A Pedagogical Framework for Managing Face-to-Face and Remote Learners at the Same Time

It's has been great to be back in schools working shoulder to shoulder with teachers and administrators as I kicked off year two with the Corinth School District in Mississippi. Until this point, most of my interactions with educators have been through virtual presentations, workshops, and coaching.  Now don't get me wrong as this has been incredibly fulfilling and a great learning experience for me. However, you just can't replace face-to-face professional learning, in my opinion. Body language, eye contact, verbal discourse, collaboration, and relationship building are much more powerful when people are physically together.

Even though I have been on-site for workshops since the start of the pandemic, last week was my first time working with educators in small groups and visiting classrooms with students. Before I dive into this post topic, I must say how impressed I was with what the teachers and administrators have accomplished.  Their growth has been astounding as they have successfully implemented many of the pedagogical strategies emphasized last year, which has made the transition to a hybrid learning model more manageable. As I visited each school, I felt like a proud parent and can't say enough about their collective efforts to improve professional practice.

There are still challenges, though. Like many districts, Corinth has given parents the option to send their kids to school or learn remotely. In some cases, it hasn't been easy to effectively manage both face-to-face and remote learners during the same class period, which is the case for almost every school district.  It is important to remember that no one was trained for this, and pedagogically-sound models are just starting to appear. Teachers not only in Corinth but across the world, are exhausted. I learned from working with educators virtually and on-site the toll that hybrid learning is enacting on educators.  During a very candid conversation with a small group, I experienced firsthand that the single most impediment was time. The number of hours that some educators are working is just not sustainable.

The key is to either free up time or think about how it is being used. This was overcome by having a dedicated teacher assigned to all the remote learners at the kindergarten through the sixth-grade level. Unfortunately, having a dedicated remote teacher for the upper-grade levels isn't an option in smaller school districts.  After listening to some teacher concerns at the middle school, I began to map out a framework that could help teachers manage their time better while in school.  As I scribbled on a large whiteboard, I simultaneously bounced ideas off the principal Nathan Hall.  The end result was a simple rotational model preceded with direct instruction followed by a summary activity or closure. Since Corinth Middle School has fifty-minute periods, I suggested ten minutes for each rotation as well as the mini-lesson and closure activity.

Content still matters, but there has to be some prioritization of standards and, from there, a mini-lesson.  My advice is to keep it short and sweet. Depending on the block of time, this can be either ten or fifteen minutes. Teachers can record this as it is being streamed live using a video conference tool and then uploaded to a learning management system for all kids to refer to whenever they want. Another option is to use the flipped approach and record the mini-lesson for all kids to watch at home before class.  Within this first small chunk of time, it is critical that relevance is imparted, and the best way to do this is through a quick anticipatory set. The last segment of the class could consist of a formative assessment or a closure activity. 

Now let me discuss conceptually what the rotational model could look like in a school. The teacher has two options here. Either group all the remote students together or use data to regularly group and regroup kids as they work to approach, meet, or exceed standards.

• Station 1 (Targeted instruction): After a general overview of the lesson during the opening minutes of class the teacher can then dive deeper through more extensive modeling and checks for understanding.  During this time, students can also have their questions answered.
• Station 2 (Personalized or adaptive learning): In this station, students can work through the curriculum and concepts based on strengths, weaknesses, or personal interests. There are both free (CK-12, Khan Academy, Prodigy, Freckle) and paid (HMH intervention tools, Waggle, IXL) programs. Here is where data can be collected and analyzed for groupings if the right tool is used.
• Station 3 (Independent or collaborative work): Initially, I would go with independent work as it takes less time to plan for than cooperative learning.  Activities could consist of scaffolded practice problem sets, independent reading, or the use of a self-paced personalized tool if you decide to make the other station purely adaptive.  

The entire premise of the model presented above is to make the best use of available time during a class period where a teacher is managing both face-to-face and remote learners. I suggest only three rotations to begin, but you can definitely add more if you are working with a more extended block of time.  Or you can even tweak it to meet your specific needs as this is what Nathan Hall did for his staff. Below you will see what two Corinth Middle School teachers developed and integrated with Canvas.

Once you are comfortable, consider utilizing choice boards, playlists, or flipped lessons if these won't turn into a time sap. Or you can plan for some sort of cooperative learning using virtual breakout rooms. To ensure success, it is also a good idea to commit to a learning management system such as Google Classroom, Canvas, or Schoology. It becomes more difficult managing remote learners if you are not using one of these solutions.  I loved visiting with Corinth High School science teacher Sally Beth McCullough recently and seeing firsthand what she has implemented successfully. Below you will see how she is effectively using Canvas and choice boards.

