Tag Archives: PD for Paradigm Shift

Does Technology Improve Learning – No! A Keynote

I recently had the honor of keynoting at the Illinois Computing Educators (ICE) conference.

My message was that technology alone will not improve learning; only teachers improve learning. But technology can be wonderful tool for teachers and for students under the guidance of teachers.

Watch the keynote here. And related resources are down below.

 

If we want to leverage technology well for learning, then these are the components we should attention to:

  • Focus on Learning
  • Deliberate, Shared Leadership
  • Community Engagement
  • How You REALLY Protect Stuff
  • Support the Heck Out of Folks

Resources

Technology:

Learning:

Leadership:

Community Engagement:

Supporting Educators (Professional Development):

 

What Can Scouting Teach Us About Proficiency-Based Learning

Scouting does pretty good work with curriculum.

I think our Customized Learning work (both for kids and the professional learning for educators) shares many characteristics with theirs: learning is customized; individuals progress at their own pace; they progress by demonstrating proficiency; learners have lots of voice and choice simultaneously with clear guidelines and expectations; learning is chunked into modules, instead of large all-encompassing courses; proficiency requires a mix of knowing and doing and applying/creating; responsibility for the teaching & learning is distributed; etc.

Auburn has a Distributed PD System Design project going on right now. They (we) just posted two activities that might help others think about curriculum organization and managing learning in a proficiency-based system:

 

Is Our Phases of iPad Integration Ready?

(Note: Cross posted to the Distribute PD Project)

Last August, one of our Auburn-and-friends work groups developed a draft Phases of Tech integration.

Draft Phases of iPad Integration

We wanted to think about developing teachers’ skills at leveraging iPads for teaching and learning beyond just googling topics and word processing. Beyond just projecting material. Beyond just thinking about getting good at various tools. Beyond just using apps connected to the curriculum.

We wanted to think about technology as a tool to help us customize learning. We wanted to focus more on pedagogical goals than technological goals. And we wanted to think about where technology could take us that we couldn’t easily go without technology.

So we set up our professional learning continuum, our phases of implementing technology integration, to be similar to our Phases of Implementing Customized Learning, and how such a structure helps support plementation and teachers. (Driver 1)

And we based it on our current thinking about powerful uses of technology for learning. (Driver 2)

And we tried to think about how the SAMR Model might inform our work. (Driver 3)

Now, we don’t believe any of our work is permanent. We know that as we get better at what we do, we’ll figure out how to improve our models. After we use this Phases of Technology document for a while, it will be ready for a revision.

But right now, we’re wondering if our draft is developed enough to be the one we live with for 12-18 months before we revise it again…

So, as you look at our draft,

  • Does the document adequately reflect our three drivers?
  • Does the sequence of the phases seem right? Does the progression make sense?
  • Does each phase seem to have the right elements for demonstrating mastery and moving on to the next phase? Does it adequately outline advancement (recognizing there will be plenty of support documents)?
  • Is anything missing? What should be added?
  • What needs to be edited or revised?
  • How do we make it better before living with it for a while?

We don’t need “perfect.” We’ll learn a lot by living with the model for a while. But we want to kick the tires on this version a little, and insure it is “good enough” to live with for a while.

So, what do you think?

 

Starting to Design a Distributed PD System

A while back, I described our need for a distributed system of professional development (as part of our comprehensive plan to support professional learning, including: workshops and trainings; coaching and formative feedback; educator lesson invention and tryouts; and opportunities for educators to get together to share successes and trouble shoot challenges).

So, we've put together a work group to start designing. We will focus first on building a system that will support educators learning to better integrate iPads into teaching and learning. Frankly, we could use the same kind of distributed PD system for our Customized Learning work, as well, but we'll work out the bugs on our iPad work first.

We have 1to1 iPads in K-2 and 7-12, and various clusters of iPads in between. Our work group has K-12 representation. But we know others are interested in this work and we often partner with folks from other districts, and several are participating in the workgroup. We love it when others come to play with us!

