Positive Changes in Learning with Innovative Practices: 5 Outcomes of Using an LMS

"A way of thinking that creates something new and better" is how George Couros (2015) defines innovation in his book and guide, The Innovator's Mindset. He conceptualizes this term in chapter one, explaining what innovation both is and is not.  Emphasizing that technology is only the tool and not the outcome, innovation involves transforming the learning environments and practices to make it newer and better.

An innovative practice that leads to a more personalized learning environment (newer and better for many) is the use of learning management systems (LMS). The type of LMS doesn't matter. Teachers may use Google classroom, Schoology, Edmodo, Moodle, Blackboard or a variety of others. It is this practice that helps to make both differentiation and personalization more efficient than ever.  Here are just a few ways an LMS can foster an innovative culture and environment.

1) Reading (at the students independent and instructional levels)
Teachers can group students and/or provide individual students themed-related reading texts at their reading levels. The LMS provides a confidential way to protect students reading texts several years below grade level.

2) Flipping lessons
Teachers can record their mini lessons and post them in the LMS for students to view, pause, and replay until they can better understand the instruction. If students do watch the videos as the "homework," the teacher is available to coach, assist, and facilitate the practice and doing part of the lesson in the classroom.

3) Linking Supplemental resources
Teachers can link resources that meet different multiple intelligences, so students can have the teaching that works best for them. A variety of online resources and personal teacher works can be quickly linked for students.

4) Collaborating (with peers in the classroom to across the world)
Not only can peers work together, teachers can set groups so multiple classes--even those in other states and countries can communicate and work together. In addition, communicating online offers support to our introverted students who need more time to think about what they want to say (post).

5) Engaging students (with digital media and personal choice)
Videos, social media, electronics, and several other forms of technology are tools used is today's students daily lives. This is a way to grab and keep their attention. Teachers can embed and link videos and a variety of other multi-media tools. Students can access and use those that are best for their learning.

Learning managements systems are an innovative practice, helping to make teaching and learning better (and more efficient). Instructional leaders can even use them to flip staff meetings and create a culture of professional leaning. The use of these systems is developing many of the skills students need to have for school and beyond.

Educating for a Better Tomorrow

As I read the book, Innovator's Mindset, for the second time, I reflect on the introduction and try to answer the question, "What is the purpose of education?" as well as explain why innovation is so important to education. This quest makes me think back to Simon Sinek's Ted Talk and "Start with the Why" approach. (shortened video link)

Why do we educate youth? Why do teachers, leaders, and other educators dedicate so much of their time to the profession of educating students? While many people internalize their own reasoning, I believe the BIGGEST "why" we have centers around the desire to inspire and have an impact on creating a better tomorrow. This is usually articulated in the phrase, "to make a difference" by many educators and leaders.

At the moment, it is more challenging and demanding than it has ever been to make education relevant and engaging by personalizing learning and creating authentic learning experiences. Traditional practices and teaching to the middle no longer prepare students with what they need to know for what they need to do and become.

To create a better tomorrow, we need to connect with students, teach to the whole child, and instill the drive and courage to take risks to become the best versions ourselves (both educators and students). The need exists to continue to evolve our communities, countries, and world to be better for the next generation.

While this is a more challenging time in education and extremely demanding on educators, we have more tools, practices, access and reach to create engaging, meaningful, and personalized experiences for our students. Shifting our practices to offer more student choice and direction is helping to foster not only the knowledge required but also developing the skills demanded for tomorrow's world.

This brings us to why innovation is so crucial--to Simon Sinek's "How" circle. Innovation is creating change that transforms education, learning, and outcomes. We can only expect our students to be as innovative and creative and passionate about education as their teachers are. Furthermore, we can only expect our educators to be as innovative, creative, and passionate about teaching and learning as their leaders are.

In doing this, we need to be more thoughtful about restricting technology and come up with ways to teach appropriate use, make teaching and learning more efficient and personal, as well as prepare students for a world that doesn't even exist--a better world. We need to practice and model the skills we are asking students to develop. We need to take risks, learning from each other and our students. It will be a collective and collaborative approach to educate for a better tomorrow. 