I still have 18 more days with the Corinth School District this year and can't wait to see what their teachers and administrators accomplish.

Managing face-to-face and remote learners at the same time can be a challenging task for teachers and schools as a whole.  My hope is that the framework and examples above can serve as a baseline to think about how to best use the time available without succumbing to burnout.  As teachers, always lean on your colleagues near and far. They are your best resource. If you are an administrator, be flexible with your staff and demonstrate empathy. They need your support more than ever. Finally, always be on the lookout for professional learning opportunities that can fill in the gaps and provide needed feedback for continuous improvement. You all will get through this as educators always rise to the challenge.

Be sure to check out my entire #remotelearning series. 

High-Agency in the Remote and Hybrid Classroom

Educators desperately want and need support. They need practical strategies that are not just effective but also can be developed in a reasonable amount of time.  To achieve this goal, we must first examine the foundational elements that lead to successful teaching and learning, whether the environment is remote or hybrid.  In no particular order, these include:

• Maslow before Bloom's (SEL considerations)
• Instructional design grounded in sound pedagogy
• Purposeful use of technology
• Leveraging a learning management system for continuity and cohesiveness
• Equity
• Continuous feedback
• Job-embedded and on-going professional learning

At first glance, one might think that there is a great deal to consider. Under the current circumstances, I would agree. That is why it is not the time to re-create the wheel and work harder. One pitfall is trying to teach traditionally under the current circumstances.  Without a doubt, this will be and has been, more time consuming for educators. So, where do you begin? There are many strategies that educators were implementing well before the pandemic that hold more value now. Regardless of the terminology used, these represent more personalized pathways that focus on student agency leading to empowerment and more ownership of the learning experience. 

I feel the best way to support educators is to show how it can be done under the same conditions by sharing practical examples. For the past two years, I have been blessed to work with the Corinth School District in Mississippi on pedagogy, both digital and non-digital. We have seen incredible growth in all schools across the district through the coaching of both teachers and administrators. With the foundation established last year, they were able to adapt to the current landscape quickly. 

Over the summer, they really ramped up how their LMS (Canvas in their case) would be used K-12 to facilitate their hybrid learning model better. Through the lens of high-agency strategies, I will share some practical strategies that educators can implement right now as well as some examples. 

Voice 

Honoring kids' voices and allowing them to have a say during the learning process is a central tenet of student agency. In many cases, voice can be amplified through the cover of anonymity, which is critical for introverts and shy students. Virtual breakout rooms and digital tools allow all students to respond during reviews of prior learning, checks for understanding, closure activities, and after collaborative activities. I have seen all schools incorporate Zoom breakout rooms in Corinth but was super impressed with the pre-K teachers who used it in conjunction with Nearpod. The elementary teachers are also using both Seesaw and Canvas to promote voice.

Choice

Choice might be one of the most uncomplicated components to integrate daily, whether you are remote or hybrid. Strategies such as choice boards and playlists developed using Google tools afford students with greater control over their learning while also freeing up the teacher for targeted instruction or support.  I have really been impressed with the choice boards at the high school and how Canvas is being used to set them up. The elementary school has also upped their game as of late.

Path

They are many ways to allow students to determine their own path during remote or hybrid learning. Path could come in the form of customized curriculum, asynchronous virtual courses, selecting the order in a playlist, or independent study. It allows students to progress towards standards based on their mastery levels, interests, and goals. Utilizing adaptive learning tools as part of a station rotation model or playlist provides tasks that align with individual strengths and weaknesses. I love how middle school teachers responsible for remote learners have created a virtual station rotation model in Canvas.

Pace

Pace is as simple as allowing kids to work through activities where they have to self-manage their time in order to achieve mastery.  Some kids need more time while others less. Rigorous and relevant asynchronous tasks provide extended periods of time to complete tasks to reduce stress, dive deep into concepts, and prioritize learning. Self-paced activities allow all students to progress through concepts while freeing up the teacher to work with those who need the most help. The math department at Corinth High school has been using the flipped approach with Bitmoji classrooms as well as self-paced programs with a great deal of success. Students in the elementary school get to work at their own pace in various centers.

