather than respond to it. It is this shift that can begin to lay the foundation for transformation. How do we do this? By beginning to challenge the way things are done; by replacing the word “no” with the word “yes” more often; and by focusing on the “what ifs” instead of the “yeah, but’s.”  This is where a growth mindset begins to reap professional rewards.  Leaders who shift to a growth mindset:

• Embrace challenges
• Persist in the face of setbacks
• See effort as the path to mastery
• Learn from criticism
• Find lessons and inspiration in the success of others

When leaders shift to a growth mindset, the foundation is set to really transform learning cultures. Transformational leadership is the collaborative responsibility for taking action to achieve future-oriented goals while meeting each student's intellectual, emotional, and physical needs. Transformational leaders consistently make observations, listen intently, leverage a growth mindset, and, most importantly, take action to improve the organization. These leaders:

• Focus on vision and empowerment.
• Embrace risk to facilitate change
• Engage in future-focused problem-solving to create learning opportunities
• Adapt to situations effectively
• Develop and articulate a vision about the future needs of students to ensure that all stakeholders are using the same language about leadership in the school
• Work with people in a manner that ignites their passions, talents, and desires to attain a shared vision

The Transformational Leadership Framework, which I have developed, has four quadrants.  The vertical axis is the vision continuum, or the level of thinking about what is important in a school.  At its lowest level—quadrant A—leaders are authoritative and focus on school rules, practices, and the management of day-to-day tasks. At higher levels, leaders anticipate the future and consider what skills and knowledge students will need and what should be added to current programs and services to help students succeed. 

The horizontal axis is the empowerment continuum. On the left side, leaders execute leadership practices more unilaterally, making decisions and solving day-to-day problems themselves. Moving to the right, leadership shifts from the actions of a single leader to decision-making by a leadership team to distributed leadership throughout the district or school.

There is no such thing as a perfect leader, school, or district. Each day, we have the opportunity to improve professional practice to create a better learning culture for students and educators. Think about your own practice and the steps you can take to make transformation a reality instead of an overused buzzword. 

Keys for a Successful Digital Transformation

Nobody likes change, but the fact is that change is at our doorstep.  Changes in technology are quickly beginning to force the hands of schools and districts across the world. This poses some good news for students, as transformation efforts are under way to provide authentic learning experiences that provide relevance, value, and tangible skills in an unpredictable world. Even though changes are occurring, we need to be mindful of what is driving the work while looking past soft claims to ensure technology is actually improving learning and achievement.   It is important not to get sucked into the transformational aspects of the technology itself, but instead focus on the transformation of teaching, learning, and leadership.  

With every inch of progress we must constantly be reflective of where we are at and how to improve. We can ill afford to keep investing in the “stuff” through the played out scenario of putting the cart before the horse. Placing a device in the hands of all students and hoping for learning miracles to happen will always result in a let down.  I know this might rub technology aficionados the wrong way, but the fact remains that edtech has been over-promised and under delivered.  Any leader who has gone through a successful digital transformation realizes this.  The key is to be critical of the process in order to make sure investments pay off in terms of enhanced learner outcomes.  

Image credit: http://core0.staticworld.net/images/article/2015/08/cx-picture-100608993-primary.idge.jpg

Many lessons can be learned from successful digital transformations, including the one that occurred at my former school. Whether going Bring Your Own Device (BYOD), 1:1, blended, or personalized learning take note of some key elements that are essential to success:

Infrastructure

If the plumbing is not in place success will be hard to come by.  By infrastructure I am not talking about devices per say, but WiFi access and space design.  There is noting more frustrating for teachers and students alike when attempts are made to integrate technology with purpose only to have the WiFi not work or operate properly. Hand in hand with WiFi access is the capability to charge devices.  Make the initial investment to get this right the first time.