Distributed PD Website

And, if you're interested, there is an opportunity for you to lurk, or even participate.

We have created a Distributed PD website to help organize our work. We have pages for each key component of the design work and the Updates & Activities is our blog where we'll regularly publish (yes) activities and updates.

So if you want to lurk, check back at the site periodically to see what we've been up to (and I'll occasionally cross post or post updates to this blog, too).

If you want to participate, you can leverage the comments section of any of our posts or pages.

And if you're REALLY interested in rolling up your selves and being part of the work group, shoot me an email.

 

The Evolving Face of Professional Development

Clearly, we've been thinking a lot lately about professional development.

Not only are we recognizing that we just don't have enough opportunities to do traditional “everyone in the same room” professional development, but we have started thinking differently about the purpose of workshops and other whole-group PD.

Until recently, I used to think of whole-group PD as the end. Teachers attend the PD session and they would leave being proficient at the skill taught in the session, ready and able to implement it well in their classroom.

That might be the case with some topics and some kinds of training, but not with the paradigm-shifting work we've been doing lately around Customized Learning, including teaching with iPads. This is definitely Second Order Change; we're doing something significantly or fundamentally different from what we have done before.

Now, I think of whole-group PD as just the beginning, an opportunity to introduce a group to a new idea and get them all “on the same page” before they begin working in their own classrooms at learning how to implement the skill well.

And that idea, the idea that these new skills are complex and need practice and that teachers need to be supported throughout their work to get good at them, has us thinking about workshops as just one small piece of professional development.

For us, professional development for our teachers needs to include some fluid combination of these components:

  • “Same Page” Trainings – These are introductory workshops, getting teachers on the same page about a new set of skills or strategies they will be working to implement.
  • Teachers Inventing – There is much to this new system that needs to be designed or invented (or at least adapted for our schools). The work teachers do to design, invent, prototype, refine, perfect, and share these systems and strategies is valuable professional learning for all of us.
  • Model & Examples – Classroom visits, videos, photos, and articles, etc., to help teachers answer the question, “But what does this look like in action?”
  • Mini-Lessons – As with teaching in the classroom, these are short, topic-specific, timely lessons, usually offered in response to an emerging need.
  • On-Demand Videos & Resources – Instead of having to wait for a workshop, or for the Tech Integrator or Instructional Coach to visit her classroom, these how-to articles, lessons, short courses, and videos are available to a teacher as she needs them.
  • Classroom Try-Outs – Play-Debrief-Replay – The chance to try a skill in the classroom, reflect on how it went and how it could be done better, and then try it out again with the improvements.
  • Coaching – a Technology Integrator, Instructional Coach, administrator, or peer who models lessons or strategies, co-designs or plans with the teacher, observes, and/or provides formative feedback to support the teacher's professional growth.
  • Focused Study Groups – Teachers select topics of interest, then work collaboratively with other teachers with the same topic on an inquiry project. Often includes creating a product that can be shared with and used by other teachers to learn about the topic.
  • PLC's, PLN's, & the Human Network – A Professional Learning Community or Professional Learning Network is the group of educators a teacher has access to in order to share experiences, ideas, and resources, as well as to ask questions and seek support. A teacher's PLN usually extends well beyond her school or district via the blogs and social networks the teacher builds and follows.

Of course, now we have to figure out how to do all of these well…

The Need for a Quality, Distributed Professional Development System

Maybe you're experiencing something similar…

We really noticed it last year when we introduced iPads to first grade.

We now had double the classrooms with iPads (having introduced iPads to kindergarten the year before), but still only one Elementary Tech Integrator, had access to half as many early release Wedensdays as the year before, and had a new K-12, district-wide initiative (Customized Learning) drawing on our PD and support resources, support people, and time…

One of our team did help us implement a Workshop Model/Study Group Model approach where teachers chose topics of interest and collaborated in study groups to learn about the topic and create a video or other product to teach others what they learned. It was well implemented, yielded nice results, got good reviews in teacher follow up surveys, but still proved insufficient for meeting our training and support needs.