Place

Like many school districts, learners in Corinth can choose to work remotely at home or come to school for in-person learning, reducing anxiety and stress while emphasizing health and safety. For the students participating in in-class learning, social distancing measures need to be implemented. As a result, Zoom breakout rooms have been utilized extensively regardless of where kids are learning to foster discourse and collaboration.  I must say how impressed I have been to see how the elementary teachers are making this work across the entire school.

I am only scratching the surface regarding how Corinth School District educators have successfully utilized an array of high-agency approaches to personalize already this year. They have addressed the seven elements presented at the beginning of the post.  Over the summer, they planned and trained staff on how to use Canvas better. After some feedback from my initial coaching visits in August, the use of breakout rooms became the norm as a means to get kids talking. Building principals and teachers working together to process and reflect on each coaching visit combined with an intrinsic motivation to improve and epitomize outcome-based professional learning goals.  All in all, I couldn't be more proud of this district and what they have and will continue to accomplish.  

For more remote and hybrid learning strategies and resources, click HERE.

If you are interested in having a conversation about Aspire Change EDU's professional learning solutions, including job-embedded and ongoing coaching, let me know.

Choice Boards 101: Strategies to Ensure Classroom, Professional, and Virtual Learning Success

As of late, I have been working with quite a few districts on personalization through a variety of blended learning strategies.  My experience in this area began over three years ago, thanks to having the opportunity to coach teachers and administrators at Wells Elementary School. As we are now in our third year together, they continue to take feedback and act on it to improve their practice. I can honestly say that I have learned so much from them over the years as to what pedagogically-sound blended learning really is, and, in my mind, they are a global exemplar for others to emulate.

Their influence can be seen and heard in my writing, presentations, workshops, and work with other schools.  Throughout this school year, I have had the honor of working with all the K-12 schools in the Corinth School District in Mississippi. They are a 1:1 district who have really begun to hit their stride and push the envelope when it comes to the purposeful use of technology aligned to research-based pedagogy. They have made some incredible shifts, including a shift towards station rotation and choice boards. You can read more about their progress in this post.  

After my fourth coaching session with them, the principal asked if I could create a choice board for his staff to work through and learn to use even more technology tools effectively. I was excited because I always ask the schools I work with to reflect on the feedback that is provided and determine how to best use my time when I am there next.  Ownership of learning shouldn’t just be for students. I was also equally terrified as I had never created a choice board of my own. Typically, I only share the ones created by Wells (TX), Snow Horse (UT), and Corinth Elementary (MS) as well as Corinth Middle School. As I have stated for years, don’t ask others to do what you have not done or are not willing to do yourself.  Challenge accepted!

On a recent Sunday, I began my choice board journey.  Since I had already provided numerous workshops and sessions in the district, the foundation was already set to move forward with this. First, I did a few Google searches for editable templates, which led me to an array of examples in Google Slides.  I then chose one that aligned to the content, in my opinion, developed a learning target, created nine different activities, and hyperlinked to supporting resources. Since pacing is a pivotal component of both personalized and blended learning, I did another Google search for ways to integrate timers into Google Slides.  In literally fifteen minutes, I had my choice board created.

The key with a choice board to use as a part of professional learning with adults or classroom learning with students is sound blended pedagogy.  In addition, below are some tips that I have used with the schools and districts I coach:

• Use pre-made templates (just make a copy).
• Use a timer for pacing and self-management.
• Behind the scenes, the teacher works with at-risk students or those who need extra help. If you are leading professional learning, this frees up time to answer questions and provide feedback.
• Add links to your Learning Management System (Google Classroom, Canvas, Schoology, etc.) to see student work and to hold them accountable.
• Monitor regularly to ensure on-task behavior.
• Create a scaffolded formative assessment for all students to complete once they are finished (3 questions or more that increase in difficulty). For professional learning, you could have attendees share what they have created or learned using Google Forms.
• If students or adults finish the required choices and formative assessment, have them choose other activities.
• Consider using Google Slides and add either anchor charts or essential content for review to assist with completing the board.
• For more edtech tools, click HERE to access a resource curated by Tom Murray.

HERE you can view the choice board activity that I created based on the story at the beginning of the post.  You will see numerous slides before that actual board that allows access to the presentation as well as some content slides to review prior learning. The iteration that you see was updated and tweaked numerous times thanks to the feedback I received from the Corinth School District, Jill Bromenschenkel, and my wife. Going forward, I will definitely be integrating more choice boards and station rotation into my workshops. It’s vital that anyone leading professional learning practices what he or she preaches. 