Framework 

Pedagogy trumps technology. Do you have a framework in place to ensure successful integration?  It is critical to have a common vision, language and expectations for how technology will play a ubiquitous role in supporting and/or enhancing learning.  A growing number of schools and districts rely on the SAMR model.  My question for you to consider is what does SAMR actually tell you or your stakeholders about the level of student learning taking place? We found the answer to be not very much. SAMR does provide good guidance on what to avoid when it comes to technology integration (substitution) and provides an excellent bridge to the Rigor Relevance Framework. Consider the Rigor Relevance Framework, which is learner centric, to assist in effectively aligning technology to instruction, curriculum, and space redesign. Check out this example in relation to Gsuite.

Professional Learning

Investing in people will always be one of the foundation elements of a successful digital transformation. Relevant, job-embedded learning opportunities that move away from traditional drive-by approaches will help to sustain meaningful change.  Equal investments need to be made to support both teachers and administrators. After all, success is dependent on both groups having the knowledge, support, and skills to implement, evaluate, and continuously improve the digital transformation process. There is no substitute for quality face-to-face professional learning opportunities that blend an assessment of where you stand with digital practices, courses, job-embedded coaching, and active discussion.  

Leadership

This element is critical in any type of change process.  It is not only about being open to change, but also being an intimate player in the process.  Thus, digital leadership goes without saying. It is about working smarter, not harder, in order to do what we already do better.  Digital leaders help to establish a collective vision, provide support, model expectations, ensure accountability, and constantly reflect in transparent ways in order to improve.  Technology is a ubiquitous component that supports the work they have always done but in a more effective and efficient manner.

Avoid Assumptions

Let’s begin with an example.  Students know how to use tech (assumption), but they don’t necessarily know how to use it to support their learning (reality). Students will be off task when they are afforded the opportunity to use technology (assumption), yet virtually all of us adults would go off task at times well before the digital age (reality).  So many assumptions are made when it comes to technology that reality plays second fiddle. Progress, and ultimately success, is contingent upon removing a myriad of barriers to change that arise as a result of our mindset. Assumptions and excuses will hold you back. Thanks to the Internet and Personal Learning Networks (PLN’s) we can learn firsthand from the reality inherent in digital transformation success across the globe.  

Evidence

Success breeds success.  There is no greater motivator than the positive results of any change effort. Evidence of success goes a long way towards embracing change resulting in transformation. However, along the same lines of our infatuation with assumptions, a lack of evidence and connection to research tends to be accepted when talking about digital transformations. When integrating technology there needs to be a Return on Instruction (ROI) that results in evidence of improved student learning outcomes. This can come in the form of data, improved observations/evaluations, artifacts, and portfolios. Too much money and time is at stake to just rely on broad claims and a lack of real evidence of success. 

Smart Budgeting 

Having developed a budget for a high school over the course of many years I can tell you that there was a great deal of wasted money year in and year out. Money can be freed up in any budget if we critically analyze how the expenditure will positively impact learning.  Once money is reallocated the next step is to ascertain the role that any technology purchase will play. The question we need to be asking when going through the budget process is how will this technology actually improve learning and achievement at scale?  If there is a challenge in answering this question then obviously you are not making a wise investment.  Do your research and plan accordingly.

Relationships

Relationships are the glue that holds the change process together resulting in transformation.  These need to be built both internally and externally.  From a student perspective it is important to emphasize and follow through in ways to foster greater student agency in the learning culture.  You need to begin to say yes more than no as implemented ideas that come from students are the ultimate relationship builder.  From an adult stakeholder perspective it is critical to develop a positive brand presence that will result from a multi-faceted approach to communications and an evolution into the storyteller-in-chief.  Meet your stakeholders where they are at, engage them in two-way communications, and maintain a level of consistency. Over time powerful relationships will be established with all.

All in all we need to prepare students for their future, not ours.  We can ill afford to prepare them for a world that doesn’t exist.  We need to create schools of the future, today.  Even with progress in many schools and districts it is important to always be open to critical reflection and evaluation on not just where we are at, but more importantly where we want to be.  

