Remixing Future Ready School Culture

I am no longer impressed by a 1:1 device deployment. Just as much as I am no longer enamored with Apple commercials for the iPod. It’s easy for schools to get caught in an innovative lull or a financial one. Aside from mobile devices and new infrastructure models, schools can still innovate and move their programs forward without the devices.

As I have said since I was first involved with one of the first large scale iPad 1:1 rollouts four years ago, the focus should be on shifting culture, not devices. One of the primary reasons for this statement is that I know for certain that the iPad will come and go in classrooms just as its many predecessors have. Whether its the dry erase board, smartboard, or laptop, the technology we deem necessary and purposeful for today’s student will soon be gone.

Therefore, it is wise for schools to work on the fundamentals of building a strong school culture around shifts in professional learning paradigms, curriculum building and assessment, and non-technological approaches to designing dynamic instruction. These pieces will similarly change and should always evolve, but the district or school mindset must be in the right place in order to prepare for an ever-changing future.

Without even considering devices a school, through focused and collective leadership, can begin to develop a culture around shifts in professional learning, content creation, and instructional design. Additionally, one constant in schools is learning goals and objectives. Setting attainable, measurable, and adaptable learning goals early will help with instructional design and any type of technology integration. What’s more, technology hardware is nothing without dynamic, malleable content design. This is not to say that devices, or teachers for that matter, are simply carriers of content, but rather, they are the facilitators of inquiry, exploration, and discovery.

The next constant is a consistent, open, and democratic model for professional learning that allows time for conversation, sharing, reflection, and demonstration. Professional learning should be driven by the voices of all educators involved and focus on a district theme or initiative. The focus of professional learning should never hinge directly on hardware and applications, rather it should focus on how those pieces can be layered into the learning sandwich that happens each day in the classroom. I imagine we are now both hungry for a learning sandwich. But, I digress. This is not to say that technology focused professional learning opportunities are unnecessary but, they should not be the ultimate goal. Let’s be honest, it has become increasingly important for educators and administrators to learn new and emerging technologies to facilitate learning. The problem I see is an over saturation of these types of professional learning opportunities. Additionally, I too often see technology hardware and applications be the sole focus of a school’s initiative or conference’s theme.

Finally, the instructional design and content design are equally important when you’re learning at the intersection of instruction and technology. I have written several pieces on this specific subject and can be referenced in early posts. However, along with developing curriculum scope and sequence and new paradigms for professional learning opportunities, instructional design is very important. The key in designing effective instruction with technology is to lead with your goals in mind, rethink your role in the classroom (facilitator of learning), and making sure you use technology that is meaningful and will challenge or provoke students’ thinking.

School leaders must establish a culture of trust throughout their respective school or district. This happens with transparency and a conversation amongst all stakeholders in the school system regularly. I don’t like to consider myself an administrator (director of technology) in my district, but rather a resource. I work with building administration regularly to get an understanding of how I can serve each school better. We also conduct monthly EdTech PLCs at each school building that first focuses on creating a vision for learning with technology as well as action items and evaluative pieces for that vision.

If you want to be “Future Ready”, then we need to first focus on shifting the culture of our school, and then, develop a strategy for updating and sustaining infrastructure, finding devices that meet the learning needs and goals of all students and teachers, and providing opportunities for all stakeholders to regularly discuss, share, and evaluate the school’s vision.

Instructional Design and Technology

Roughly ten years ago I had the opportunity to teach in a classroom that received a grant titled “Classrooms for the future”. The problem was, despite added pieces of hardware and software to my classroom, this was not the future. Nor would this be the classroom that students ten years later would experience. The same can be said of the classroom of 2015. I assure you this will not be the classroom that students in 2025 experience. This is why we should not get caught up with hardware and app smashing in our respective classrooms. This is not to say that apps cannot do great things, but ultimately, apps and hardware should never drive instruction.

