Tag: culture of learning


I was honored to recently be a guest on John Linney’s outstanding podcast, Edspiration. John shares great ideas and does a fantastic job hosting. He has developed a really interesting format for his shows. I’ve really enjoyed listening to several of his previous podcasts. 





During my interview, we discussed adapting to change, possibility thinking, and leading from where you are, and a few other ideas. I would invite you to listen to the full episode if you get a chance. And be sure to subscribe to the Edspiration podcast in iTunes or through your favorite podcast app. I like to use Stitcher.



Alternatively, you can visit the web home of Edspiration at schoolclimateinstitute.org. Below is a rundown of a few of the key ideas we discussed, and an embedded audio player for your listening convenience.








“The secret to success is leadership, and leadership is about making the lives of your team members better.” -Tony Dungy



1. Education has been trying to improve on a system that has been fundamentally the same for 50+ years. How can we think about completely new ways to think about education?



2. Everyone can lead. We need leaders from every corner of the school. A title doesn’t make you a leader. A willingness to serve others and to take risks are excellent leadership qualities.



3. If the rate of change in school lags too far behind how things are changing in the world, schooling will become increasingly irrelevant.



4. Possibility thinking goes beyond implementing what we already know. We need to dream big and believe there is probably a better way to do most everything.



5. Innovation starts with better thinking. Innovation is spread through leadership.



6. Risk taking is dependent on the level of trust and safety in the school culture.



7. Make learning personal for teachers. How does our professional learning have potential to improve student learning?



8. How are you connecting with other educators? Build your PLN.



9. If your school is going to be successful, it’s because of strong teacher leadership.

Question: How do you lead from where you are? How do you exercise your innovation muscles? Leave a comment below or share on Facebook or Twitter. I want to hear from you!



      

Read More Leading From Where You Are





I’ve been reading The Passage of Power: the Years of Lyndon B Johnson by Robert A. Caro. It’s the fourth book in a series of autobiographies by Caro tracing the life and political career of LBJ. It’s a fascinating read, named one of the 10 best books of 2012 by the New York Times.



In the 1960 Democratic Primary Elections, John F Kennedy utilized television to his incredible advantage. Johnson was hesitant to enter the race, even though he badly wanted the nomination, largely because he feared the possibility of defeat. He wanted it almost too badly, and would not publicly announce as a candidate. His fear of losing and fear of being humiliated in defeat paralyzed him until at the last moment, he declared. But it was too late.



While Johnson had been reluctant to take a risk, Kennedy was developing a highly effective campaign machine. He traveled the nation building support, but even more importantly, he leveraged the power of television to his great advantage. Every chance he got, he was in front of the American public, in their living rooms, connecting with them through their television sets.



Johnson thought television was a waste of time. He thought Kennedy was too flashy and that he lacked substance. Johnson was proud of his accomplishments as leader in the Senate. He blasted Kennedy for his weak record as a senator, noting that JFK had accomplished very little as a lawmaker. Kennedy rarely even showed up for work. He was too busy running a campaign for President. 



Regardless of his Senate record, JFK won the nomination. In a strange twist, he invited LBJ onto his ticket as his vice president. Begrudgingly, Johnson accepted the offer to be Kennedy’s running mate. Kennedy went on to win the election in 1960, beating Republican Richard Nixon.



In the same way Johnson failed to recognize the power of television, too many educators today are not adapting to the digital transformation of the modern age, a revolution even more powerful than television. They are struggling to adapt to these new literacies. They think of social media and other digital tools as optional at best, and at worst they completely reject that these tools have any merit for learners.



Some pay lip service to the idea that technology is important, but they do very little to model the use of digital tools, in their own lives or in their classrooms. They rarely use technology for learning, and when they do it is such a special event that it is more of a gimmick than a way of doing business. They cling to their content as if it must be the most important thing for their students to know, without ever questioning how irrelevant it might be for some.



Do reading, writing, and math skills still matter? Absolutely. Every person should have skills in these traditional literacies, but we can’t stop there. Those skills are just the beginning. Students need to also know how to apply these basic skills in ways that generate value in today’s world. They need to practice these skills in modern applications. Learning digital literacies is not about learning gadgets or gimmicks. It’s about learning how to collaborate, communicate, create, and think in a connected, information-rich world.



So instead of writing that research paper, ask students to create blogs. Incorporate social media into studies of literature and history. Reach out to experts in various fields to demonstrate the power of connections. Examine how modern films, music, and art impact the world of science and social science. Develop a classroom culture that goes beyond memorizing and testing. We need students to develop the skills of makers, designers, and innovators.



If we are slow to respond to how our world is changing, we are doing our students a disservice. We can’t afford to make our own comfort and preferences the priority, now when seismic shifts are happening all around us that demand we change. If we want our students to win at life in a digital world, we have to act as if it’s that important. Our students are counting on us. We have to lead.



If educators fail to adapt to the rapidly changing world, our students will suffer. Someone else will get the job. Someone else will solve the problem. Or even worse, the problem won’t get solved. We will limit the possibilities of our most important resource, our children. simply because we didn’t take a risk, try something new, or continue to be a learner. Like LBJ, if we are slow to adapt, it will result in failure. We all stand to lose.