Real-World Ready

In September 2014 I was honored to have been asked to speak at TEDxBurnsvilleED. The theme for all of the TEDx talks was Real World Ready. When looking at the structure and function of the majority of schools across the globe it was quite evident to me that students are being prepared for a world that no longer exists. Compounding that issue is the fact that school traditionally works better for the adults than the kids who are there to get an education.  When there is more of a focus on conformity, control, rules, test scores, maintaining the status quo, and rigid schedules kids lose. School and life should no longer be separate entities.

As educators, we need to begin to implement a bold vision for change to flip the concept of education and focus on relevant learning experiences that actually prepare students for the real world. School should allow students to follow their passions, use real-world tools to solve real-world problems, develop and apply essential skill sets, think divergently, create artifacts of learning to demonstrate conceptual mastery and foster creativity.  Schools need to work for students if the goal is to prepare them for the real world. Below is my brief TEDx talk on the topic.

I would love to hear your thoughts.  Do you think I am on the right track? What else do schools need to do to prepare students for success in the real world?

A Tale of Two Libraries

The summer of 2013 was probably one of the most important hiring years during my seven-year tenure as a high school principal. Now don’t get me wrong, I hired so many amazing educators over the years and will forever be indebted to the incredible work they did for our students.  Upon leaving New Milford High School a few weeks ago, I was like a proud father who watched his children grow up, mature, and experience undeniable successes that forever changed the teaching and learning culture there.   The summer of 2013 will always stand out because that was the year that I was able to woo Laura Fleming back to not only her Alma Mater, but also where she was originally employed for years. 

In my opinion great leaders surround themselves by great people.  The hiring process can make or break a school culture.  This is one of the most important aspects of educational leadership as the nuts and bolts of the change process come from those doing the most direct work with our students.  It represents an opportunity to find the missing pieces to move an aggressive agenda of growth and innovation forward.  Finding the right people is often an arduous task and at times is fraught with mistakes.  

When the position of library media specialist became available she was the only person that I wanted for the position.  She was hired with one major objective and that was to transform the media center into a vibrant learning space. For years it was a place that students and staff alike avoided.  Outdated books filled the stacks, food and drink were not allowed, student devices were prohibited, and senseless rules were consistently enforced.  It needed a digital age and pedagogical reboot.  Without any specific guidance from me I bestowed upon her the autonomy over the budget and space that eventually laid the foundation for change.  However, it was her unrelenting desire to create a space that worked for kids that lead to a total transformation.  

Below is what the library looked like prior to her arrival.

This is what it looks like today. 

The learning atmosphere in the library is nothing less than amazing. Just take a look at this CBS New York video and you will see for yourself.  In September of 2013 Laura laid out her plans to create a makerspace. I offered whatever assistance I could give in terms of monetary support and then did the next best thing I could do – I GOT OUT OF HER WAY. Never once did I second-guess what she was doing or purchasing as I knew when I hired her that she was a doer, difference-maker, and spark plug for change.  The learning space that was once in the traditional library has now been taken over by the students. You see, Laura knew that once the space was up and running it would only continue to evolve.  She then got out of the way of the students.  By respecting their voice she empowered them to take ownership of the makerspace. Thus the baton has been passed and now the students are in charge.  

To learn more about Laura's amazing work visit Worlds of Learning. For specific information in regards to her philosophy of makerspaces check out Worlds of Making. 

Creating Our Own Unique Learning Environments #DigiLead

Over the past couple of months, the staff at New Milford High School has been diligently creating our own unique learning environments for our students.  Building on the success of our Bring Your Own Device (BYOD) initiative and with the addition of a new, innovative staff member two noteworthy advancements have been made since September 2013. That new staff member is Laura Fleming and she has done nothing less than blaze a trail since joining the NMHS team.  She embraced the autonomy that she was given in a position that functions as a librarian, media specialist, and educational technology integrator to push the envelop.  Lucky for her, NMHS already had many innovative teachers on staff and students yearning for changes in how and where they can learn since NMHS is an ancient building (i.e. 1928).  

