Reflection #2: Relationships Through Technologies

I’ve been racking my brain these past couple weeks thinking about the ways I will use social media to communicate with stakeholders. Most of this thinking has been limited to thinking about the messages and information I can provide people. After reading Why Social Media Matters (Porterfield and Carnes 2012) I now find myself not just thinking about how I will use social media to communicate but how I will use it to build relationships as well. Using social media as a platform for building relationships was a significant learning I had while reading the book. 

Filtering my thoughts for social media communication around the concept of relationship building is useful for two key reasons. First, I believe this depicts the changing expectations that people have in schools. Porterfield and Carnes connect to this idea when they state, “In today’s world, you cannot assume that anyone cares about or respects public institutions simply because they are institutions. People care when they feel cared for. A social media presence speaks to inclusion.” (pg. 19). The stakeholders of a school expect to be included. If I want them to care I must first communicate that I care about them. Relating this idea to a practical use, I plan to do this with my work with new teachers; using digital tools to communicate the idea that they are valuable and appreciated. Knowing people's expectations for inclusion is an important concept that I need to remember when thinking about how to use social media to build sustaining relationships. Another reason this social media and relationship connection was useful is because it highlights the two- way communication process that is necessary today. Although there may be an increase in efficiency when we communicate digitally I think there are larger goals that this kind of communication should aim to achieve. It no longer makes sense to simply send information out to stakeholders in a one-way fashion. Although it is important to give stakeholders information; one-way communication doesn’t build relationships alone. If we truly want to unlock the power of digital tools we need to use them to both send and receive feedback. These kinds of communications provide an opportunity for schools to gain feedback from stakeholders and engaging in this kind of dialogue is foundational to relationship building process. Porterfield and Carnes illustrate this idea when they state, “Start asking stakeholders what they want and need to know, what services would be useful, and whom they would hear from, and once you ask, use their answers.” (pg. 38). As a tangible connection, I plan to begin my work next year with teachers with input about their ideas about what they want to gain out of the mentor experience. Additionally, I plan to open up my blog to gather their input about the subjects that matter most to them. Using this information, I can taylor the blog to try to meet those needs. Asking for input and using that input will be essential for me in order to build relationships moving forward.

Before this book and this class, I think I would have considered relationship building and technology use to be two separate entities. However, what I now realize is that these two compartments can and should be connected. Moving forward, it isn’t enough for me to simply use digital tools to send 1-way messages. I need to think not just about sending messages but using them to build relationships as well. This means engaging stakeholders in the process at every opportunity.

Assingment #5: New Year Resolutions in July

 I can honestly say that they way I think about technology leadership has been radically strengthened these past 2 weeks. But my I'm fearful. I'm fearful that as July fades into August and the rush of a new school year begins, I will allow myself to fall into a comfortable trap. I'm fearful I'll find myself doing things the way I've always done them. So in spirit of NOT falling victim to this fate I'm doing something that I usually reserve December 1st; creating a New Year's Resolution List. Unlike the December list, I'm narrowing my focus to deal with technology leadership and many of the items are related to the biggest takeaway I've had from the course; PLNs. In the spirit of modeling good goal setting I've made them action-focused and connected to standards (NETS standard 3). So with no further adieu here is my top 10 list:

1. I'm using the social medium of twitter to follow at least 10 National and 10 local leaders in the field of teacher coaching. (NETS-3B/D)

2. I'm following at least 5 blogs of leaders in the field of teacher coaching and have comment on at least 2 posts every month (NETS- 3B/C)

3. I've spent at least 30 daily minutes scanning the Twitter feeds of the National and Local teacher coaching leaders to find instructional research and resources to build my own professional practice (NETS- 3B/D)

4. I've used Twitter to set-up at least 3 collaborative meetings (face-to-face or electronic) with a teacher coaching leader. (NETS- 3B/C/D).

5. I've created an organizational system in my google drive to store relevant articles and resources and share them via google with my teachers.

6. I'm now offering Google hangouts as an option for reflective debrief conversations with the teachers I mentor. (NETS
3C).

7. I've created a blog for new teachers and update it at least once a week. (NETS- 3B/C)

8. I include a research article or resource in my blog on the topic of technology at least 6 times. (NETS-3A/D)

9. I've included a video of teaching strategy in action from a teacher within our district at least 5 times. (NETS- 3A/C)

10. I created a yearly timeline which depicts my action steps for achieving goals 1-9 before the start of the school year.