Question: How are you adapting as an educator and as a learner? What have you done to step out of your comfort zone? I want to hear from you. Leave a comment below or respond on Twitter or Facebook.

      

Read More If We Fail to Adapt, Our Students Lose





I’ve been reading The Passage of Power: the Years of Lyndon B Johnson by Robert A. Caro. It’s the fourth book in a series of autobiographies by Caro tracing the life and political career of LBJ. It’s a fascinating read, named one of the 10 best books of 2012 by the New York Times.



In the 1960 Democratic Primary Elections, John F Kennedy utilized television to his incredible advantage. Johnson was hesitant to enter the race, even though he badly wanted the nomination, largely because he feared the possibility of defeat. He wanted it almost too badly, and would not publicly announce as a candidate. His fear of losing and fear of being humiliated in defeat paralyzed him until at the last moment, he declared. But it was too late.



While Johnson had been reluctant to take a risk, Kennedy was developing a highly effective campaign machine. He traveled the nation building support, but even more importantly, he leveraged the power of television to his great advantage. Every chance he got, he was in front of the American public, in their living rooms, connecting with them through their television sets.



Johnson thought television was a waste of time. He thought Kennedy was too flashy and that he lacked substance. Johnson was proud of his accomplishments as leader in the Senate. He blasted Kennedy for his weak record as a senator, noting that JFK had accomplished very little as a lawmaker. Kennedy rarely even showed up for work. He was too busy running a campaign for President. 



Regardless of his Senate record, JFK won the nomination. In a strange twist, he invited LBJ onto his ticket as his vice president. Begrudgingly, Johnson accepted the offer to be Kennedy’s running mate. Kennedy went on to win the election in 1960, beating Republican Richard Nixon.



In the same way Johnson failed to recognize the power of television, too many educators today are not adapting to the digital transformation of the modern age, a revolution even more powerful than television. They are struggling to adapt to these new literacies. They think of social media and other digital tools as optional at best, and at worst they completely reject that these tools have any merit for learners.



Some pay lip service to the idea that technology is important, but they do very little to model the use of digital tools, in their own lives or in their classrooms. They rarely use technology for learning, and when they do it is such a special event that it is more of a gimmick than a way of doing business. They cling to their content as if it must be the most important thing for their students to know, without ever questioning how irrelevant it might be for some.



Do reading, writing, and math skills still matter? Absolutely. Every person should have skills in these traditional literacies, but we can’t stop there. Those skills are just the beginning. Students need to also know how to apply these basic skills in ways that generate value in today’s world. They need to practice these skills in modern applications. Learning digital literacies is not about learning gadgets or gimmicks. It’s about learning how to collaborate, communicate, create, and think in a connected, information-rich world.



So instead of writing that research paper, ask students to create blogs. Incorporate social media into studies of literature and history. Reach out to experts in various fields to demonstrate the power of connections. Examine how modern films, music, and art impact the world of science and social science. Develop a classroom culture that goes beyond memorizing and testing. We need students to develop the skills of makers, designers, and innovators.



If we are slow to respond to how our world is changing, we are doing our students a disservice. We can’t afford to make our own comfort and preferences the priority, now when seismic shifts are happening all around us that demand we change. If we want our students to win at life in a digital world, we have to act as if it’s that important. Our students are counting on us. We have to lead.



If educators fail to adapt to the rapidly changing world, our students will suffer. Someone else will get the job. Someone else will solve the problem. Or even worse, the problem won’t get solved. We will limit the possibilities of our most important resource, our children. simply because we didn’t take a risk, try something new, or continue to be a learner. Like LBJ, if we are slow to adapt, it will result in failure. We all stand to lose.



Question: How are you adapting as an educator and as a learner? What have you done to step out of your comfort zone? I want to hear from you. Leave a comment below or respond on Twitter or Facebook.

      

Read More If We Fail to Adapt, Our Students Lose

As a principal, I realize the best chance of sustainable, meaningful change only happens in our school with strong teacher leadership. Programs come and go. So do principals. But teachers are consistently in a position to create change and positively impact their classrooms and the entire school. 



We often think of teacher effectiveness as what happens with classroom instruction. And that is one very important part of how teachers lead and exert influence. But there are many other ways teachers can contribute to positive change.








Teacher leadership is not limited to a title or role, such as department head, instructional coach, etc. While it is great to have teachers in formal teacher-leader positions, it’s important to recognize that leadership is more about actions than defined roles and responsibilities. 










Leadership, in essence, is concerned with making the lives of your team members better and doing what is best for them in the long run. Here are 11 ways teacher leadership can drive change in your school.




1. If we want to empower students, we need to empower teachers. Students need greater voice and choice, so do teachers. Teachers are more likely to offer student-driven learning experiences if they have the same opportunities to drive their own experience.


2. Teachers understand the challenges and the opportunities. Too many ideas for education have been imposed from outside sources, sometimes originating from bureaucrats with little knowledge of a classroom. Teacher leaders know first-hand the complexities of learning, and how to develop solutions that work.