Choice boards, both digital and non-digital, represent a pedagogically-sound virtual or #remotelearning option, especially for our youngest learners. If they have been implemented prior to extended school closures or breaks consider incorporating them into a distance learning plan.  In the case that they haven't been used, I would suggest creating a short video explaining to learners how to complete the board and how to submit or show work when finished.  

Digitally-Enhanced Exit Tickets

I love coaching as it provides a lens to see how teachers and administrators act on feedback to grow and improve. It also provides evidence that strategies aligned to research and sound instructional design are implemented in practical ways. Even though this year has been dramatically different as a result of the pandemic, I have found myself even more busy supporting districts through job-embedded and on-going professional learning.  Whether face-to-face, hybrid or remote, the elements of learning and good teaching remain the same.  

No matter where I am, one aspect of instructional design that I often identify as an area for growth is closure.   I have written in the past how important including this strategy is, no matter the grade level of students or the content being addressed.  Closure draws attention to the end of the lesson, helps students organize their learning, reinforces the significant aspects of the concepts explored, allows students to practice what was learned, and provides an opportunity for feedback, review, and reflective thinking. It is hard to determine the effectiveness of a lesson or whether learners understood the concepts presented without some form of closure.  

While there are many strategies out there, the exit ticket is probably the one that is utilized the most. While learners can solve problems or answer specific questions related to the content or concepts addressed, more general prompts can also be used, such as:

• What exactly did I learn?
• Why did we learn this?
• How will I use what was learned today outside of school, and how does it connect to the real world?

A few weeks ago, I received an email from Dr. Nathan Hall, the Corinth Middle School principal in Mississippi.  I have been coaching in the district for over two years now and have written extensively about how the schools' staff have been open to innovative change with the evidence to back it up.  Below is a message that Lori Snyder, one of his 7/8th grade math teachers, sent him regarding using exit tickets for closure:

I had asked about a program for my exit tickets.  I need something like Padlet that allows them to enter their answer anonymously but will not show everyone's answer until I am ready.  I want to use it for real-time feedback. The trouble with Padlet is that they can see everyone's responses as they are posted, and some are copying others' answers instead of doing their own work. Mentimeter won't let them type in numbers. Canvas discussion is not anonymous. You had said something about asking Mr. Sheninger before he came for his next visit.

After thinking about it, I suggested GoSoapBox.  Dr. Hall then passed this along to Ms. Snyder, and her feedback is below:

When they are online answering, the barometer at the top tells me if they need help.  After seeing that some require the problem worked out, I add it to the exit ticket page.

It is always a great day when a teacher or administrator shoots me an email looking for ways to improve.  Little did I know that I would see the GoSoapBox exit ticket in action a few weeks later.  As I conducted my monthly coaching visit at Corinth Middle School, here is what I saw in Ms. Snyder's class:

• Students solved math problems on dry-erase desks and then submitted their answers.
• Their work was added to their notebook, which both they and the teacher could refer to see where issues were.
• The teacher was able to see where misconceptions were immediately.
• Names were removed from public view, so students weren't embarrassed.
• The teacher was able to address issues that the majority of the class was having right away by modeling or re-teaching.
• Individual students who had misconceptions were emailed after school to maximize class time.

I am so proud of this teacher for looking for ways to implement exit tickets using technology.  From the bullets above, you can see the many positive outcomes one small, yet significant, change made.  The key lesson here is that there are always elements of practice that can be tweaked, adapted, or changed in order to improve.  Great educators never stop chasing growth. 

Corinth has been selected as an Innovative District and will be presenting at the Model Schools Conference this June in Nashville. To learn more and register click HERE.

Empowerment Through Choice

Agency in the classroom is about giving students more control over their learning through greater autonomy and purpose. It is driven by many factors, one of which is choice.  The underlying premise is to move learners from a state of engagement to empowerment so that they exert more ownership over their learning.  Consider the following in the context of the professional world of work and employee success.

One of the simplest ways of employee empowerment is to give them the choice to approach their work. The underlying idea in this approach is that choice gives employees a sense of personal control, which can enhance their intrinsic motivation towards their work, resulting in higher morale, creativity and innovation, better performance, more significant organizational commitment, and lower turnover (Chua and Iyengar, 2006).

It is essential to understand just how critical choice can be when thinking about lesson design and pedagogy.  It might be one of the most uncomplicated components to integrate daily, whether you are face-to-face, remote, or hybrid. In Disruptive Thinking in Our Classrooms (chapter 5), I go into detail on strategies such as choice boards, must-do/may-do activities, and playlists while sharing an array of practical examples by grade level.  Each provides students with greater control over their learning while also freeing up the teacher for targeted instruction or support. Best of all, there are unlimited possibilities on how to create these activities.  