LED stools at the Little Bits bar

One of the most amazing transformations that has taken place at NMHS is the creation of the Makerspace in what was our traditional library.  A space that could once be compared to a barren wasteland is now a thriving learning metropolis where students flock to tinker, invent, create, collaborate, work, and most importantly, learn.  When I hired Laura I basically told her what her budget was and that she had complete control of how she wanted to use the money.  I could never have imagined how quickly she could radically transform this outdated space, using money that in the past had always been spent on books, magazines, and electronic databases.  Some quick highlights include the following:

• Makey-Makey kits
• Little Bits bar
• Take apart then put back together technology station
• LEGO table
• 3D Printer (Makerbot) and design station

She just launched an updated site for the Makerspace at NMHS that I highly suggest you visit.  Not included on the site is the recent purchase and addition of an LED chessboard and cafe style seating.  This has resulted in many spirited chess matches between students and NMHS teachers over the past couple of weeks.  For more information on our Makerspace check out this post that I wrote earlier in the year.

Laura is also working on bringing the campus of New Milford High School into the cloud.  This 3-D virtual learning space will enable students to participate, create content, and to collaborate with others, physically and virtually, nearby or anywhere across the globe, through their chosen media.  We will be exploring how we can use the virtual terrain for face-to-face collaboration, and how we can embed collaboration into the planning and the outcomes of instructional design and the learning process. Our virtual environment will be made possible by a solution called ProtoSphere, a 3-D collaboration environment created by a company called ProtonMedia that connects people from all around the globe, at any moment in time, from virtually any device. Mrs. Fleming will be collaborating with Ms. Jennifer Lyons, Ms. Vicki Smith, Ms. Lisette Morel, and Ms. Rebecca Luzuriga along with some of their students.  This project was recently featured on Getting Smart. 

I'd say we are well on our way to creating learning environments that our students need, deserve, and value.  Stay tuned as we continue our transformation!

World Of Difference

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

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

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

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

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

The Secrets to Creating a Positive School Culture

If someone would have asked me this question a few years ago I honestly would not have had a good answer.  I always thought a positive school culture was one where strict rules were created and consistently enforced to keep students focused on learning.  In my mind, the more I could control the environment that my students were a part of the better the results. There was not much flexibility in terms of the structure of the day and what students were “allowed” to do.  The end result was either compliance or outright defiance. Those who were compliant were celebrated while those who were defiant were disciplined accordingly.  

Image credit: http://www.kellogg.northwestern.edu/kwo/spr06/indepth/journey.htm

I can look back on this early time in my administrative career and really see how naïve I was.  All I have to do now is look at the status of our school culture today, which has led me to this mini reflection. Last week I had the opportunity to meet with some students who convened a meeting with me.  The purpose of this meeting was for them to share concerns they had with some of the inner functions of the school.  The main part of the meeting focused on how we run our fire and security drills, but the conversation later moved onto questioning our use of Study Island and inconsistencies in taking attendance.  

Herein lies one significant cultural shift; a meeting called by students as they have been empowered to become catalysts for change. Their ideas are valued, but the fact that they have more power than they think point has not been consistently reinforced. It was at this point that I looked each of them in the eyes and told them that they don’t work for us; we (teachers, administrators) work for them. Their jaws dropped when I said this.  Giving up control and empowering my students to take ownership of their educational experience has been one of the best decisions I have ever made.  Is this really a secret though?  Well, it obviously was to me, and had I known I would have done this much earlier in my administrative career.