Instructional design with technology has never been more important in today’s classrooms. Additionally, professional learning models have never been more critical for utilizing educators’ time to help nurture evolving instructional design paradigms. The two run parallel because educators need the time to share learning experiences and develop and share new ideas on how to best integrate digital tools and applications. Below are some ideas for both school leaders and instructional leaders to help teachers design dynamic classrooms that lead with learning rather devices or applications.

Remix and rethink professional learning models

The best professional development models lead with the voices of educators. More often than not, teachers simply want time to discuss topics and vet ideas with each other. This is always evident to me when I attend an EdCamp on a Saturday and see the way ideas culminate and flourish when there is both time and space available for connecting and sharing. Educators have an innate desire to learn and grow professionally. Unfortunately, professional development models get in the way sometimes. The key in professional learning is to develop a time for this to happen, encourage collaborative learning models, and give educators time to have conversations and share ideas in both small and large group settings.

Develop and sustain community

We are living in a post “Bring in the big consultant who doesn’t work in a school” to deliver professional development world. Rather, schools can learn from each other and engage in professional learning communities or PLCs that connect regularly throughout the year in order to focus on a shared vision or reach a common goal. What’s more, districts and schools have the tools and media to collaborate with each other. Districts or schools should never live in isolation and feel that just because they are deemed “innovative” or “progressive” that they are. Or, that they are sustaining those identities. Schools should consistently collaborate and seek out learning experiences and conversations with as many schools and districts as possible.

At Grafton, we have set up technology PLCs in each building. I meet with them regularly and we focus on meeting our goals each meeting, but also discuss action steps and any shortcomings we encountered. As an administrator, this is valuable time for me to engage with colleagues and understand what everyone needs. Additionally, it gives me insight into classrooms that I might not be able to connect with regularly.

Devices and apps come second

In the connected or 1:1 classroom, educators need to temper the idea of racing toward apps and specific devices. As I mentioned in the opening paragraph, eventually iPads and chromebooks will be passe and new devices and applications will emerge. This is not to say what we’re doing now with technology is a “fad”; rather it’s the world in which our students will enter. Therefore, it is every school’s responsibility to provide relevant and purposeful technology in order to challenge students daily.

Instructional Design process

This is where it all comes together. Let’s take a writing strand from the common core state standards.


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Before I even consider a device or application I consider the skill set I want to develop and how I want students to not only understand this concept, but apply it. But not just apply it via pen and paper (not to say this is a bad way) but apply it in an arena in which they are familiar. So, here is my technology integration process…

  1. Skill Set or learning goal: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  2. Introduce students to Twitter and the constraints and parameters by which Twitter was founded: A micro-blogging forum that limits all users to 140 characters.
  3. Ensure that all students have an account for Twitter and understand the privacy settings. (Those who don’t wish to create an account, can do this via a Google doc or easel paper taped to the board)
  4. Develop a hashtag for the class #MarcinekELA4
  5. Have students produce clear and coherent sentences that use heightened vocabulary and express clear, concise thoughts.
  6. Post them to Twitter or have students write them on the analog Twitter wall with markers and easel paper.

Where you take the lesson from there is up to you. This could lead students’ sentences into constructing an introduction paragraph, or potentially a blog post.

The point in all of this is that educators need professional learning or development time to share ideas like the one above and have conversations around how they are integrating and synthesizing technology into their respective lessons. Schools don’t need overpriced consultants (who are not practitioners or involved with a school in anyway) in order to teach effectively with technology. Nor do they need 30 apps for teaching History. What educators need more than anything is time to connect, design, and share ideas around instructional design with technology.

EdCamp Grafton

EdCamp is the best thing to happen to professional learning since the spoken word. Period. Yesterday, March 21, 2015, this was evident at Grafton High School in Grafton, MA. EdCamp Grafton opened their doors at 8:00 am Saturday morning and by 8:30, our commons area was bustling with conversation. Educators from all over the New England area came together on a Saturday morning to attend a conference with no schedule, no keynote speaker, no session descriptions, and no vendor tables filled with schwag. By the time attendees gathered in the Grafton high auditorium, we had checked in over 200 educators. Oh, and on this second day of Spring, it had snowed lightly all through the evening and into the morning. Just in case you needed anymore evidence for the powerful impact of the EdCamp movement.