It was made clear again last week as we worked on planning our workshop day for the Wedensday before Thanksgiving. Teachers requested so many topics (related to both iPads and Customized Learning) and we only have a couple hours in the afternoon. We can't even afford the time to bring all the 2nd grade teachers into the same room to make sure they know how to properly download their apps (a combination training and technical difficulty we've been having lately), or the growing list of other challenges/needs we're struggling to address. And when I talked with the Tech Director about the breakout sessions he would lead, he (justifiably) responded, “Only 45 minutes per session? That's hardly enough time to get started.”

And, frankly, we face the same issue with middle school and high school where we switched from 1to1 laptops to 1to1 iPads, and they're finding the work flows are different, and we probably have to revisit integrating technology in engaging ways before students get too far down the path of using them as “weapons of mass distraction.” (Hat tip to Tom March for coining the term.)

Our philosophy is that if you are asking teachers to do things that they have never experienced themselves as students (like leveraging technology for learning), we have the moral obligation to support the heck out of them.

The question quickly becomes, if we don't have enough tech integrators to go around, and we have hardly any “everyone in the same room” professional development time available to us, and a growing list of challenges and things we're noticing our teachers don't know how to do (because we haven't taught them), how the heck do we support the heck out of them…?

So, we will be working this year on building a quality, distributed professional development system. Our idea is to build a system where teachers can get the support they need pretty much when they need it, developed and maintained by a large group of contributors, so it doesn't all fall on the shoulders of a few. We have some ideas on how to make this happen, but it's a little too early to share them (You know we will, when they're ready!).

Here's what we're pretty sure the system will need to include:

  • A professional learning curriculum & continuum – What are the (clearly articulated) knowledge and skills we want our educators to become proficient in and what scopes and sequences make sense?
  • A system for collecting and sharing examples, models, and exemplars – The system would include artifacts such as photos, articles, and videos, to help educators answer the question “But what does this piece look like in action?”
  • Learning modules built around that professional curriculum – The learning needs to be “chunked” into manageable pieces.
  • Multiple approaches to deliver those modules – Workshops, articles, videos, iTunesU courses, iBooks, etc. What ever systems we use, they should allow us to easily update the resources and push the updates to our teachers using them (things do change and evolve quickly in this business).
  • A system to “certify” teachers – The system certifies what teachers become proficient at as they move through their professional learning and keeps track of their “certifications.”
  • A system for soliciting educators to help us build and deliver the PD system – We need a team of teachers and other school leaders, both within and without our school district, to be valued contributors. We need people to help us build the professional learning continuum, the modules and related resources, and to certify teachers as they develop proficiency in the professional learning. The work needs to be developed by or borrowed from multiple people, not just the tech team.

We find it all a little scary. It does mean giving up some control. We have to trust others to help us do this work. If it is a piece that the tech integrators, the Tech Director, or I feel strongly about, then clearly we need to be part of the team that develops that piece. Otherwise, we need to trust the teachers who develop it. We can certainly review drafts of their work and offer feedback, but frankly there aren't enough of us to go around, and there is more work to do than we can actually do by ourselves.

Have any of you done some of this work? What have you tried? How'd it go? What worked and what didn't so well? What's your advice to us?

And so this chapter of our journey begins…

 

How the Phases Help Support Implementation and Teachers

The Phases of Implementation are actually a tool to leverage in support of teachers and the school's or district's implementation of Customized Learning. The components of Customized Learning are certainly not new to schools, but successfully implementing CL depends on raising the level of level of implementation and the consistency of implementation across the school and school year so they don't simply occur in certain classrooms or during certain units. But learning to implement all those moving parts, in a sequence that actually works, can seem daunting! The Phases take a complex initiative (Customized Learning) and break it into manageable chunks, supporting implementation (and teachers!) in several ways.