Now back to the student meeting.  After addressing their concerns a student brought up how much she, and others, appreciated the fact that we allow them to bring their technology to school.  This meant the world to me, as many know that I have worked hard with my staff to initiate a meaningful Bring Your Own Device (BYOD) program.  I used this point in the meeting as an opportunity to challenge the students to be more proactive in their device use for learning. Each student was left with the task of working with his or her teachers and peers to strengthen our BYOD initiative so that it continues to focus on learning. The difference now was shifting the responsibility to improve the program from the professional staff to the students.  

I hear a great deal of conversation in the education world about transforming school culture.  Heck, I have even added to that dialogue on numerous occasions.  It wasn’t until now that I realized the most significant piece to the change and transformation process is our students.  This most important stakeholder group is often left out of this conversation.  So what are the secrets to transforming school culture? Make it a student-centered process, give up control, respect their ideas then implement them, and get out of the way. For it is they, our students, who ultimately transform school culture.  We are just playing in their sandbox. 

Change Should Be a Reality, Not a Possibility

Change in education seems to be as illusive as the Loch Ness Monster.  Everyone seems to be talking about it, but little action leading to meaningful results seems to be the mainstay in many schools.   Through my work over the years as a teacher, educational administrator,  and learner through I have identified common roadblocks to the change process.   If identified and addressed appropriately these roadblocks can be overcome.   

Image credit: http://awce2020.blogspot.com/

1 - It is too hard:  News flash, CHANGE IS NOT EASY!  Please keep this in mind as I continue this post. There is more talk about change in the field of education than actual change.  If it were easy we would see innovative programs, authentic learning experiences, successful integration of technology, and students yearning to arrive at school each day.  The fact of the matter is that nothing in life comes easy, let alone transformation change in education.  Educators must be willing to take risks, learn from mistakes, and put in the time.  Realize going in that it is going to be a difficult process, but rewarding in the end.

2 - I do not have the time for this: Ah, the old time excuse.  This is probably the most common excuse given when educators and the thought or sight of change come together.  We are in a profession to make a difference in the life of a child, leave a lasting impact, motivate students to achieve, instill a sense of life-long learning, and prepare them for success once they leave our schools.  If someone says they don't have time to work towards change that helps to achieve these goals then they should question why they are in the field of education.  Dedicated educators make the time because it is their job!  You ask any child who had a teacher that turned their life around and they will tell you that the time spent was priceless!

3- Lack of collaboration:  The field of education has been moving from a profession that hoarded ideas, lessons, and successful strategies to one that is openly willing to share this bounty with as many passionate educators as possible.  Innovation and change is a collective process and schools that get this concept have personnel who routinely collaborate amongst each other and with those outside of their schools.  "Together we are better," is the motto that change agents abide by.

4- Directive approach:  Ok, I have been guilty of this when trying to get my staff to utilize Skype.  Thankfully I learned from this mistake and have found that change occurs through shared-decision making, consensus, collaboration (see #3), and modeling.  As a leader, I had better be able to effectively model what I want my teachers to implement if I have any hopes of seeing the idea succeed and be sustainable.  In education you can't just tell someone to do something because you are mesmerized by a piece of technology, read the latest book on innovative practices, or heard a great speaker discuss PLC's.  You need to get each and every stakeholder involved in the process (see #3), properly model the strategy, and put the time forth to ensure successful implementation (see # 1 and 2).


5- Hierarchy in schools: The hierarchical structure in many schools is most often a deterrent to innovation and change.  This results in #4 being prevalent and no chance of #3 because ideas have to go through so many layers and red tape to even be considered.  Schools that have moved away from this structure support learning cultures that are innovative.  Educators need to be placed in environments where flexibility and freedom to take risks and try out new ideas and initiatives without fear of repercussion are actively fostered.

6- Lack of support:  As leaders how can we expect teachers to be innovative and move towards change if we don't support them 100% of the time? Support can come in many forms, such as release time, supplies/equipment, professional development opportunities, feedback, and just god old fashioned listening.