We kicked off the event with an introduction and welcome by Cyndy Engvall. She shared her appreciation and thanks for everyone sitting in front of her as well as her appreciation for all the EdCamp Grafton organizers. After she handed me the microphone, I asked how many in attendance were first time EdCampers. Nearly every hand in the audience went up. I briefly explained the EdCamp format and how we were going to build the schedule. I also explained that if you find yourself in a session that isn’t working for you, or you find yourself unable to choose between sessions that it is ok to move between sessions. I close my time with the mic by thanking all of those in attendance on behalf of their students.

This selfie by Grafton Educators at EdCamp Grafton broke the Internet

This selfie by Grafton Educators at EdCamp Grafton broke the Internet

And this we only the first few hours. I walked away from EdCamp Grafton with several great ideas, quotes, and a variety of stories that I hope to articulate in this piece.

One of the highlights of the day for me, and for many in attendance were the student support throughout the day. Grafton High School had roughly 25 students on hand for the day who also spent numerous hours before the event helping prepare and setup. Students served as ambassadors for Grafton Public Schools and not only welcomed all who attended, but provided tech support throughout the day, presented in a session, and hosted a social media booth that helped educators navigate towards their first Tweet.

We also took our schedule building to a new design unlike past EdCamps. Taking a cue from EdCamp Maine, we decided to scrap the post it notes and go completely digital. We also changed the way we built the schedule and described sessions. We also had a “Help Wanted” board where attendees could

The EdCamp Grafton "Help Wanted" board

The EdCamp Grafton “Help Wanted” board

physically post ideas to a wall that they did not want to present, but wanted to see addressed as a session. To build the schedule we had five EdCamp Organizers posted at high top tables around the auditorium with editing access to our Google sheet schedule. Attendees who wanted to present moved around to these tables and relayed their session ideas. As this was happening, all participants could see the schedule being built on the big screen in front of the auditorium. Additionally, we only built the first two time slots in the morning schedule and then would repeat this process in the afternoon. Once the sessions were created and all the time slots filled, we asked session leaders to briefly describe their session. This helped further articulate what the session would cover and help attendees select the best session for their learning.

Initially, I was both skeptical and nostalgic about making these changes to the traditional EdCamp schedule building, but I have since resigned those feelings after seeing how it impacted the day. Additionally, Alice Barr, an EdCamp Maine organizer and one of the coolest people I know, shed some light on the impetus behind these changes that helped me see the good reasoning behind it. Ultimately, the EdCamp board can be intimidating to some and those who have never experienced an EdCamp. Allowing participants to not only talk to an organizer and not feel they are being publicly displayed helped more new EdCampers jump in and lead a session. Similarly, this new way of building the EdCamp schedule helped attendees bounce an idea off of an EdCamp veteran and feel more comfortable in their decision to lead a session.

I tried to attend as many sessions as possible throughout the day. This was evidenced by the numbers on my pedometer at the end of the day that said I had walked roughly 4 miles during EdCamp Grafton. What I witnessed was a variety of formats: conversations, demonstrations, debates, etc. Additionally, I noticed several themes throughout the day, but the one theme that stood out more than others was “innovation and design in our classrooms”. And, I’m not talking about technology at all. Rather, I’m referring to old educational policies and standards that are in dire need change.


Grafton High Students share their learning experience at EdCamp Grafton

Grafton High Students share their learning experience at EdCamp Grafton

There was a conversation based around the book, Teach like a Pirate. Educators gathered in this session and talked about ways to reinvigorate their passion for teaching and discussed ways to engage students actively in their learning. There was a session on shredding the gradebook that discussed ways to destigmatize grades and shift student drive from pursuit of a letter or number, to owning their learning and being proud of the outcomes. There was a student panel of Grafton High School students that shared how being a student in 1:1 iPad high school is more about engaging in a culture of empathy and kindness for each other rather than any app or device. There was a session about student apathy and disconnectedness from learning. Educators shared strategies for re-engaging students and forging relationships with students that help engage them in their learning. And I could go on for several more paragraphs on all of the amazing discussions that occurred today at EdCamp Grafton.