Does this list represent technology leadership? I'm sorry to disappoint you but the answer is no. This isn't technology leadership because such leadership can only be measured in action. Action that demonstrates a shift in thinking and operation. But if you ask me this same question next July I can't wait to answer will be an emphatic "YES".

Assignment #4: Playing Favorites

I’ll admit to the one thing a teacher a should never admit; having a favorite. Among the 37 indicators in our District’s adopted evaluation framework there is one that is my absolute favorite. If you scan through all the indicators you’ll find one that lives in the Student Engagement dimension titled Ownership of Learning and that is the one I hold above all others.

The reason for this is that I truly believe it’s foundational to the learning process itself. Its' implementation at the highest level requires an artistic balance between teacher support and student independence. It requires a teacher to be diligent in thinking through strategies and support systems for students and then it requires them to do something which can feel counter-intuitive to all this work; it requires they “let go”. Undoubtedly this “letting go” process results in a certain amount of chaos. It often highlights the weak points within the systems and strategies that a teacher has worked so hard to establish.

Sadly, I don’t get to opportunity to witness this indicator in action nearly enough. I suspect it’s scarcity in action is because of the artistic balance between support and independence that I spoke of earlier. Teachers can find themselves making two critical mistakes which both go against the true intent of Ownership of Learning. The first mistake is that a teacher is intentional in creating and implementing strategy and support systems, but they never “let go”; never giving students an opportunity to independently access and utilize the strategy and support systems in a way that is self-initiated. From this mindset, a teacher may be fearful to have the weak-points of their hard work exposed. A second critical mistake a teacher can make that works against the intent of Ownership of Learning is “letting go” too soon and too much. For this teacher , they were either lacking in their strategy and support systems from the get-go, or they never revised these strategies and supports once their inevitable weak-points were highlighted by students.

So what’s this all have to do with one-to-one device implementation? Everything. When I think about the readings of all failures and challenges of Successful one-to-one device implementations the theme of ownership encapsulates it all. More specifically, the idea that successful one-to-one implementations (or should I use Alan November’s phrase and say “one-to world”) require that same artistic balance between support and independence I spoke about earlier. From a whole systems perspective, the District must find that artistic balance between support and independence. Strategy and support must be carefully planned and set-up before simply giving all teachers and students a device and “letting go”. On the other hand, the District must be willing to actually release independence to teachers and thus to students. They must release teachers and students to utilize the devices in an authentic way. Trying to direct the use of the devices in mechanical way is, in essence, never really “letting go”. Districts must be humble enough to have the weak-points of their systems revealed. Once revealed, they must be willing to revise those carefully planned strategies and supports. From the teacher perspective, this same process should flow toward their implementation of devices with students. Using that same never-ending cycle between planning strategies and systems, releasing students to authentically and independently use the devices, and then revising the flaws in systems and support.

So what can be the vehicle to establish this kind of Ownership of Learning with device implementation? Among other things, I believe the Common Core initiative can be a driving force in this effort. Common Core has gotten an unfair negative reputation because of its' difficulty. It defines learning parameters that are authentic and cannot simply be taught through skill isolation alone. Successful implementation requires skills to be taught but it also requires that a teacher “let go” and allows students to own their learning. It requires a student not just know a skill but to know which skill to access, how to access it, and then to apply it situationally. Sound familiar? In my humble opinion, this speaks to the heart of Ownership of Learning. It involves a delicate interplay between support and independence. Without any skill support a student has no shot. With only teacher-directed skill support, a student doesn’t ever get the chance to go through the process of initiating those supports on their own. Common Core provides us the perfect platform to rethink not simply the tools we are using but the actual pedagogical process we are apply them with.

Alan November in his article title “Why Schools Must Move Beyond One-to-One Computing” put it best when he stated, “Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement.”. I know, as is the case with having any favorite, that I am biased. But the fundamental shift I think November is talking about is best titled Ownership of Learning.

Assignment #3: The Possibilities of Branding

My thinking about branding myself personally and professionally has greatly shifted. Before this course I had negative connotations with the idea of branding oneself. The reason for this is that I have associated this concept with the idea of trying to sell something. I've always been a firm believe on authenticity and letting your actions speak more than words. However, with the learning I've been engaged in, I've been able to reframe this mindset. Specifically, learning about how branding  is something that should always been be created with what one truly believes has been the gateway in my shift.