7- Fear of change:  This is a given, so it had better be expected.  If numbers 1-5 are addressed this will help to alleviate this feeling.  Passion for helping kids succeed on the part of administrators and teachers will always work to one's advantage when trying to subdue the fear a group might experience when trying to initiate new ideas.  Passion is what drives us!  Use it to your advantage.

8- The naysayers,  antagonists, and "self-proclaimed" experts:  Well you should have known this was coming.  Some people will never get on board with the change process for a variety of reasons (none of which we agree with).  Then there are those individuals that do not even work in schools that think they have all the answers to everything and will immediately shoot down ideas that have the potential to enhance learning just because they personally don't like them.  Those that embrace change and experience success should be celebrated, honored, and commended.  This is the best way to motivate others and inspire them to willingly become part of the process.  Ideas that work in one school might not work in another and that's OK.

9- Ineffective professional development:  How many times have we sat through training sessions that were boring, meaningless, and didn't provide any practical implementation ideas?  Professional development has to be relevant to educators, contain numerous choices, and be hands-on.  More often than not this can be done with teacher leaders present in all buildings.  If money is going to be spent make sure it is on a vetted, well-respected presenter where you will get your monies worth.

10 - Frivolous purchases:  Money does not equate into innovation and change.  Just because you purchase the latest technology doesn't mean everyone will use it correctly or productively.  Professional development (see #9) is key.

Sustainable change leading to a cultural transformation does not have to be an illusive or long, drawn out process.  Begin by identifying your own potential roadblocks that may or may not be mentioned above and focus on developing solutions instead of excuses through consensus with a variety of stakeholders.  Be a transformational leader and take people where they need to be!

The Questions I Ask

I have been fortunate over the past few days to have attended the Authorspeak Conference.  This experience has allowed me to listen to and connect with some of the best minds in education (i.e. Robert Marzano, Rick DuFour, Carol Tomlinson, Doug Reeves, Will Richardson).  Additionally,  I have been able to network with other amazing educators from all over the world and actively share how we are transforming the culture at New Milford High School.

http://www.printinghub.org/files/2011/10/Questions-to-Ask-Yourself-Before-Adding-Marketing-Services.jpg

During the second day of the conference I presented on Communicating and Connecting With Social Media with my co-authors Bill Ferriter and Jason Ramsden.  Throughout the 45 minute presentation we shared proven strategies to harness the power inherent within social media tools to enhance communications, establish the foundation for a positive public relations platform, connect with other educators to learn, and create policies to ensure effective use.  I believe our session went very well and attendees left with a vision and strategies to begin integrating social media tools into their professional practice.  For a brief summary check out the synopsis by Nick Provezano at The Nerdy Teacher blog.

However, after reflecting on the session and speaking with some of the attendees, it is apparent that the embracement of social media in schools and by educators will continue to be an uphill battle.  For those educators and schools that are either resistant to or unsure about using social media I pose these questions to you:

• Why would educators and schools not want to use free social media tools such as Twitter and Facebook to communicate important information (student honors, staff accomplishments, meetings, emergency information) to stakeholders in real-time? 
• Who would not want to take control of their public relations and produce a constant stream of positive news?  If we don't share our story someone else will and we then run the chance that it will not be positive.
• Why should establishing a brand presence be restricted to the business world when schools and districts now have the tools at their fingertips to do this in a cost-effective manner?
• What educator would not want to connect with experts and peers across the globe to grow professionally through knowledge acquisition, resource sharing, engaged discussion, and to receive feedback?
• Why do many schools refuse to allow educators to use free social media tools to engage learners, unleash their creativity, and enhance learning?
• Why are schools missing the opportunity and failing students by not teaching digital responsibility/citizenship through the effective use of social media?
• Who would not want to tap into countless opportunities that arise through conversations and transparency in online spaces?
• When will the profession of education catch up to society?

These are the questions that I believe many of us who are engaged in social media ask.  I encourage you to share these with other schools, administrators, teachers, and board of education members who still question the value of social media in education.  Together we can continue to be the change that we want to see in education.