Positive Brand Advocates for Education

As instructional leaders, principals, teachers, and school employees, we must be positive, "net promoters" of our schools and professional organizations. Public education has been the dumping ground for far too many people. As professionals, it is our duty to deflect detractors and negativity being said. People are quick to be critical of education, our schools, and our professional organizations. It is our duty as ambassadors to our students and advocates for our schools to bring to light all the amazing practices that are taking place in our schools.

We are in the business of human beings, and for most of us, these are our little human beings. In addition to teaching them content, standards, and skills needed in the modern world, we are also modeling and teaching them how to be good, empathic, contributing citizens. Furthermore, we are dealing with more trauma, mental health, and social/emotional well-being than ever before. This is no easy task, but as professionals, we face and accept this challenge. Educators work unflaggingly to accomplish these important tasks by combining and intertwining content standards and expectations, individualizing and creating authentic, relevant, and meaningful experiences. On top of this, we are working to learn about and understand each child while providing care, understanding, challenge, and holding them to high expectations. Educators wear more hats and love more people in a day than most people do in an entire year.

We cannot allow people to continue to pass judgement and taint the climate and culture of education. We all need to work to be a part of the solution and not add to the problem. Are there ineffective teachers and leaders? Just as there are incompetent professionals and parents, it is the same for people working in the field of education. We don't categorize all doctors or parents as unqualified because of a few. The majority of educators does not fall into the classification of ineffective. We want to grow, develop, better ourselves and our students. What does this all mean?

We have to STOP being negative about our schools, our teachers, our leaders. We need to build bridges, not walls and support one another. We need to not give others permission to speak badly about education by adding to the negative dialogue. We need to cheer  out for our students, our staff, our teachers, and our districts. We need to bombard meetings, social media, inboxes with all of the amazing teaching and learning that is happening. We need to promote the amazing, collaborative professional learning we are experiencing and how we are applying it in our districts. Being a neutral or passive promoter is no longer enough to combat the negativity.

Speak up; share. Be an upstander for education, our professional organizations, our schools, and our teachers. Yell it, tweet it, snap it, post it. A great deal of love, care, innovation, and dedication is present in education. People are only going to know what they see and hear. What type of message are you sharing?

Learning 2.0: Establishing Positive Leaning Environments

Chapter 6 in The Innovators Mindset does use "traditional school"
(Couros, 2015, pg. 101)

While I would suggest this graphic read "Traditional School" and "Effective Learning," it is right on par with the shift we are making in both teaching and learning at Milan Middle School. Teaching and learning are on an instructional practices continuum that ranges from teacher-centered to student-centered. I would say that "school" has variations on that continuum and is not just one or the other. With the shifts in Common Core, 21st Century Skills, and Project/Inquiry-Based Learning, the first column in this  graphic doesn't give all of these shifts and the work educators are putting into their practice enough credit. 

We need to shift our practices to engage our youth. Some of the best ways to do that are through student-centered approaches that allow students to drive their learning, demonstrate their understanding, and help them prove mastery of content in meaningful ways to the the student. This type of instruction is active for the students; it has a feedback loop; and it involves collaborating with peers and the teacher (as facilitator). 

Student-Centered Instructional Practice: “beliefs, actions, processes, philosophies, ways of doing things, and ways of making sense of the purpose of education based on the belief that the outcome defining successful teaching is what the student learned. Subsets within the learner-centered instructional paradigm include such practices as collaborative learning and active learning” (King, 2000, p. 8).  

The "Learning" column in the first graphic is describing that student-centered instructional approach. Through my dissertation, many of Hubba and Freed's (2000) descriptors were supported as having an impact on changing teacher practice to be more student-centered. These included student feedback, treating students as sophisticated knowers, making learning intrapersonal and active, using the teacher as a coach or facilitator of learning, helping student understand what quality work is, making sure students understand application of that work, incorporating teaching and assessing, and using both general and subject-based skills. 

Created by Jaclyn Stevens

At MMS, teachers use "I can" statements, but many also make the objective the essential question. Even students create questions to answer. Students are not limited by exemplars; they can advocate ways to demonstrate their mastery of content. Using student interest is key to connecting learning. Many teachers use learning management systems, such as Schoology or Google Classroom and some are now even blending the learning, so learning can happen anywhere, any time, and at any pace. The learning is collaborative. The teachers take risks and demonstrate to students that they are learners too. We are using the SAMR model to help us and our students dig deeper into their understanding.  These are just a few shifts that we are making at MMS to establish a positive learning environment. A major building goal this year is to transform our practices. I am fortunate enough to have a great, risk-taking, innovative staff who truly wants what's best for our kids. #PowerUpMMS

Next Gen Teaching: A Quick Guide to the New School Year

Both the classroom and the instruction need to change to better engage and challenge our youth.