EdCamp Grafton ended in a slightly different way than the typical “App Smackdown” conclusion. We thanked all who attended, presented and shared throughout the day. Additionally, in place of the App Smackdown we simply asked, “How Will Your Learning Today Change Your Monday?”. Attendees raised their hands and we scurried up to them with microphones. Several participants shared how what they learned today would impact their teaching and their classrooms next week. New ideas blossomed from all around the room and provided everyone with an abridged version of nearly every session held at EdCamp Grafton.

On Saturday, EdCamp Grafton was about educator voice. An EdCamp model is what educators want out of their professional learning. Not just one day of it, but consistent conversations around themes and ideas that help improve their practice and ultimately provide a better learning experience for the students they teach. EdCamp is not about “App Smashing” or technology. EdCamp is not an organized forum for educators to complain about policy. Put simply, EdCamp is an invigorating refresh for educators’ passion. Passion that has always been there, but interrupted by disingenuous educational policy.




Like the spoken word, the EdCamp model will endure and hopefully become the standard paradigm by which districts integrate professional learning. My hope is that we don’t need to attend an EdCamp in the future, rather, it simply becomes the standard professional learning model that every teacher experiences throughout his or her career.

(Re) Focus Technology Implementation

A few years ago I wrote about focus and how it would be the most challenging 21st century skill students (and adults) would need to possess in a world flooded with constant content. While technology has found a place in the classroom and all of our personal lives (except my father’s), we still need to ensure a healthy balance of screen time for both ourselves as professionals, and transfer that model to our students. It’s never been more important.

I make an attempt every Sunday morning to disconnect from all devices. I turn my phone off, shutdown my laptop screen, and turn off my iPad. Don’t allow for any alerts to enter these moments, simply shut it off. Not to be confused with Taylor Swift. When I engage in this exercise I get an odd feeling. I feel as though these connected devices are silently calling my name and that I am missing out on a great tweet or a great resource. My levels of dopamine are falling and suddenly Sherry Turkle’s philosophy of being connected but alone begins to surface.

However, when I focus on the Sunday New York Times, followed by a book, I tend to feel full after. This is not a new concept, but juxtaposed with how I feel after flipping through FlipBoard, a variety of Twitter streams, texting, emailing, etc. all within the same moment, it’s vastly different. I feel exhausted and unsure of what just happened. It’s like a blur of small amounts of information. I didn’t retain anything and I don’t feel full, I feel exhausted and mildly accomplished.

The moments I’ve illustrated above can be seen in the hallways of our schools. Students today have access to more information than at any other time in history. They also have a plethora of outlets, avenues, and channels to engage with at any given time of the day. And, while some may argue that the connected student is a good thing, I would argue that it is not. Not entirely. A connected student or connected educator is not about how many digital worlds you subscribe to, but rather, your level of engagement with them and how they can make us better at what we do. Similarly, we need to help students manage their digital lives while encouraging them to focus on what they’re passionate about in school. And, have them share those passions through a blog or possibly Twitter.

Studies on brain development under the duress of multitasking and engaging in a variety of tasks at once, have shown that those activities don’t make us smarter or more efficient, they make us tired and weary–and they impact brain development. What’s more, it affects our short term memory and causes us to forget meetings, dinner plans, our children at soccer practice. This is what we’re missing; the simple, important moments in our lives. This idea should give us pause when thinking about the rate and amount of technology we allow our students access to while engaged in the learning process.

Over the past few years it has been my job to bring technology into the classroom in order to engage students and provide efficient workflows for students and teachers. Additionally, I viewed technology devices as a way for students to engage in challenge-based learning simulations and have access and opportunities to rich, dynamic content while engaged in these inquiry driven activities. When I visit classrooms I don’t look for devices or apps, but simply learning. I look for conversations, collaborative practice, and questioning. And this is not to say that technology should be left out, either. Rather, my assertion lies within an educator’s ability to balance screen time when students are engaged in the learning process.