Case in point.  Recently I received a text message from Nathan Hall, the principal of Corinth Middle School, where I have been coaching for the past two years.  He shared with me an image during a walk-through of a choice activity that Betty Graham, one of his 8th-grade teachers, implemented with a great deal of success. I loved the image so much that I asked him to send me some more context. Below is what Betty sent as well as the choice activity that she created. 

During intercession, some of my students asked if I could bring back the board they could click on as they enjoyed it so much. They said it was easier to follow. So, after spring break, I worked on making a board for my students. They wanted the links so they would not have to click different places. With this board, they know what they have to do daily, weekly, and what to do when they are finished. One thing I do like about the board, I do not hear, "What do I do now?" They are working. Today I asked my first period what they liked about the board, and they said it was easy to follow, plus they love the links.

It has been incredible watching Betty, and her colleagues at Corinth Middle School grow over the past couple of years.  As I think about what she created, I can't help but reflect on all the many different choice activities I have seen in classrooms or those shared virtually.  Below are some tips to consider as you either develop, refine, or provide feedback on your own options.

• Use pre-made templates
• Organize tasks into squares or columns
• Integrate a timer for pacing
• Pull learners for targeted support
• Make available through your learning management system (LMS)
• Build in rigorous and relevant options
• Monitor regularly to ensure on-task behavior.
• Integrate technology
• Use adaptative learning tools for differentiation 
• Create a scaffolded formative assessment 

Choice is the great differentiator that helps to meet the needs of ALL learners. Don't think that you need to always utilize the strategies discussed in this post.  It can be as simple as choosing the right tool for a task, topic to write a research paper about, or how to create a product to demonstrate learning.  The key is to always look for opportunities to include choice, as well as voice, during each lesson.  

Chua, Roy Y.J., and S Iyengar. "Empowerment through Choice? A Critical Analysis of the Effects of Choice in Organizations." Research in Organizational Behavior 27 (2006): 41–79.

Blending with the Station Rotation Model

Blended learning is something that is near and dear to my heart. For me, the journey began back in 2011 when we first introduced the flipped approach at New Milford High School, where I was principal, with resounding success. As I transitioned from the principalship to supporting districts and schools, I learned that blended learning was a powerful pedagogical strategy that could unleash students' potential while meeting their diverse needs.  Over the course of many years, my work with Wells Elementary School provided a foundation that I pull from to this very day. It's one thing to talk about blended learning, but another to actually illustrate the many ways it can be implemented effectively and at scale. Wells did the latter exceptionally well.

Technology is a significant component, but not every activity has to incorporate some type of tool. The key is to find strategic ways to use it as a means to improve learning, something that is emphasized in Disruptive Thinking in Our Classrooms. There are many ways to blend, but it is vital to have a firm understanding of the underlying premise of this strategy. Hence, the definition I created a few years back:

Blended instruction is what the teacher does with technology. Blended learning is where students use tech to have control over path, place, and pace. 

In the past, I have penned detailed posts on choice boards, playlists, and the flipped classroom while only touching on the station rotation model. Thus, I thought it might be appropriate to dedicate a post just to this strategy.  With station rotation or centers as it is often referred to at the elementary level, the overreaching goal is to use valuable class time more effectively.  Following a short period of direct instruction with the entire class, the teacher breaks students into groups using data where the class engages in a series of activities during a set period of time.  Each learner will visit all the stations, and a timer is used to let them know how long they have to engage in the activity.  Typical stations include the following:

• Targeted instruction or support
• Collaborative experience
• Personalization through the use of adaptive tools
• Independent work

There is no set number of activities that a teacher can develop for this model.  However, I most commonly see three or four.  A modified two-station model could be used at the secondary level, where half the class works with the teacher while the other completes independent work using technology.  We need to get past the perception that this is just an "elementary" strategy. To assist in setting up station rotation, I have created a pedagogical framework, which you can view below.  What you will see are traditional elements of effective instruction at the front and back end.  It is essential to use a good data source for groupings so the learners get the most out of the targeted instruction or support rotation.  It is here where achievement gaps are closed, and the kids who are already at or beyond standard attainment can be pushed. 

The image above can be adapted based on the length of the class period. In addition to the use of data for groupings, a timer for pacing is also essential as it aids in self-regulation and time management.  An important aspect is to build in activities that promote collaboration. Here is where an interactive whiteboard (IWB) can be used to unlock its true potential.  Below you will see two examples from Corinth Elementary School that meet all the requirements for an effective station rotation.

