Making today’s school relevant to the needs and wants (yes, I said wants) of today’s students needs to start with the adults who work for the kids. The narrative of the school has to change. It cannot be told by the adults in a first person vernacular. We, the educators have to learn that our part in the learning process is to help set the stage for student learning, not dictate it. The “I” part of the story needs to disappear from all parts of the process except for in the students role. “I do not have to make all of the decisions.” “I do not have to be the only source of information.” “I am not the expert and my role is to facilitate.” “WE are only as good as we let the students be!” The change starts at the top of the school organization. The leaders in the process must model for the staff and the learning community. Like the teacher in the classroom, the leader needs to do all that can be done to set the stage, provide for the conditions needed, and work on getting out of the way.
To my dismay, I had a fellow administrator tell me that their school was going to do mock PARCC exam drills this coming month. Every part of the day is going to be “test-like”! “We really need to get the kids ready for the test conditions they are going to face”….???? Maybe I am wrong, but I think the thing we need to QUIT getting kids ready for tests. We need to quit letting testing drive our proverbial “school bus”! We need to get to quit doing anything that does not have our students engaged in asking questions, testing ideas, and attempting to make physical solutions to everyday needs.
Pledge with me to stop teaching answers! Let’s concentrate on questions. Not so much on our questions, but the questions of our students. How can we fire their curiosity again?
Imagine a space in a school building where students spend time working with research specialists from throughout the region in a state of the art research laboratory. A student may work along side a research professional from Lilly Labs researching pharmaceutical health solutions, collaborate with a chemist from General Mills to create tasty new corn products, communicate with a bio-medical research team in Israel about a current local experiment involving the study of cancer cells at PHS, or study the latest in robotics and their applications at local industries such as North American Lighting or Simonton Windows.
The goal of the inclusion of this lab in the new Paris High School is to create “real life” learning experiences where students are linked to the rest of the world through research projects. The STEM (Science Technology Engineering & Mathematics) room will be larger than the size of four regular classrooms and will be zoned to have biological, chemistry, and physics centers where regular classes can go to conduct research and participate in various projects related to course curriculum. The room can also serve as a center for advance projects done by upperclassmen under the mentorship of classroom teachers and outside experts.
The students will be able to present findings in media rich environment in the room’s “think tank” area which will be equipped with monitors, speakers, and computer that will connect them with the world as both an audience and an academic resource. Over all our goal will be to have students conduct high-level research, communicate with local, community, and worldwide audiences via web-based videoconferencing, and partner with a number of universities and corporations to learn practical applications of current science and technical studies. The room will allow students from vocational and academic courses to co-mingle as they prepare for further academic study or entry into the workforce after leaving high school. The funding for this venture is available because local philanthropists care about the education of the youth of this community and we could not create a space like this without their help. If you would like to know how you can become involved in this venture, please contact us at PHS (217) 466-1175.
- The first PHSprincipalBlog (changed to Director 4/1/2009) post was on 9/18/2007. (404 posts overall)
- I have been on Twitter for 6 years, 10 months, 2 weeks, 2 days, 5 hours, 27 minutes, 23 seconds (Nov. 29, 2007) according to http://howlonghaveyoubeentweeting.com
My activity on my blog as well as on Twitter have diminished as of late. I still find an incredible amount of value/entertainment by engaging in the online discussions, I just find it harder to make time to write and send out 140 character tidbits. My participation in these discussions has ebbed and flowed over the past four years and I am sure I will get more bursts of blogging energy. As I contemplate these little facts, I am really surprised that I have been at it so long. Time is passing at what seems like an ever increasing rate. I would swear that every year I live gets shorter! One question that has surfaced in my mind of late is how have these “practices” changed me? Changed our school? Has there been a real value created for the teachers and students at PCHS?Changes in my personal practice
- I have discovered a wide range of educational bloggers, created an RSS feed for my favorites, and read the ideas and thoughts of my favorites everyday. I think carving out a part of my day to read about what others are doing in their schools has been one of the most productive changes I have made.
- I have made presentations to administrators across the state about using social media to connect to one another and to inform their practice. (an example)
- I use Youtube to inform my school community and Board of Education. (example)
- Attended ISTE 11 and met many educators who share similar passions about making public education stronger by using modern technology to engage and connect students. (Live From the Blogger Cafe)
- Committed myself to lead my staff by being a transparent learner. I have been become a SMART certified trainer, a Google Apps for Education Certified Trainer, a regular user of Evernote and Diigo to catalogue Internet resources, as well as a Twitter and Facebook in the classroom proponent.