I get upset when I attend conferences or hear about consultant workshops that simply focus on applications and devices. I look at consulting companies and all I see are apps, device-centered learning, and the idea of “app smashing”. It’s not what technology implementation should be, ever. Yes, applications can do some amazing things and lead students to produce an engaging final product, but what about the skill sets being taught? What about the application of that learning beyond the final product?  If a student uses the camera app, Explain Everything, and iMovie to create an end product, am I more impressed with the workflow, or the inquiry that drove the learning? Most educators would say the later.

Ultimately, classroom technology should provide an opportunity for students to expand their learning and share it in an engaging manner. As educators, we must balance the technology in our classrooms and not saturate it with apps and confusing workflows. Rather, focus lessons around a challenge that drive students to think, question, and experiment. Allow the challenge to drive the lesson forward, and provide access to technology that can further engage or highlight what students are learning.


Educon 2.7: A conversation worth attending

Educon was the first education conference I ever attended in 2010. I credit this conference for opening up my connected educator life and rethinking what an educational conference should be and can be: a conversation. Educon is without pretension and has always been a comfortable experience no matter how long you’ve been teaching or how “connected” you think you are. It’s a forum that allows all voices to flourish, be heard, challenged, and engaged.

This year I had the pleasure of leading a conversation with Lyn Hilt on “Reinventing your PLN”. Our conversation was generated by conversations Lyn and I had been having regarding the evolution of digital networks since we both dipped our toes in the stream of these networks. We both noticed a trending pattern of how users engaged in their networks and how quickly one could get lost in the rapid stream of constant content. In short, we felt the tweet below from Bonnie Stewart best articulated our challenge:

bonnie stewartjpg

This was the trend we were seeing in our networks and we wanted to engage in this conversation in order to step back and refocus the lens of our respective networks. We started our session by asking participants to engage in a conversation about why they attended our session and what they hoped to take from it. What we learned was that we had several diverse pockets of participants in digital networks. Some had signed up for a Twitter account, but had not actively engaged in the medium. Some were looking to organize their networks and found it difficult to keep up with daily. And some participants wanted to know how to develop digital networks within their school or district. For Lyn and I, this presented a great structure for the next phase of our session.

We then asked participants to look in the mirror and define who they were in their networks. We divided the room into four categories: Cheerleader, Captain, Counselor, Carpenter. We then explained briefly what each role was and asked participants to connect in the section they saw themselves. We gave participants five minutes to discuss why they selected this section and then share out. This activity further articulated not only how people saw themselves in their respective networks, but further articulated what we hoped to solve in our session today.

For the remainder of the session we had groups discuss the dilemma’s within their networks. As participants discussed these dilemmas, we had them post them to a padlet wall. The group shared out and eventually we looked towards crowdsourcing solutions to these issues. Ultimately, participants walked away with new ideas and insights on how to organize their digital networks, how to engage with them, and how to use them to impact their professional learning. Shortly after our session ended, we received a Tweet from Scott Coleman in reference to our session.


For Lyn and I, this is what we hoped participants would leave saying. Not so much that it was our favorite, but that we could help focus this type of learning and provide a smooth path towards learning and engaging with digital networks. Our session fit right into the conversation model that Educon promotes; however, we wanted to make sure the conversations and connections at Educon could continue beyond this past weekend. We hoped that participants of Educon and our session would leave full of insight and new ideas, but also further engage in conversation using digital networks such as Google+ and Twitter.

I hope that those who attended Educon for the first time this past weekend will continue those conversations and constantly reexamine their networks and how they engage with them. Thank you Chris Lehmann, Diana Laufenberg, and all of the SLA parents and students for continually hosting one of the best conversations in Education. It truly is “the best bake sale in education“.

Community Tech Nights in Grafton

Last evening, Grafton Public Schools hosted its second community tech night of the year. The focus of last evening’s session was around the Google apps for education suite of apps. Over the course of two sessions held, we’ve had 35 parents and community members show up as well as tech directors and specialists from neighboring districts.