Keep in mind that there are many ways to set up this model.  Overall efficacy relies on data being used to continuously group and re-group students, strategic use of adaptive learning tools, independent work that is rigorous and relevant, and the opportunity to collaborate actively. There is only one thing educators can control: the time with students in the classroom.  Station rotation, when used strategically, can be used to differentiate while also building essential competencies such as time management and self-regulation. It's a win-win at any level.  

6 Ways to Improve Professional Learning

No matter your position in education, you have gone through some form of professional development. In many cases, the act of being “developed” comes in a variety of standard types such as workshops, mandated PD days, presentations, conferences, book studies, or keynotes. Many of these are often the one and done variety or conducted in a drive-by manner. Now, don’t get me wrong; some educators find value in the experiences I have outlined above and have gone on to change their respective practice for the better. However, I would say an equal amount have found little to no benefit. The bottom line is that all educators yearn for quality professional learning as opposed to development that leads to sustained improvements in teaching, learning, and leadership. The image below from Katie Martin sums up nicely what educators want out of professional learning. 

Image Credit

So where is the disconnect when looking at the typical professional development offerings? Some recent research provides great insight into this issue (Darling et al., 2017):

Research has noted that many professional development initiatives appear ineffective in supporting changes in teachers’ practices and student learning. Accordingly, we set out to discover the features of effective professional development. We define effective PD as structured professional learning that results in changes to teacher practices and improvements in student learning outcomes. Through a review of 35 studies, we found seven widely shared features of effective professional development. Such professional development:

1. Is content focused
2. Incorporates active learning, utilizing adult learning theory
3. Supports collaboration, typically in job-embedded contexts
4. Uses models and modeling of effective practice
5. Provides coaching and expert support
6. Offers opportunities for feedback and reflection
7. Is of sustained duration 

The same focus areas listed above apply to people in leadership positions just as much as teachers, as supported by research. Leaders need consistent support and feedback on all aspects of the position to continually grow and improve, but the most emphasis should be on issues related to instructional leadership that leads to pedagogical change.

Over the years, I have been blessed to be a part of several long-term professional learning projects in schools and districts across the United States. Even though each project is different, each contains an assortment of classroom observations, strategic planning, coaching, and loads of feedback. Through each experience, I open myself to learn, unlearn, and relearn with the educators that I am working with shoulder to shoulder in the trenches. Below are a few lessons learned.

Model what you expect

Adult learners don’t like to be spoken at. Many want to see what a strategy actually looks like in practice and then have the time to apply it. The also really want to see how it can be successfully implanted when aligned with the realities they face. A focus on the why might get educators all excited, but that typically fades when they need more of the how in terms of what the strategy actually looks like in practice. After you model, give people time to apply what they have learned.

Share exemplars

I am always asked for examples of innovative practices in action and what they look like at various grade levels. It is important for many educators to see success through the lens of their peers. By doing so, the task of change becomes more doable in the eyes of those engaged in the professional learning experience. Thanks to being in different schools each week, I have been able to curate so many artifacts that are then used to help others see how a strategy or idea has been implemented successfully (especially from Wells Elementary). Once an exemplar is shared, give educators time to reflect and then plan their activities.

Feedback and more feedback 

Virtually every educator wants feedback, and when delivered the right way, it can lead to powerful improvements to practice. When it comes to ongoing support in the form of job-embedded coaching, timeliness and specificity are critical in the eyes of the receiver. During year two of my continuing work with Wells Elementary, the administrative team asked me to develop videos for each grade level. For example, after conducting walk-throughs of all third-grade teachers time was built into the schedule for me to create a video emphasizing commendations and areas for growth. By the end of the day, six different videos were reviewed by the teachers during grade-level meetings. The goal was then to act on the feedback prior to my next visit.  Always make time for feedback.

Get Creative 

Doing the same old thing the same old way becomes boring not only for those engaged in professional learning but also for the facilitator. That’s why I am always open to ideas from the schools and districts I work with to spice it up. Recently Cheryl Fisher, the principal of Wells Elementary, asked me to create a scavenger hunt. I am so glad she did, as it was a huge success. Here is some more context. The school opened up three years ago, and I have been engaged with them since the beginning.