1) Take Risks: Model and demonstrate learning from failure, taking risks, and discovering the end verses starting with the end in mind. Check out Diana Laufenberg's "How to Learn? From Mistakes" Ted Talk where she explores experiential learning, student voice, and embracing failure. Read Dweck's Mindset book to understand a shift in mindset. We must be open to extending the learning beyond the classroom walls. We must teach our students to embrace challenges and to learn from failure. Start by modeling it.

2) Facilitate: Be more than the sage on the stage. Become a director of learning. Shift your practices to student-centered approaches. Check out this chart comparing teacher versus learner-centered practices. Largely based on Huba and Freed (2000), the following descriptors factored into the student-centered instructional practices variable in my dissertation study (Spickard, 2015):

• Students are able to apply the learning.
• Students receive feedback (preferably from multiple parties).
• Students become sophisticated knowers.
• Learning is interpersonal for the students. 
• Students are actively involved in their learning.
• Teachers also demonstrate that they are learners.
• Teachers coach students.
• Students understand characteristics of excellent work.
• Students integrate both general and subject-based skills.
• Teachers intertwine teaching and assessing. 

3) Create a Collaboratory: Shifting your classroom design is key to fostering the 4Cs: Creativity, Collaboration, Communication, and Critical Thinking. Check out this slide share for some ideas. A coffee shop/living room feel is a better alternative to the traditional rows. Traditional spaces will only lend itself to traditional practices. Here are some creative DYI projects for redesigning on a budget.

4) Ignite Passion: Students can only be as passionate and excited about teaching and learning as their teacher. Check out Christopher Emdin's Ted Talk on "Teach Teachers How to Create Magic." Student choice will help bring out the passion and "spark magic."

It's time. Now is the future. There is no more waiting. We need to take risks, facilitate learning, build a collaborative environment, and create passion.

Learning, Teaching, and Leading Like a Champion

As administrators, we have the power to be the beacons to our teachers and students.  As they journey to success, we can encourage them to grow, learn, and embrace mistakes. Success that comes easy doesn’t define our character as much as when it’s worked for, earned, and accomplished through trial and error.

In Carol Dweck’s Mindset (2006) book, she uses a sport’s perspective in Chapter 4 to demonstrate how mindset is applied to champions. The three “findings” that she highlights can be applied to all areas of life, especially leading, teaching, and learning. Our students, teachers, and leaders need to see themselves as the champions they are.

Finding 1: “Those with the growth mindset found success in doing their best, in learning and improving.” As teachers and leaders, we need to foster an environment where hard work is more rewarding than the success itself. In turn, success can be achieved by working hard and getting better.

Finding 2: “Those with growth mindset found setbacks motivating.” We need to teach and model that failure is not the end but a beginning to bettering ourselves by learning and evolving. To fail is only the First Attempt in Learning. It is not the outcome that defines us, but it is the journey that gets us there that does. The more challenge we overcome, the more learning that happens.

Finding 3: “People with the growth mindset in sports took charge of the processes that bring success--and that maintain it.” We need to teach and model how to use motivation and to take control of what can be done to get better. This means knowing that it’s OK to fail as long as we can learn from it and try again.

We are more than any outcome. We are an accumulation of all that is put into an outcome. Whether a good or bad outcome, each journey is an opportunity for growth and improvement. Taking risks is how progress is made. Taking the difficult road came be more rewarding. Creating safe environments where our students, teachers, and leaders can learn, fail, learn, repeat makes for better success in the end.

If we dig deep into the meaning of the word champion, we will see words like defender, protector, advocate. This is beyond the winner or victor definition of a champion. The previous descriptors are about making the world a better place. We can help our students learn like champions, our teachers teach like champions, and we can all lead like champions is we focus on others and the process to become better people.