The Phases Help Leaders Articulate Where the Staff and School are in Their Implementation
The notion of phases is helpful to leadership because they can classify their educators by the phase each is in. Not only can teachers be identified as being in a specific phase, but so can teams (grade levels, interdisciplinary teams, departments, etc.), schools, and districts based on the phase of the majority of their teachers. This helps with articulating to the district, parents, and community where you are on your journey toward implementing Customized Learning, and reminds everyone that this work will not be completed over night (our district has a 5-year plan for implementation!), and helps everyone manage expectations about what should be happening in our schools at this point in the implementation.

Keep in mind that teachers within a school will be at different phases. Districts in the Maine Cohort for Customized Learning have had success with having early adopters pilot a phase ahead of the rest of the staff, and even when the majority of staff in a school are ready to move to the next phase, there will be new staff needing initial training, or staff who are progressing at a different pace than their colleagues.

The Phases Help Teachers Focus Their Professional Learning and Implementation
The phases help educators know the “curriculum” of implementing Customized Learning, where they are in the scope and sequence of that curriculum, and what goals and next steps they might need for progressing to the next level. The goal of any phase is to develop proficiency in the skills related to that phase. This will lead to a strategic progression of more and more skill at creating a personalized learning environment for students, where we expect students to have an improved sense of having their learning needs met, resulting in increased competence, engagement, and academic success.

It is always okay for teachers to dabble, try out, and explore features of a phase or two ahead of where they are, but only within the context of informal learning (“dabbling”). Educators' primary responsibility is getting good at the skills of their current phase.

“Plan, Do, Check, and Adjust” is a crucial component of implementation at each phase, insuring that reflection, continuous improvement, collaborative problem-solving, supporting colleagues, and sharing ideas are hallmarks of the teachers' work.

The Phases Help Leaders Plan for Professional Development
Leadership can more easily plan for training, support, coaching, and professional development because of the Phases : (a) leaders can articulate where their staff are in their professional learning progression; (b) the kinds of resources, training, and coaching needed differs by phase; and (c) how much of that support is needed depends on how many staff are in each phase. Similar to how students will move through the curriculum via Customized Learning, teachers demonstrate mastery of components in one phase before moving on to the next phase.

The first three phases each begin with educators participating in specific training designed to kick off that phase by orienting them to the key components and the work that awaits them (I have come to think of them as “same page” trainings since they are intended to get everyone on the same page.). Other trainings (offered as teachers need them, see below) help teaching staff become more familiar with the curriculum organization, the complex reasoning and life-long habits of mind curriculum strands, various instructional strategies, learning progress management, student motivation, etc.

In fact, from the Classroom Culture phase on, we do not automatically provide teachers the “next” trainings and professional development until they have demostrated some proficiency with the skills, tools, and concepts of the phase they are currenty in. They must get good at the current phase before moving on.

The Phases Help Leaders Focus Positive Pressure and Support
Level of implementation matters, and leaders increase level of implementation through Positive Pressure and Support. Positive Pressure and Support has three pieces: Expectations, Supervision, and Support. We have just discussed support, but the Phases help focus Positive Pressure and Support, as well, by making clear the expectations (getting good a skills in the phase you're teachers are in), and by clarifying what to look for in classrooms when supervising and supporting (those same skills of the current phase).

Even if the Phases help provide clarity, leaders still need training and support themselves so they know the phases and what each phase's skills look like. For example, are teachers in the Classroom Culture Phase actually working within their phase toward getting feedback from students, or are they jumping ahead? Have teachers simply posted some of the tools (such as a Parking Lot) or are they actually providing students with opportunities and guidance on providing feedback using a Parking Lot. Is the absence of a Parking Lot a sign that a teacher isn't focused on Student Voice and Choice, or is the teacher simply using other strategies?