In an effort to differentiate on this particular day, I was to work with all first-year teachers. After a hands-on workshop with time to reflect and apply what had been learned, I sent them all on a digital scavenger hunt using Goosechase. Several missions were developed where they had to go find evidence of the practice being implemented by one of their peers. Not only did they have a blast, but also we were all able to see how innovative methods have become the standard at this school. Getting creative with professional learning will take a little time on your part, but in the end, it is worth it.

Add some personalization

There is nothing better in my opinion than putting teachers and administrators in charge of their professional learning. I see personalization as a move from “what” to “who” to emphasize a shift to ownership on the part of the educator. For example, I have been working this year with the Corinth School District in Mississippi in a job-embedded coaching role. After spending an entire day visiting classrooms and providing feedback, I then empowered the teachers and administrators to collaboratively plan out their next day with me based on agreed focus areas.

When I was the principal at New Milford High School, I created the Professional Growth Period (PGP). By giving my teachers time during the school day, I let them choose their own path and pace to work on innovative practices. Feedback on what they had accomplished was provided at each end of year conference. In the end, I gave up my time to cover duties, so my teachers could learn.

Time 

Time is critical to success, no matter what professional learning pathway is pursued. As you think about what you want to accomplish in your school, organization, or district, think carefully about how time will be provided. As you have seen above, time is a crucial element in each strategy above.

When it comes to professional learning, either advocate for what you feel you need and deserve, or work to create the types of experiences that educators will find value in.

Darling-Hammond, L., Hyler, M. E., Gardner, M., & Espinoza, D. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.

Questions to Guide a Reflective Conversation on Learning

Most educators desire meaningful feedback that can be used as a catalyst for growth. When it comes to improving learning, criticism will rarely, if ever at all, lead to changes to professional practice. Here is the main difference between the two:

Feedback - information about reactions to a product, a person's performance of a task, etc., used as a basis for improvement.

Criticism - the expression of disapproval of someone or something based on perceived faults or mistakes.

As you reflect on the two definitions above, what pathway would you prefer? Successful feedback lies in a variety of factors such as delivery in a timely manner, detailing practical or specific strategies for improvement, ensuring the delivery is positive, consistently providing it, and at times choosing the right medium to convey the message. However, one of the most important considerations is to ensure that a two-way conversation takes place where there is a dialogue, not a monologue. Virtually no educator wants to have suggestions dictated to him or her.

A recent coaching visit with Corinth Elementary School placed me in a position to model all of the above. Over the course of the year, I have been working with the district on building pedagogical capacity both with and without technology. After visiting numerous classrooms, I met with a grade-level team and the administrators to facilitate a dialogue as part of a more meaningful feedback conversation. Instead of just telling them what I saw and thought, I instead had them pair up and discuss their lessons using the following question prompts:

• How do you think the lesson or activity went?
• What would you have done differently?

The point here was for them to begin to reflect on both the positive outcomes as well as the challenges that might have been experienced. Lasting improvement comes from our own realizations as to what can be done to grow and improve rather than just being told. After some volunteers shared how they thought the lesson went, I then challenged them with the following questions to facilitate a more in-depth analysis of the effectiveness of the lesson from their lens:

• How do you know your kids learned?
• Where was the level of thinking?
• How did kids apply their thinking in relevant and meaningful ways?
• How did you push all kids regardless of where they were?
• What role did technology have in the process?
• What accountability structures were put in place?
• What do you think your kids thought of the lesson?

These questions really got both the teachers and administrators in the room to think more critically about whether or not the lesson or activity achieved the desired outcome in relation to the aligned goal. What was powerful from my seat was that most of the feedback I had written down didn't have to be delivered verbally by me as the educators offered it up themselves upon critical analysis of their lessons. This is not to say that I didn't add more detail or provide specific strategies to improve. I most certainly did, but the culture that was created through the use of all the above questions was more empowering and designed to impart a great sense of ownership amongst everyone present.

Whether peer to peer or from a supervisory position, engage in a collaborative dialogue during any feedback conversation. Then provide time to process, further reflect, and develop action steps for improvement. I hope you find the questions in this post as useful as I have.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Many Faces of Student Voice

There are many ways to both engage and empower students that lead to ownership of learning.  Creating what I call a “free-range” experience that replicates real-world contexts and develops critical competencies while tapping into passions might be the holy grail, in my humble opinion. While there is a slew of strategies a teacher can use to accomplish this, a focus on high-agency elements is both powerful and realistic.  These include voice, choice, path, pace, and place.  They can be integrated into a holistic experience or leveraged individually to personalize learning.  Of them all, voice might be the easiest to implement every day. 