This is a different mindset than the "winning" culture that has been created over the years. We have the power to change this. We can give our teachers and students safe environments to take risks, make mistakes, and learn--an environment that recognizes the journey and a growth mindset. We owe it to our profession. What are you doing to create this culture? Share it out and lead by example. #LeadPositive

Beating the Odds with Positive School Climate

Should we really be concerned with raising our test scores or should we be more concerned with our students having a positive, caring, and safe environment? My vote is the latter, and research is supporting that too! 

Blum (2007) states that a positive school environment "creates an optimal setting for teaching and learning.... [and includes] four of its major components: 1) caring relationships, 2) academic environment, 3) structure and safety, and 4) participatory learning." 

Voight and Hanson's (2013) study on schools that beat the odds learned that the "pockets of excellence" that successful "beat the odds" schools had in common were a positive school climate. Their research "implies that things like high expectations for students, caring relationships between teachers and students, and feeling safe at school are more associated with success than teacher or administrator experience or student support services staff ratios.”

Therefore, raising student test scores should be the product of the goal, not the goal itself. The goal is creating a positive school environment. Every educator wants to establish high expectations in an academic environment that is safe for all students. These are sometimes easier to foster than what is even a more important factor: caring relationships.

Students (and staff) need to know that we care. Students are more invested in their learning in caring and positive environments. To achieve and maintain these types of environments, it takes dedication, enthusiasm, and passion.

Dedication: We must be committed to keeping our learning environment, our staff, and our students on a positive track. Setting goals and inspiring them by modeling and demonstrating day in and day out that we care about them should be our main focus. We need to prevent as much outside negativity as possible from entering our schools, and more importantly, we need to brand and advertise all of the positivity our schools create to the outside community. We can only expect our staff and students to be as positive and dedicated as we are as leaders.

Enthusiasm: We can only expect our students to be as enthusiastic and have the desire to learn as our teachers/staff are enthusiastic and have the desire to teach and learn. Moreover, we can only expect our teachers and staff to be as enthusiastic to teach and learn as we are to lead, teach, and learn.

Passion: We have to realize that few people are passionate about testing. We are passionate about people and ideas that are meaningful to us. We are passionate about people and places that we care about in our lives. We have to create enough passion to cultivate the caring environment and caring relationships that will promote success in all other measures of achievement.

This is only the starting point, but it is the foundation that can support everything else.
We must support one another, our staff, and our students. Stay positive (#LeadPositive), model your dedication, enthusiasm, and passion. Everything else becomes easier with this foundation.


Links to these studies are included at the bottom of this blog for a better understanding of their studies, results, and implications. The positive, motivational blog is just an awakening, there is much more to be done.

Blum, Robert, Best Practices: Building Blocks for Enhancing School Environment. Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland 2007.

Voight, A., Austin, G., and Hanson, T. (2013). A climate for academic success: How school climate distinguishes schools that are beating the achievement odds (Full Report). San Francisco: WestEd.

Positive Outcomes of the 2014-15 School Year

After a great deal of reflection, analysis, and assessment of this past school year, I am quite pleased at all of the gains our staff and students have made. It has not been easy. We have had our fair share of challenges especially those placed on us by legislative mandates, but we have worked together as a team to overcome those challenges and show outstanding growth in so many areas.

Teachers have been working for four years on aligning curriculum to career and college readiness standards, and for the last two years, they have been putting this curriculum in maps to pace the content, develop activities and assessments to secure the needed skills, differentiate to the needs of all students, and incorporate 21st Century Skills: collaboration, communication, creativity, and critical thinking. All of our teachers made gains on transforming their instruction. 

The outcome of all this work is our students excelling in their NWEA map testing. Our student averages are above grade level and the majority of our students are proficient across all subjects.

On top of assessment data, we have 19 students who maintained high honors all 4 years of middle school. This speaks to the work-ethic and determination of these students. 

All staff have worked to understand and participate in our new safety protocols, including A.L.I.C.E drills, the required state safety drills, first response drills, and health-related awareness training. 

Families have worked hard to keep their students in attendance during the school year, and our daily average attendance has increased in all grades to an outstanding 98% in 5th grade; 96% in grades 6 and 7; and 95% in 8th grade with a building average of 96%. We even had four 8th grade students receive four years of exceptional attendance awards. Attendance does matter and is directly related to student achievement, and our families and students are working hard to establish this strong foundation. 

