The learning stream keeps on rollin’ by.

Had a wonderful conversation this morning with a longtime colleague and educator. Among other topics, we chatted about the access to knowledge and learning available via twitter.  He described a very normal reaction from some.  “It’s overwhelming!  So much information!  How do you keep track of it all?!”

I don’t even try to keep track of it all.

I described my twitter feed, using TweetDeck, where I am following 3187 people, as a ‘slot machine, constantly spinning’, as those 3187 people add ideas, thoughts, questions, etc. to the twittersphere.  Then I figured out, in our conversation, that I had a much better description for all that information.

It’s better described as a ‘learning stream.’ It’s always flowing.  I can stand on the bank, at my leisure, and watch it go by.  I can reach in and pull out an idea when I see one floating by that captures my interest.  I don’t try to scroll the stream back to see what I missed.  I figure if it’s a good idea, concept, question, it will float by again.  I can walk away from the bank and visit a school, a colleague, or a group of students.  The stream keeps flowing while I’m gone.  That’s ok.  My visits might give me an idea, concept, or question to throw out into the stream for somebody else to pull out.

fishing

Don’t sweat following lots more people than follow you.  I think that’s the right ratio. Listen more than you talk.  But don’t be afraid to share. You never know who’s waiting just downstream for you to throw something great into the water.

Tweet this!

I saw a great tweet from a principal talking about the 10 signs you might not be ready for twitter yet.  I decided to make a list of the….

10 Signs That You Might
Be Ready to Learn Using Twitter!twitter

  1. You’ve heard enough from a trusted colleague to give Twitter a try.
  2. You could use some more personal or professional support.  You are willing to make and learn from new friends.
  3. You have not perfected your craft.  Every kid still has lots of room to learn everyday.  You know you still have room for improvement.
  4. You have at least one good idea you could share with someone else.
  5. You are interested in having your voice be a part of a larger conversation about education.
  6. You are willing to collaborate with teachers around the world because your immediate colleagues haven’t cornered the market on how to teach well.
  7. You know that if something can be a game-changer for kids, time can be found.  A career can be built by trying to be a little better today than yesterday.
  8. You are willing to expend the energy and courage it takes to change your mind about something.  You are willing to have your long held professional beliefs challenged.
  9. You want to see if it’s true that amazing professional learning can be free, convenient, and totally self-directed.
  10. You are so passionate about education and kids, you are will to potentially get addicted to amazing professional learning. (warning: this could happen).

What’s the deal with Learning Targets?

“They (Learning Targets) clarify for students what students are learning—what they should know and be able to do—in language students can understand. They enable students to monitor and assume major responsibility for their own learning, a practice associated with a 32 percentile point gain in student achievement (Marzano, 2010).“

lt

Collective Teacher Efficacy

Collective teacher efficacy continues to be either number one or two in terms of impact size on student performance, according to John Hattie.

If you’re looking for a great read, check this out.  Collective Efficacy: How Educators’ Beliefs Impact Student Learning by Jenni Anne Marie Donohoo.  Might also be a great book for a staff book study.  Or a summer read.  The cool thing about teacher efficacy is that it’s not about any specific program.  It’s simply a strong and pervasive belief that working as a team, teachers can do great things with kids.  

Obviously Hattie continues to rank all kinds of stuff.  If I remember correctly, anything with a .40 effect size and above is considered impactful.  Collective teacher efficacy has an effect size of 1.57. Student mental health, specifically depression, continues to be dead bang last, with an actual negative effect size of -.42.  By the way, RTI is considered a ‘Super Factor’, just like Collective Teacher Efficacy.  It has an effect size of 1.07. And we have good RTI work going on all over the place.  Coupling that with collective teacher efficacy, for example, can really have a powerful and positive effect on kids.