Student voice.....

• Involves all kids in the learning process 
• Fosters active participation
• Builds confidence leading to self-efficacy, especially when students can respond under cover of anonymity
• Promotes open reflection and collaboration
• Sets the stage for instant feedback
• Develops a sense of community

As you look above at all the many powerful outcomes of this high agency strategy, it is crucial to understand that there is no one right way to foster student voice.  It could be as simple as all kids using an individual whiteboard or dry-erase surface to respond. Technology also provides an ever-growing selection of tools that involve kids in the learning process in ways that lead to greater empowerment.  Think about how audio, video, or the ability to draw can help a child find their voice. At a macro level, open forums and surveys can be used to elicit ideas for improving school culture.  The point is that voice takes on many faces, each with positive outcomes.  

During my longitudinal work with the Corinth School District over the past couple of years, I have seen many teachers embrace student voice. For the most part, technology has been their pathway of choice where tools such as Blooket, Gimkit, Mentimeter, Padlet, Edpuzzle, and Kahoot have been integrated.  During a recent visit, I saw something that completely blew my mind as it was simple yet highly effective.  You will see this in the video below, as well as a textbook personalized classroom using sound blended pedagogies.  The opening frame shows a choice board that students were able to access in Canvas along with standards-aligned learning targets.  As the video progresses, see if you are able to identify the voice strategy this teacher developed. 

Were you able to identify the strategy?  At first, I didn’t catch it as I was so impressed with the choice board and observable evidence of how empowered the learners were.  If you look closely, though, you will see that some computers had a green clothespin while the group at the end of the clip had red.  

When a question or challenge arose, the students would clip the red one to their laptops. This signified to the teacher that a group needed help. At the end of the video, you see where some students were getting needed support. If everything was good, the green clip remained on the computer.  Not only was this a fantastic way to foster student voice, but it also allowed the teacher to focus her time on the learners that needed it the most. 

As you look to include or improve student voice in your classroom (or school), keep in mind the intended outcomes listed at the beginning of this post.  Work backward from here and find the strategy that works best for your learners, and don’t be afraid to mix it up now and again. In the end, it is difficult for kids to own their learning if they don’t have a say. 

I am always on the lookout for great ideas that educators around the world have implemented with fidelity. How have you effectively implemented voice in your classroom or school? 

Opening Lessons With a Bang

It seems like ages ago that I was taking courses to become a teacher at East Stroudsburg University in Pennsylvania. My professors were huge proponents of the Instructional Theory into Practice (ITIP) model developed by Madeline Hunter. Thus, once I had a classroom of my own, I implemented what I was taught to create effective lessons. Virtually all of the facets of the ITIP model still have value today, although by no means do all seven steps have to be a part of every lesson. I will say though, that in addition to closure, the inclusion of an anticipatory set is of utmost importance. Below is a description of the strategy:

Anticipatory set is used to prepare students for the lesson by setting the students' minds for instruction. This is achieved by asking a question or making statements to pique interest, create mental images, review information, focus student attention, and initiate the learning process. 

The first couple minutes of every lesson is critical to its success, and a pedagogically sound anticipatory set that meets the criteria outlined in the picture above is well worth the time when it comes to planning lessons. I get the fact that some educators might question the validity of this strategy that dates back to the 1960s. It is also understandable to have concerns when considering the demands that some districts place on getting through the curriculum, so kids are ready for standardized tests.

The fact remains that anticipatory sets not only matter for the reasons already outlined above but also for the fact that inclusion in lessons is supported by research. Jennifer Gonzalez highlighted four separate pieces of research that link to achievement gains. I encourage you to read the entire post as she not only highlights research but also provides some examples and creation tips.

Creating an anticipatory set is not labor-intensive. During some recent coaching visits with the Corinth School District in Mississippi, I was able to observe two great examples. In an elementary classroom as class started the kids responded to the following prompt during an ELA block – “If you could be any animal, what would you be and why?” In a middle school classroom, a teacher used a picture prompt, which you can see below.

Anticipatory sets should not be a time sap when it comes to planning. Below are just a few quick ideas that can be implemented quickly:

• Picture prompt
• Real-world problem of the day
• Current event or personal story
• Open-ended writing prompt that sparks inquiry and creativity
• Riddle
• Short, engaging video followed by a turn and talk
• Sensory exploration 

Be sure to take advantage of the opening minutes of each class. Starting lessons off with a bang not only makes sense but will pay dividends both in and out of class.