 

This approach to scaling the reform is successful specifically because, at any given moment, the work is personalized to the immediate needs of the teacher, team, school, or district. Team level, school level, district level, and consortium level. Shared leadership teams (a) determine where their educators and communities are in the process of implementing customized learning (using the phases as a guide), (b) design individualized implementation plans and interventions for their group, and (c) provide positive pressure and support for moving to the next level.

 

How Does Auburn Select Apps?

Ever since we started Advantage 2014, our primary grades literacy and math initiative that includes 1to1 iPads in Kindergarten and 1st Grade, we’ve had educators and parents ask us what apps we’re using. (We have an apps page on our web site with 2 links, one to just our list of “district recommended” apps and one with the correlation of those apps to our curriculum – at least for one academic area…)

But occasionally, I’ll be asked how we select our apps.

For the most part, teachers guide our selection.

Teachers are free to use what ever apps they would like (especially free ones), but they are responsible for organizing their app library and syncing the devices in their classroom. This, by itself, eventually leads to teachers being more selective about which (and how many) apps they use! (One kindergarten teacher spent a couple weeks taking home a few iPads each night to spend the evening deleting the couple hundred apps she no longer wanted on the iPads!). 🙂

In general, we made “educational resource selection” part of our professional development. We didn’t want app selection to be some centralized function, and we wanted teachers to get good (and deliberate) about how they selected the resources they used with their students (which never happens if “someone else” is responsible for deciding which resources are ok for teachers to use). In a post about our professional development, I referred to our it as using a Constructivist approach:

As we thought about designing PD for our teachers, we didn’t want to just hand teachers information or resources; for example, we didn’t just want to hand them “approved” apps. We wanted teachers to have an intimate understanding of various components of the initiative they were on the front lines of implementing, including app (educational resource) selection. We decided to take a constructivist approach. For example, we had our teachers start by simply exploring apps. They had a limited budget for apps, but could also download as many free apps as they wanted. Then teachers made recommendations for apps that they thought would be the “core collection” of apps, those apps the district would purchase for every classroom. We would give teachers two similar apps and ask, “which one’s better?” to get them thinking about criteria for app selection; this eventually was developed into a rubric. Finally, we correlated apps to our kindergarten curriculum. The constructivist approach insures a deeper understanding based on their own experience.

We decided we didn’t like the term “district approved” apps, and now refer to them as “district recommended” apps.

Also, with teacher input, we revised our app selection rubric a couple times. Then we came across Tony Vincent’s work with iPads and his fabulous resources. We now use his rubric, since we think it captures our thinking about app selection better than we did. (Here are some other recommendations by Tony Vincent on how to evaluate/select apps.) Now, when a teacher requests that an app be installed on all the classroom iPads, we start by asking how it faired against Tony Vincent’s rubric.

In all cases, we tried to focus app selection (and teacher practice with iPads) on our goals for the program. From our PD post:

Content of Professional Development – All of our PD and training has focused on a couple of topics. We wanted to expand our teachers’ skill at applying literacy best practice, and to insure that our teachers and specialists working with kindergarten students had the capacity to select and apply appropriate apps directly toward student academic needs, as well as how to manage the iPads and work within the unique demands of this initiative.

Through our professional development, we also worked with teachers to create expectations for iPad use in the classrooms (which further helped us with app selection):

iPad Use – Minimum Requirements

  • iPads are used daily during centers.
  • iPads are used daily during whole group and/or small group instruction.
  • iPads are used as an intervention tool with below benchmark students.
  • iPad apps reviewed by the district are used.

This year, recognizing that we need to address both instruction for low-level thinking and higher-level thinking, we have some teachers exploring “Using iPads for Projects, Problem-Solving, and Creating.” So even with new explorations, we are working to link app selection to the best practices.