“When a school staff shares the belief that through their collective actions they can positively influence student outcomes, student achievement increases. Collective teacher efficacy deserves the attention of every educator because it was recently ranked as the number one factor influencing student achievement (Hattie, 2016). Educators with high efficacy show greater effort and persistence, a willingness to try new teaching approaches, and attend more closely to the needs of students who are not progressing well. They also convey high expectations, foster learner autonomy, and welcome increased parental involvement. In addition, educators who share a sense of collective efficacy get students to believe they can excel in school.”

“Collective teacher efficacy (d = 1.57). This is a factor that can be manipulated at a whole school level. It involves helping all teachers on the staff to understand that the way they go about their work has a significant impact on student results – for better or worse. Simultaneously, it involves stopping them from using other factors (e.g. home life, socio-economic status, motivation) as an excuse for poor progress. Yes, these factors hinder learning, but a great teacher will always try to make a difference despite this, and they often succeed.”

I suppose one good question to ask ourselves as leaders is, “Do the educators at our place believe that our collective actions can positively influence student outcomes and increase student achievement?”

Heroism of the incremental.

Following up a bit on the last blog post.  One of the learners by whom I am most challenged is George Couros.  Today he sent out a blog post called 5 Arguments Against “Innovation in Education” and How You Might Respond. It’s excellent.  One of the arguments he addresses is the one I hear a lot.  The issue of time.  He discusses prioritization and taking a hard look at what one does with one’s time.  This got me thinking.  Here’s my response to this blog post.

“A suggestion to address the issue of time. I think the theory is just like getting physical exercise. If I want to be in better physical shape, I prioritize the time. I get up earlier, I hit the treadmill right after work, I walk around more, I stand up more. Same drill for professional learning. If I were to return to a building as a principal, I would arrive a half hour earlier each day. Close my door. Ignore email. I would read, think, and write. Especially write. A half hour a day would create 2.5 hours a week. 10 hours a month in self-directed professional learning. Over the course of a school year, 80-90 hours of professional learning. I read a great quote yesterday, “We have the chance to transform the course of our lives. Doing so will mean discovering the heroism of the incremental.” –Atul Gawande. Incremental professional transformation and growth. Works for me!”

I can’t get that line, ‘heroism of the incremental’, out of my head.  It reminds me of what my late friend, John McCrossin, always said, “Inch by inch, everything’s a cinch.”  I believe both of these ideas are absolutely correct.  We just have to make what we want to have happen a priority.  We all have the same 24 hours in a day.  It’s what we do with them that makes all the difference.  Inch by inch.

The thing isn’t about the thing.

“The impact of innovation on education isn’t in using technology to deliver obsolete education experiences. It lies in understanding what skills students need in the innovation era, and constructing classroom experiences that promote skills that matter.”  -Tony Wagner, Ted Dintersmith

As we continue to fine tune our ‘1:1 project’, called Fife Forward, our reading and study continually drives home the point that the ‘thing isn’t about the thing.’

Putting a device in the hands of kids means nothing, if nothing different is done with the device from a teaching and learning standpoint.  Without an examination and commitment to the possibilities of increased collaboration, communication, creativity, and critical thinking…we might as well distribute $200 pencils.

Our good fortune in our district is that we have excellent educators in our schools. Educators willing to do all they can for all of our students.  We see their work every single day with kids. They literally recommit each day to find additional ways to support and engage more and more kids.

We are reading a book called The Leader’s Guide to 21st Century Education by Valerie Greenhill and Ken Kay.  The ask us to consider two important questions as we work.

“How is your district/school preparing its children for the demands of the 21st century?”

“Have you adopted a 21st century model of education? If not, do you need to?”

These two authors continue the urging of other educational thinkers to strongly bear mind the ‘4Cs’.  Collaboration, communication, creativity, and critical thinking.  So we will. With support, professional learning, and time. Our job is to prepare our kids for their tomorrow, not our past.

A final thought.  Can we do this?  Yes.  “We have the chance to transform the course of our lives. Doing so will mean discovering the heroism of the incremental.” –Atul Gawande

Fife Forward.