For myself, the brand I believe in most deeply centers around the word possibility. The reason this word reflects so truly for myself is that I've overcome a number of challenges and obstacles in my life. In my darkest of times, what has gotten me through has been the ability to focus on taking steps to overcome these challenges; focusing on the possibility of what "can be" instead of "what is". This word associated with my brand is about much more than self portrayal. This word involves a culture that I hope to become so central that it is embraced by all those involved. 

I've already begun a transformation of branding now that I've been able to see the connection to my authentic self. From the quotes I choose to put on social media sites to the articles I choose to share, to even the title of one of my blog's ("It's Possible") I'm doing so after running them through the filter of possibility. If it isn't in someway connect to possibility, I'm very selective about using it. 

My shift in thinking about branding would not have been possible (no pun intended) if I hadn't been able to reframe my thinking about it from self-fulling to self-aware. In other words, it took me realizing the selfless possibilities that can be achieved through the idea of branding.

Reflection Essay #1: A Simple Click

I began by clicking the “follow” button on twitter. Within the next few hours I soon received an email that I too was being “followed”. What ensued from there was an exchange of messages on twitter and plans for a future meeting at a local coffee house. No, this wasn’t a dating scenario; this was a professional collegial interaction that was only made possible through the purposeful engagement of digital tools. It is an example of me creating and utilizing my own PLN (Professional Learning Network). A week ago, if you asked me what a PLN was I might have responded by telling you, “It’s a power company in Lincoln, Nebraska.”. However, after reading the book Digital Leadership, I’m not only aware of what a PLN is; I’m experiencing it’s educational power and benefit. This example highlights my greatest takeaway from the Digital Leadership book. More specifically, the idea that Social Media is a tool for Professional Growth and Development. The reason this has personally resonated with me is that it frames what I believe to be the largest benefit of digital tools to leaders as well as outlines my personal starting point toward digital leadership.

 The leadership role has become too large for one person to possess all the information and tools needed to stay on top of the learning curve. The answer lives in utilizing intentional resources including other professionals. However, a common challenge with this is that we have been traditionally isolated to the resources and peers within our immediate proximity. An idea that Sheninger describes in his book (p. 118). Now, with the use of digital tools, one is not limited to locational parameters for professional development. This allows a leader to take charge of their own professional development by increasing their knowledge through online connections. An example of this idea in action (beyond the experience I describe above) also began by me following several educational leaders on twitter. Using the social media of twitter lead to me learning from these leaders’ links to articles and blogs; all occurring in a streamlined fashion. While reading professional articles has always been part of my practice, I found myself spending a large amount of time searching for resources relevant to my purpose. What I was missing was connectedness. Thanks to Sheninger’s insights, (combined with class) I now see how social media leads you along this path in a much more efficient and intentional manner.

 Another reason that utilizing social media as a tool for professional development stood out to me, is that it is an example of one of the greatest insights I had from the book; leading digitally must begin with yourself. Beyond simply increasing my own professional knowledge bank, the professional development gained through digital interactions (like the ones depicted above) are providing me with experiential knowledge. A knowledge I believe a leader can only gain by personally engaging in the process. Change efforts can only begin once a leader has personally embraced digital tools for himself. In the book, Sheninger refers to a similar personal exploration that started his digital leading journey. On page 65 he states, “It wasn’t until I became connected that I truly understood the error of my ways and views.” He explains further, “For me, I lacked the fundamental knowledge of how technology could truly be integrated effectively.” So while utilizing social media to grow myself, I’m beginning the process of learning how to lead others toward similar change efforts. “Start with yourself,” is a key understanding I will take from this book. I’ve begun that process by starting within the Digital Pillar of Professional Growth and Development.

 Although many of the themes and ideas depicted in the book have been valuable learning, (such as The Six Secrets of Change, Communication and Branding to name a few) it is the idea of utilizing social media for personal professional development that rises above the rest. Who would have thought that my digital leadership process would begin by learning about the amazing professional development power of simply clicking the “follow” button.

Help Please

Dear EDAD 521 Classmates,

I've been inspired to create a blog for the teachers I mentor this upcoming year. I want to utilize your collective awesome brain power to help me think about the kinds of things/experiences I should include in this blog.

I put a post on the new blog with the specific question I would like answered (below). If you have time I would greatly appreciate any input you can give me. I'm also open to any input on the visual design. Please respond to the post if you can.

Thank you,
Nick

http://new2vps.blogspot.com/

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Glenn it's an honor to hang-out with you on your birthday. Even if it is just through Google!