The goal behind these events is simple: connect and support our community on the new and emerging technologies and applications that are being used in education and beyond. What we want to do is educate our greater community on the tools and applications students and teachers use daily. Most schools do a great job supporting students and teachers around technology devices and applications, but many times leave out parents.

10440166_311433029058913_1327018262420451992_nI have designed and developed these nights in the last three districts I have worked in. The setup and plan is simple. Initially I scheduled these events for the third Thursday of every month and hold them in the evening from 7:00 – 8:30pm. I setup a Google form so that parents can sign up for the event and I can plan my instruction around a set number. I also ask parents and community members to bring a device if they have one. We also offer devices to those that don’t have one to bring.

Initially I have set the topics around initiatives or updates on devices or applications that both students and teachers are using within our district. I also look to provide sessions around larger topics such as digital citizenship, social apps, and privacy. Once I set the first few sessions up, I will also begin to crowdsource topics for later sessions. I post session updates on our blog and also use our robo-call system to send email reminders to all of the parents in our district. Additionally, I seek out our local newspapers to post an article about these nights as well.

The sessions run pretty smoothly and are designed to be informative, share demonstrations, and to include a hands-on workshop. I primarily lead the sessions and then will have some of our district tech specialists on hand to demo and provide the practitioner’s perspective of how these tools are being used within the schools. We also have had our Grafton High School tech team students on hand to provide support and a student’s perspective on how these tools are used daily.IMG_5672

Ultimately, this is my way of connecting with the parents in our district as well as the Grafton Community. It’s imperative that school districts and school leaders include parents on the conversations around technology, access, and privacy happening within the district. Plus, as a director of technology, it is helpful to glean feedback from parents and how they view the technology initiatives in our district.

I plan on continuing our community tech nights and expanding the opportunities for events early next year. In the course of the last two events I have received requests for more frequent sessions, sessions every week, and even Saturday sessions. In the Spring, Grafton Public Schools will be launching a one day (Date and website to be determined) EdCamp for parents at our high school. Unlike typical edcamps, we will crowdsource our session ideas before hand and have many of our students leading sessions for parents and community members. We will also have teachers and admin sharing their experience with technology in education. Ultimately, we hope to connect and educate our greater school community with the technologies that we employ in education and develop a true community of learners in Grafton.

Our EdCamp Faculty Meeting

Today our high school is having a faculty meeting after school; however, we are remixing the standard faculty meeting and using the Edcampmodel. The design and setup are fairly simple. The one change we made to the Edcamp model was that we used a web-based tool called “Padlet” to replace the standard Edcamp session wall.

Grafton high school assistant principal, Jon Kelly and I planned this PD and wanted to share our experience in planning, follow through, and the outcomes. In short, we created a padlet wall for staff to post their session ideas or questions as well as crafted an email briefly explaining what the Edcamp model is and how our day would function. We gave staff roughly a week to post to the padlet wall and then followed up with a reminder. Currently we have 13 posted sessions.


Below is a sample of the email we shared with staff to start planning the event.

For the professional development day next Monday, we are going to use a more collaborative approach called the EdCamp model.  EdCamps are non-traditional in nature and develop from the interest and needs of those participating.  Instead of one person standing in front of the room talking for an hour, you will be encouraged to have discussions and attend hands-on sessions created by you.

To help us better facilitate the Tech Session we have created a Padlet Wall where topics will be posted. Clicking on this link to the padlet  will allow all participants to sign up to lead a session or a conversation around an instructional practice or a technology tool. Session leaders don’t need to have a formal presentation prepared, but simply share an example or facilitate a conversation. If you did not sign up to lead a session you can simply find a session that appeals to you and visit that room.

At the end of the session, we’ll send out a form to assess the model for PD and ask all to share one takeaway from the day.

At the end of the PD, we will be sharing a Google form with staff to asses their experience as well as share one takeaway from the PD. I highly suggest coordinating a few professional development days or faculty meetings like this. It’s a great way to see what staff is interested in as well as design professional development that is purposeful and provides participants time to work with others on a common subject.