- Have been a regular user of an iPad and iPhone to make my daily work more efficient.
“So what?” You may ask. Well, so what is what I say as well. Because none of that means a thing to anybody but me. If all I have done is taught my self how to use these tools then I have failed to lead. I have failed to make much of a difference in the lives of students and the learning experiences they have a on a daily basis.
So what has changed at PCHS?
- The first blog a PCHS was not mine, nor was the second, (both by our former Librarian/Curriculum Specialist-Sarah Hill), but my act of accepting the challenge to blog (again by Ms. Hill) eventually led to a steady group of PCHS teacher bloggers.
- Not only have teachers started blogging a PCHS, we also have several groups of students that are blogging (here, and here, for example). By the way, they love to see that people from across the country and world visit their blogs!
- A small legion (is there such a thing?) of PCHS teachers have joined Twitter and occasionally they actually tweet something. I know they lurk more than actively participate, but several are drinking from the fire hose of educational content that flows on Twitter. Our AP Literature class has had #hashtag chats about the books they are reading and the teacher has used a Twitter back-channel to promote in-class discussion.
- Did I mention that some of our teachers are blogging? Check out this top Art Blog by our own @DestinGirl73
- Our freshman English classes have done online-Shakespeare projects where students have created “Facebook-like” pages for the characters and have interacted with students from different sections virtually using different Web 2.0 tools.
- I think one of the best by-products of our experimentation with transparent learning has been our willingness to take risks. This past fall we decided to do an all school thematic-project based learning unit where we turned off the bells, disregarded normal class grouping patterns and let the students and teacher work together to solve engaging problems…check out PumpkinPalooza2011! We just did a presentation about this project to the Illinois High Schools Connections Conference!
- We have begun to see where subject areas and individual classes are beginning to “cross-pollinate”. Chemistry classes and clothing classes are meeting together. Geometry classes and Consumer Science classes are finding common ground and are meeting together. Art and English. Welding and Art. English and Science. We may find that we can build high school co-credit classes where students can earn more that just a credit in one area, they may earn credit for (for example Geometry and Drafting) two classes at the same time. The possibilities are being explored. That is the most exciting thing.
- Students are meeting with human resources both virtually and in “real life” on a more regular basis. We have had students visit local businesses and have had visitors to classrooms via the Internet as well conventionally.
Hard to believe I started blogging seven years ago this week. I have not been a prolific writer but that has not stopped my writing from meandering all over the place (just like this post will likely do). I have written about school events, personal technology discoveries, thoughts about the direction of education in general, my dogs and my addiction to golf. In the early days I tried to blog at least once a week, sometimes it was more, many times it was less. I started mainly to motivate my staff to use the proliferating collection of Web 2.0 tools that were revolutionizing the use of the Internet for educational purposes. I was convinced that the participatory web was going to change the student experience in schools everywhere. It did change the learning environment at Paris High School, but not in the way I had first envisioned it would. I believed, and still do believe, that public education must become a place where students explore their interests with caring adults available to guide their journey. The model of the teacher being the expert and the ultimate authority on a subject is now obsolete. If the teacher as the center of learning is a legitimate learning model, then the Internet can replace the teacher in that model because it can dispense information much more efficiently and at a pace that each student can follow independently. Today, a teacher needs to be the caring motivator that coaches learning with a meaningful presence. That cannot be replaced by a networked computer. One of the biggest obstacles to real meaningful change brought about by the connectivity of modern technology is the national movement to measure student learning and attach that measure to some empirical value that each teacher adds to a student’s learning experience. The value added model (VAM) is forcing teachers to teach to strict curriculum guidelines that takes away the value that the participatory web could add to the learning experience.