I haven’t really talked about how we pay for apps (mostly district volume purchase program vouchers, and iTunes cards purchased by various groups), and I recognize that budget does have an impact on app selection, and when a district purchase is involved, we involve the Tech Director in the decision (or the Special Ed Director, if it is a Special Education related purchase). But as much as possible, we try to give the teachers the lion’s share of the say in what apps we get. Leadership’s job isn’t to tell them which apps are ok to use or what best practice is, but rather to support their individual and collaborative work toward becoming their own experts in best practice and educational resource selection.

Modeling of Customized Learning (Paradigm Shifting)

Although teachers can often apply familiar best practices to unfamiliar contexts, the integration of Customized Learning is often a paradigm shift for teachers, involving practices they are not familiar with. Rarely have teachers experienced Customized Learning themselves, and, collectively, Maine Cohort for Customized Learning districts are early enough in their implementation that many teachers have still received very little training.

Educators who effectively help teachers shift paradigms recognize that it requires more than sharing information and formal workshops.

Schema theory sheds the best light on how to structure professional development for large-scale change: provide models and experiences. Or as some school change experts say, “Teachers can’t do what they haven’t experienced.” Teachers are more often stumped with implementing an initiative by that lack of knowing what it looks like, feels like, tastes like – that not having a mental model of what it is like in action – than by any lack of technical information.

We are using a couple approaches to provide modeling to let teachers experience Customized Learning:

Visiting Classrooms: When teachers don’t have a lot of experience with an innovation, one way to get them that experience is by having them visit other teachers who are successfully doing similar work. Cohort districts are working to make sure that other teachers can come to visit classrooms so they can begin to expand their experience (although school leaders are trying to be careful how they schedule and manage such visits as not to distract too much from the learning that is supposed to be their first order of business!).

Vicarious Classroom Visits: Getting out to other classrooms, especially those in other districts, isn't always practical. Alternately, teachers can visit classrooms vicariously through videos or stories. Teachers can set up a Skype (or some other video conference) during their class so other teachers can see what is happening. Various videos are online. And teachers can read articles about Customized Learning classrooms – but not descriptive articles, so much as those that tell the story and paint a picture for the reader (remember, this is not about information, it is about experience).

Connecting with other Educators: A different approach to helping teachers and program leaders build models is to provide them opportunities to communicate with educators who are doing similar work. Networking is a powerful way for teachers to develop their own practice while helping colleagues (often in different states or countries!) to develop theirs. School leaders encourage teachers to consider tweeting or blogging about their experiences, since it can help build a diverse professional learning network for the teachers who do (although few teachers have taken on these options to date – Cohort teachers seem more eager to connect with teachers in more traditional ways: on the phone or via email).

These strategies are not limited to Customized Learning. These are Professional Development for Paradigm Shift strategies that schools can apply to any large-scale school change, any change that most teachers have not yet experienced themselves.

Leveraging Learning: iPads in Primary Grades – Registration Opens Thursday!

Last November, Auburn successfully hosted their first Leveraging Learning Institute, focused on iPads in primary grades. We will be hosting the Institute again November 14-16, 2012. Sessions will appeal to those just starting and veteran implementers, as well as, those new to our conference and those who attended last year!

We expect the Institute to fill quickly, so please know that registration opens Thursday, 8/23 at noon (Eastern time).

Come gain insights into:

  • How to design and implement an iPad initiative to customize learning for students
  • Structuring professional development for continuous improvement
  • iPads for formative assessment, and special education, and as a creativity tool, and more!
  • Which apps should you use?
  • Leveraging data and supporting your initiative with thoughtful research
  • iPad and iOS management, and large-scale tech implementation
  • Managing apps and iPads in the classroom
  • and more!

Classroom visits will be available as optional pre- and post-conference sessions under separate registration (which also opens Thursday at noon!).

“The quality of this conference was extremely high. …the information was both pertinent and useable immediately.” Kevin Howe – Board Member – Lakeside Union School District – Lakeside, CA – LL2011 Attendee

We look forward to seeing you in November!