3. Teachers influence other teachers. When teachers take risks, it encourages others to take risks too. Change can be difficult, but with support from other teachers, it’s much easier.








4. Solutions developed by teachers are more likely to succeed. Why? Because if we believe in something, we will find a way to make it successful. Whether it is the best idea or not might not even matter. We’ll make it successful because we believe it is the best idea. 



5. The closer the goals are to the classroom the better. We get maximum results when students and teachers are developing goals together. 








6. Teacher leadership builds teamwork, trust, and shared ownership. When teachers lead, it creates greater interdependence. Team members play to their strengths and contribute in ways that make the whole greater than the sum of the parts.



7. Teachers are professionals and deserve to make professional decisions. Too many schools have a culture of permission, where teachers feel they must clear decisions they believe will be best for students. We need a culture of intention, not a culture of permission.



8. Leadership provides opportunities to grow. We cannot effectively explore our talents or potential without opportunities to lead. Using our talents to serve others is leadership. If we hope to create positive change, we have to be willing to grow and have the courage to challenge our own assumptions. We aren’t the school we used to be, but we’re not the school we want to be. 



9. Teacher leaders are culture builders. Nothing is more important in our schools than developing a strong culture. When teachers see themselves as leaders, they recognize how their voices matter to help set the tone for a caring, productive, learning-focused culture. Changing culture isn’t always easy to quantify, but it’s one of the most important things we can do. Every school should strive for a stronger culture.

10. Teacher leaders change lives. I’m constantly amazed at the ways teachers go above and beyond to make a difference in the lives of students and colleagues. Every time I see this type of commitment, I see leadership in action. Change happens in a school one person at a time.



Question: What are ways teacher leaders drive change in your school? I want to hear from you. Leave a comment below or respond on Twitter or Facebook.

      

Read More 10 Ways Teacher Leadership Drives Change

As a principal, I realize the best chance of sustainable, meaningful change only happens in our school with strong teacher leadership. Programs come and go. So do principals. But teachers are consistently in a position to create change and positively impact their classrooms and the entire school. 



We often think of teacher effectiveness as what happens with classroom instruction. And that is one very important part of how teachers lead and exert influence. But there are many other ways teachers can contribute to positive change.








Teacher leadership is not limited to a title or role, such as department head, instructional coach, etc. While it is great to have teachers in formal teacher-leader positions, it’s important to recognize that leadership is more about actions than defined roles and responsibilities. 










Leadership, in essence, is concerned with making the lives of your team members better and doing what is best for them in the long run. Here are 11 ways teacher leadership can drive change in your school.




1. If we want to empower students, we need to empower teachers. Students need greater voice and choice, so do teachers. Teachers are more likely to offer student-driven learning experiences if they have the same opportunities to drive their own experience.


2. Teachers understand the challenges and the opportunities. Too many ideas for education have been imposed from outside sources, sometimes originating from bureaucrats with little knowledge of a classroom. Teacher leaders know first-hand the complexities of learning, and how to develop solutions that work.



3. Teachers influence other teachers. When teachers take risks, it encourages others to take risks too. Change can be difficult, but with support from other teachers, it’s much easier.








4. Solutions developed by teachers are more likely to succeed. Why? Because if we believe in something, we will find a way to make it successful. Whether it is the best idea or not might not even matter. We’ll make it successful because we believe it is the best idea. 



5. The closer the goals are to the classroom the better. We get maximum results when students and teachers are developing goals together. 








6. Teacher leadership builds teamwork, trust, and shared ownership. When teachers lead, it creates greater interdependence. Team members play to their strengths and contribute in ways that make the whole greater than the sum of the parts.



7. Teachers are professionals and deserve to make professional decisions. Too many schools have a culture of permission, where teachers feel they must clear decisions they believe will be best for students. We need a culture of intention, not a culture of permission.



8. Leadership provides opportunities to grow. We cannot effectively explore our talents or potential without opportunities to lead. Using our talents to serve others is leadership. If we hope to create positive change, we have to be willing to grow and have the courage to challenge our own assumptions. We aren’t the school we used to be, but we’re not the school we want to be. 



9. Teacher leaders are culture builders. Nothing is more important in our schools than developing a strong culture. When teachers see themselves as leaders, they recognize how their voices matter to help set the tone for a caring, productive, learning-focused culture. Changing culture isn’t always easy to quantify, but it’s one of the most important things we can do. Every school should strive for a stronger culture.

10. Teacher leaders change lives. I’m constantly amazed at the ways teachers go above and beyond to make a difference in the lives of students and colleagues. Every time I see this type of commitment, I see leadership in action. Change happens in a school one person at a time.



Question: What are ways teacher leaders drive change in your school? I want to hear from you. Leave a comment below or respond on Twitter or Facebook.

      

Read More 10 Ways Teacher Leadership Drives Change

“… and now you’re a wacko like me.” I’m not sure if I’ve ever had a greater compliment regarding my philosophies on education (assessment in this particular case) then hearing…

Read More a culture of learning