my version of transparent, collaborative leadership...with a Teamann twist
I had the pleasure of presenting at the Texas ASCD conference this week with a principal here in the Wylie ISD. We were a part of an iPad roll out last year and wanted to speak to our experience. It was a lively group and we were able to get into some great conversations. Below are the challenges we discussed, and the presentation itself.
October challenge!
And our presentation! Please let me know if you have any questions!
November integration,
Amber
My beast, who is a freshman this year, is taking a heavy course load. She has all Pre-AP or AP classes..has added three clubs to her plate, in addition to playing high school basketball. She is loving it, but…
High school is hard ya’ll. I had to get her two different Cliff’s notes to help support her Biology world, just to supplement what she is covering each day. She has page after page of notes that she prints off religiously, in addition to what she covers in class. I contacted a learning specialist and her teacher earlier in the year to get some tips and tricks, and they helped, but didn’t seem to be what she needed. I then had the specialist follow up with her personally…he went through HER system, HER notes, and got HER thoughts. He was really able to identify where she was struggling.
It made SUCH a difference.
It made me realize how much more impactful advice and suggestions are when they are PERSONAL, tailored to the individual. I send out a weekly newsletter and it’s full of generic advice/reminders. My new goal is to figure out how to communicate growth and coaching tips in a manner that either IS personal or makes it feel that way. Love languages are real…and can ensure that your message is received and heard. I sent a survey to my staff asking how they like to be celebrated, so I know best what makes them valued. I can write happy notes all day long but if it’s a public shoutout that fills someone’s bucket, I’m never going to get through to them the way I want too. Knowing that any change needs a relationship as its foundation…this needs to be our focus.
Bilingually,
Amber
Have you ever noticed how you sometimes you have to take sides as an educator?
Clip charts are bad.
PBL is the only way to teach.
Go open!
Stay closed!
Homework is the devil.
Stay out of your office, principals!
If every lesson doesn’t include 21st-century learning, you’re not an effective planner.
Technology is a shiny distractor, stick to the basics.
Engagement matters, bring on the iPad!
You’re not connected? Why in the world not?
I could actually argue for or against either one of those, depending on the teacher or the student. (Except the connected educator one, I actually do believe that one!!) Educators, please don’t feel like you have to be “all in” on anything except what’s best for your students. If Sally needs math practice, by all means, send some home. Johnny need a visual reminded of classroom expectations? Make it as glittery as he can stand. Your campus improvement plan due tomorrow and has to match federal and state safety guards? SHUT YOUR DOOR AND GET IT DONE!
Here’s the thing. Pretty much ALL the things we do aren’t what is most appropriate for ALL of our students. When I make decisions, I have to make decisions for 640 students…what’s in the best interest of all of them. That being said I am willing to compromise when it’s necessary. For my staff, my students, my families…very few things are perfect for all of them, at the same time.
There are very few things that are absolutes, friends. Don’t feel like you have to choose a side…unless it’s the side that makes your students most successful.
Line straddleN,
Amber
I love that my campus is full of educators who recognize the variances in students abilities. How completely overwhelming to look at 22 (or 44! or 66!) students and realize that in order to make instruction happen at their level, you’re going to have to make some instructional magic happen. We’re really focusing on a workshop model classroom, structuring all instruction around small groups. It’s a work in progress but here by week 5, I am already starting to see it happen!
When looking at ways to differentiate, if you’re not able to make a small group rotation happen, there is always the three C’s: choice, challenge, and change.
Choice: Whether it is a book at their level or a menu level activity, give students the opportunity to make a choice. Our kinder team worked out a BINGO style activity so that student could be directed to activities they NEEDED to complete, but options were fun enough that the others they wanted to complete. They can create items, whether it be digitally or kinesthetically. The level of engagement and ownership escalates with my first grader when she gets to CHOOSE what her activity work looks like. Even something as basic as flash cards vs an app on the iPad, if it was her choice, she’s more likely to stay all in.
Challenge: How can the activity that the class is working on be tweaked to be more challenging for some students? A Makerspace is a prime example of a station that allows students to be challenged. Allowing students to conduct research on a given topic, or being challenged to find a local “expert” for the class to connect with could also raise the bar on an activity. Technology allows for students to create way more creatively than a paper pencil exercise…from an explain everything video to having a twitter poll…students who feel like they are actively involved in the learning process through a classroom challenge will be more engaged and inherently, stay on task!
Change: Research shows that just making a change can allow for differentiation at times in the classroom. From what the student is asked to complete to the manner in which is delivered to them. What if you recorded instructions for a project/product and a group of students was allowed to receive their directions in that manner? What if one group created a game but another group created a quiz over the same content? I saw students today taking pictures of the different states of matter inside the classroom…what if one group of students were allowed to search outside of the room? An easy change that ups the complexity level of the activity…
Even within a PLC or planning session, it wouldn’t take too much extra time for a team to throw out several easy ways that an activity could be differentiated. How do you make this happen in your classroom or on your campus?
DifferentiateN discussing,
Amber
My beast is a freshman this year. As if that isn’t just completely foreign enough, by week 4 she has joined a number of clubs/organizations to fill up all her, you know, free time. With pre-Ap and even an AP class, she just has so much of that. 😉 She originally was going try also be trying out for both the volleyball and basketball teams. In a relatively small district (16,500 students) sports are a big enough deal that we were really excited for her to represent WHS on those courts. We’ve also invested a considerable amount of money in private lessons, tournament teams, equipment, etc. She wasn’t 100% excited about it, but knew that she wanted to do…something.
Late this summer she attended a basketball camp hosted by the high school coaches, including the girl’s varsity coach. One of the days, he pulled her aside afterwards to ask if she was going to be trying out for the high school team, that he was impressed with her energy and attitude, and was looking forward to working with her….that he saw something in her.
Ya’ll.
My beast is a good player…but she is by no means the best on the court. She hustles, mostly. She shoots, occasionally. We cheer her on, we support her and do all that we can to help build her up. But she came home that day and told me that she was dropping volleyball and going to be solely focused on basketball moving forward. She started asking her dad to come shoot with her, to help run her through dribble drills. His comments literally changed my teenager’s trajectory in high school. From her schedule, to the groups she’d be hanging with, to the energy she’d be expending…it all looked different from that moment.
Incredible power that we have, isn’t it?
When you use your words…are you using that power for good? Do you realize the impact, the opportunity, that you have every single day?
I am hopeful that you do, because there are children everywhere who need to hear that someone believes in them, that they can see something in them. I am thankful that someone speaking to my precious beast, the one who made me a momma, recognized that power.
team momN,
Amber