I have stopped writing here as often as I used to for several reasons. Chief among them is that I have two children, a senior and a junior, that attend the school where I serve as lead administrator and their activities keep me busy! Another reason writing has slowed down here is that I have been involved in a building project for the past three years. We have campaigned for a referendum, designed (then redesigned) a building, and for the past year have been involved in overseeing the construction of said building (it will be done early next year!). By the way, we are going to have an amazing building that is designed for student centered learning! I have also slowed my writing here because my use of social media has, for lack of a better word, matured. For a period of time I was writing and using Twitter for personal recognition. Not that I was seeking fame, but I was very aware when I had a post here that was being read by a lot of people. I got caught up in promoting my blog on Twitter and pursuing a following. I wrote regularly (kind of) for the Connected Principal’s Blog and promoted my web presence. My blog was cited in a college text and my tweets were being followed by thousands of people, and even though my professional use of social media has really slowed, my reputation some how made me one of ten secondary principals that were nominated for the 2014 Bammy Awards (which I refused to campaign for). Somewhere along the line I realized that my reasons for participating in the virtual world of educational learning networks had become very selfish. I changed my Twitter handle and quit promoting myself on social media (for the most part). The personality that I had become pretty much disappeared for the cited reasons. I still blog, tweet and communicate with my colleagues online because I believe that it is important for a school leader to be plugged into the latest in educational thoughts and practice. The participatory web makes that available all the time. I find that it is better for me to spend my away from administrative tasks in classrooms and in the hallways with the students. AND you know what? I have had a lot more job satisfaction in the past year because of my renewed focus!
Anyway, for those of you still reading (hi Mom!) I still value what I have gained from blogging and find that it is still a very important way to reflect and share what I have learned. Here is to another seven years. Happy Blogaversary PHS Director’s BLOG!
(This post is only about two weeks late….you accept late work right?)
The early September post for #compelledtribe was to be about my use of technology or the use of technology by my staff. I have found over the past several years that I can get my staff to try things when it comes to using technology to enhance learning, but every now and again it is good to let someone else on staff show how they are using technology because they can show the practical use of it as well as use a different approach than I do. For our early September staff inservice, I asked a staff member to show how she was using an online application called commoncurriculum.com to post her weekly lesson plans for students and parents to view. I have asked the PHS staff to post lesson plans online for the past five years. As a teacher I hated writing lesson plans in a plan book. The only people who looked at the plan book were me and the principal…..(maybe). I ask teachers to post lesson plans so parents and students have access to the plans in case they have questions or are going to miss class. I ask my staff to post them in such a way that a parent could read the lesson plan and be able to ask their student questions about the lesson based on the plan. Commoncurriculum.com allows staff to post lesson plans in a neat and uniform way. It allows a teacher to cut and paste between classes and has a great collection of standards from every state that a teacher can add to lessons from a drop down menu. As the building principal, I am not concerned about parents finding which Common Core standard is being taught this week in math, but other administrators might find this useful. I like the fact that all of the staff lesson plans have the same format and clean look. Commoncurriculum.com is free to individual users. There is a cost if you want the teachers to be able to collaborate using the site. Here is a sample from one of our teacher’s lesson plan sites: http://commoncurriculum.herokuapp.com/website/regt2
As an educator and father, I think it is important to remind myself of the most important lessons to impart. In times of uneasiness and fear about the direction of the world they live in, children are very vulnerable and need examples of adult guidance and comfort as they try to make sense of all that goes on around them. As this school year starts I find myself looking inward and thinking about how my actions and reactions might influence those around me. The following are thoughts I have had while “looking in the mirror”.
Our children have seen the best of us. How we react on instinct to help our neighbors. That in time of need we are willing to give our last bit of energy, our last hour, willing to give our last breath to help one another. The human spirit is capable of such amazing strength, courage, and selflessness. Heroes are real and they live among us and affect us every day. Our children watch, they remember, and they imitate us.
They have also seen the worst of us. They see how we turn our back on our neighbor because helping is inconvenient. They see how we horde what we own, envy what we do not have and attack others out of spite and physical differences. The human animal is capable of such indifference, uncaring, and outright cruelty. Our children watch, they remember, and they imitate us.
Stop. Look around you. What message are you sending? Are we doing what it takes to be that role model that can transcend the basic human needs and therefore able to personify what is best about the human spirit?
As I look in the mirror these days, I am sure that I need to resolve to be better. Whether I like it or not, as an educator I am in a position of influence and I must make sure I model what is best for my children, my family, and my school community. I know that it is easy to be the critic. To find fault and shine a light on what will not work is the easiest job in the world, for it takes no true talent. What takes talent and intelligence is to find ways to get things done, to bring people together, find common ground, procure resources, and build what did not exist before. To me, this is the most important lesson we have to give. These are the lessons I want my children and the students of my community to take to heart. Let us resolve to build, not tear down; to find solutions, not find fault; to identify common ground and work toward a common goal. We owe this to our children, to ourselves, and the people who have made it possible to live in a society where we are free to discuss such things.
Our children watch, they remember and they imitate us.