My airport moment

The more I travel and spend time in airports and train stations, the more I realize humanity’s desire to connect. What I noticed while waiting for my ride after my flight were hugs, longing looks, smiles, and tears. I heard future plans being mentioned and, “we’ll see you next summer, same time”. In essence, I witnessed people not wanting to be apart from each other.

I consider my family for a moment. We had the luxury of growing up in the same area code for many years. Grandparents, Aunts, Uncles, and cousins all lived within a few miles of each other. Family reunions were large and loud and always shared many laughs. When I look back through old photo albums it was rare to not see someone in a picture. Plus, we all watched each other grow up or grow old in person rather than online. Our social network happened in real life and on our neighborhood streets.

Unfortunately, the model above has changed dramatically. Kids grow up and eventually move out of the house (not always the case). Some move out of the state or out of the country. In my own personal growth I moved away from my little town of Shamokin, Pennsylvania, went to the University of Miami, FL, traveled abroad for six months in Australia and New Zealand, moved to Philadelphia, PA, and finally find myself in Boston, MA.

Throughout that time I have had to make new friends and insure to keep in touch with old friends. I’ve had to watch children grow up distantly and experience a lot from afar. During most of my travels and moves, social media was in its infancy. I didn’t have Facebook or Twitter in college (we had Friendster my senior year). Today, what’s different is that despite the distance we all have the means and technology to stay connected. And, while there is no technology (yet) that will take the place of the emotion and feeling of being in the physical presence of those with whom you love, we can still experience the moments.

In education, moments happen every day. Students surprise us with amazing work and teachers engage their students with an exciting lesson. Like those moments of the family, the moments in a classroom should be shared as well. I often reflect on my experience with social media and how this technology has not only shaped my career, but given me an opportunity to learn and share with a global community. More than any other industry I know, education has taken to social media forums and leveraged these tools to share moments and make connections. Just a few weeks ago I watched another ISTE conference from afar (one day they’ll accept one of my session proposals). Despite being away from this conference I was able to witness the moments, the resources and the relationships. I saw friends that I have connected with both in person and through social media sharing resources, photos and experiences. I felt that I could be a part of this experience through social media and watched as relationships, that in another time may not have occurred, burgeon.

Social media is not a contest. Nor does it elevate you to some status beyond your job description because of the number of followers you have. At its core, social media are about that basic desire of all humans to connect with each other. In education, social media allow us to share the moments and experiences of our respective classrooms. It allows us to share the positive lessons and those that didn’t quite turn out the way we anticipated. And, it allows conversations to continue beyond a meeting or a conference. It’s not required for every educator to have a Twitter account, but I can assure you it will bring a new perspective to your teaching and learning.
The next time you travel take a moment to look around you. I think you’ll see what I mean.

Once in a lifetime

And you may find yourself living in a shotgun shack
And you may find yourself in another part of the world
And you may find yourself behind the wheel of a large automobile
And you may find yourself in a beautiful house, with a beautiful wife
And you may ask yourself
Well…How did I get here?

I frequently listen to this song by the Talking Heads when I am in the process of making a big decision or simply reflecting on my disposition. Over the past few weeks, this song has found its way into my various playlists during workouts, commutes, and downtime. I’ve had a lot to think about and a lot to be grateful for at my current stage in life. I recently finished my manuscript for Corwin Press and two weeks ago I accepted the position of director of technology at Grafton Public Schools. While I am excited to get started and embrace new challenges that lie ahead, I can’t help but ask, “How did I get here?”

A year ago, I was also listening to “Once in A Lifetime” as I approached a similar career transition. I was in the process of leaving Burlington Public Schools after two exciting years as their instructional technology specialist and would be moving on and up to the director of technology for Groton-Dunstable Regional School District. This decision did not come easy, but ultimately it was the best move for my career. As little as four years ago, I was abruptly let go by a Charter school in Philadelphia, along with our Principal and two other teachers, on what the CEO deemed “A judgement call”. And now I find myself reflecting on that day (July 19, 2010) and how it felt to lose my job so abruptly and without any documented reason, but ultimately how that day provoked me and reenergized my career. Since then, I’ve experienced a wealth of successes and connected with a host of great educators who have challenged and inspired me to be better.  

Over the course of this year at Groton-Dunstable, I tried my best to listen and lead with confidence. I inherited a technology department that was battered and bruised but willing to change and adapt to new ideas and philosophies. As I move on, I leave behind a technology team that is a cohesive unit that is dedicated, driven, and passionate about integrating and supporting education technology. What’s more, I leave behind meaningful relationships that have blossomed over the course of this year.

Leaving this team was a difficult decision. Of all the successes the technology team has had over the course of this year, the one I am most proud of is the way this team came together to do great things. And, to do great things and continue to work tirelessly under the dark cloud of a budget crisis that persisted for most of the school year. Their willingness and constant support provided glimmers of sunshine throughout the district during those stormy days.

In my first year as district leader, I have learned many things. The most important thing I have learned is that a school leader should always be a good listener. He or she should be humble and willing to embrace a collective consensus, but confident to make difficult decisions. A leader must know what it feels like to fail, but equally, understand how to use that failure as a driving force to be better and learn why that failure occurred. A school leader should not seek accolades or awards, but challenge those with whom he or she leads to strive for greatness. I have never won an award for anything I have done in education. The only award I need is seeing the successes of the team I lead and the students and teachers I support.

I got here because of the people around me. An effective leader understands the talents and skills of his or her team and does his or her best to let those talents and skills flourish. Ultimately, the people around me have worked hard to make me look good. I thank the GDRSD tech team and the entire Groton-Dunstable community for giving me a chance to lead their technology team and support teaching and learning with technology.

I’m a failure

CC image via flickr by John Liu
Last week I failed at something. I interviewed for a job and I didn’t get it. Or, in the context of a high stakes, standardized tests, I failed and the only thing I learned was that I wasn’t good at that job and never would be. While my family, friends and colleagues didn’t consider it a fail, I thought of how my situation might parallel students taking a high stakes test. In my situation, I already possess a great job and was simply acting upon a great opportunity that came my way. Additionally, after receiving the news I was able to follow up and keep the conversation lively.

Unfortunately, this is not the case for many of our students. The stress and importance placed upon a test can hinder a student dramatically. What’s more, this annual occurrence places a negative stigma around school and what the experience of learning should be. While the stress and desire to succeed is easily parallel to interviewing for a job, I know I will gladly interview again. For many of our students, this arbitrary measure of skill will attach to their name and live on in their educational portfolio.

As educators we’re constantly striving to prepare our students for the real world, yet we’re not giving them real world challenges in our schools because of the importance of testing and results. Our mission statements state that we will educate and produce good citizens, yet state and federal officials treat our students like another brick in the wall.

Some may see my experience as a failure, but I see it as a learning moment. The interview process was not only an exercise in self reflection, but an experience that has given me new perspective. We need to instill the same insights in our students and provide them with greater challenges than a test. Life is not multiple choice or fill in the blank. It’s composed of new challenges each day both in our personal lives and professional lives. It requires that we constantly adapt and consistently learn as much as we can.

Some of the most beneficial learning moments in my life did not include the moments when everyone on the team got a trophy, but rather, when I didn’t get that trophy. I’ve learned more through my “failures” than through my successes. And each time I grew as a learner. This isn’t to say we should encourage our students to strive for failure, but teach them about humility and that sometimes there’s only one winner. But, despite that loss, students should employ self reflection and use the loss not as an endpoint, but a springboard towards the next success.

Unfortunately, our national curriculum and our state tests don’t allow for this opportunity. State tests are final, and don’t encourage reflection or motivation to learn beyond that particular assessment. What’s more, the challenge is minimal and has limited application in everyday life. While I may have “failed” I know it’s not final and that I will learn from this moment. Wouldn’t it be great if our state tests encouraged the same? This is a call to encourage students to take risks and not fear failure, but embrace the learning that’s associated with it. Our education policy makers at every level owe our students so much more than what we’re offering them.