We continued our efforts with Olweus bully prevention by having weekly classroom meetings. Our students reported a decrease by 50% in being afraid of bullying at school, and our 2nd year data reports that now 7% of students fear of being bullied at school. We had six confirmed cases of bullying and consequences included parent contact, reflection forms, detentions, and two cases of suspension. In addition to our classroom meetings, the staff and students worked on service projects to help teach empathy to students. The middle school developed strong connections and supported our Manchester community, other local communities, and even venues across the world. 

Along with student council, Manchester Voices, FUPT60, and Buildings Club we continued to work with the community to build student leaders. This year we had students win state, national, and international awards and recognition. We are so proud of our students.

The 2014-15 school year has been a success. We have enjoyed our students, pushing them to be their best, and hope they have made you as proud as they have us. I appreciate the staff--all of the staff involved in supporting our students and helping them be successful this year. From the very first smile on the bus by the driver, to the support staff and teachers bonding on a daily basis, to the help with lockers from the custodian, and serving the lunches with a smile and the comment "enjoy," the MMS staff care,  and I am sure they are as proud as I am in all the accomplishments they have had this year. Have a great summer! 

School Administrators: Filling Your Vitality Bucket

Whether you are a school leader, teacher, or parent, you are on a mission to take care of people and help them learn to take care of themselves. At the school level, trying to get our students exposed to and proficient  at 21st Century skills is time consuming and exhausting. To be responsible for any type of leading takes energy and passion. Here are some things I use to keep filling my bucket:

• Family and Friends: Surround yourself with people you love and who love you. 

Spending time with my husband and children keeps me centered. My parents and other family members do the same. From traveling around the world to playing board games by the fireplace, they fill my bucket. Surrounding myself with people who I care about and care about me gets me through even the most challenging times. Filling each others' buckets is rewarding as well.

• Colleagues: Connect with people locally, nationally, or globally to collaborate. 

In this day, they do not need to be people in your building or district.Working with people we can relate to and learn from has been key to helping me through trying times. Their support and collaboration fills my bucket. I am lucky that I work with a great admin team. I have networks through Twitter and professional organizations that keep me moving forward to better myself and my building.

• The Kids: Focusing on the ones we do it all for is instrumental to filling our buckets. 

Students are the reason we do it. Focusing on their best interests. Letting their learning and accomplishments become our recognition and reward is what it is all about. When I see a student take pride in his or her work, earn a grade that they have been striving for, or even seeing a light bulb go off as they understand something new for the first time is priceless.

• Professional Organization(s): Find an organization whose mission speaks to you.  

This way you can not only get the support you need, but you can take a leadership role to support others.MEMSPA has been a resource to keep my bucket full.  MEMSPA has been a great avenue to helping me feel I am a value to others and the profession. I have also been able to establish networks of support, engage in activities and excellent professional learning.

• Good Health: You must take care of yourself before you can take care of others. 

No matter who you are, exercise and taking care of yourself helps re-energize you and fill your bucket. Also, a part of taking care of yourself includes getting enough rest and eating right.

• Mindset: Make the decision to be positive. 

Postivity and the decision to keep your bucket filled and filling others' buckets can keep you on the right track. This mindset has been vital to helping me through a great deal of professional and personally adversity. Mindset is everything.

5 Tips for Positive Student Outcomes

While it is not an easy, one-size-fits-all formula, several factors are positively related to middle school student success. 

1) Manners can go a long way.

Education is no different than business, retail, customer service, etc. The kinder you are, the more people will gladly help. Educators are exhausted personalizing curriculum, formative and summarize assessing, planning engaging and challenging curriculum to match state expectations, and trying to get to know sometimes over 150 students personally when only seeing them for 50 minutes a day. Students who use their pleases and thank yous, smile and greet their teachers, and offer to help clean up at the end of a lesson get noticed. It is only natural for well-mannered and kind people to get that back in return. When students respect their teachers and use such manners, it is easier to establish a bond.

2) Strong work ethic pays off. 

Students who exercise and demonstrate strong work ethic get both noticed and the benefit of the doubt more. Doing all assignments with pride and doing them well has several advantages: 1) it demonstrates to the teacher that the student is a hard worker and cares about his or her work and grade; 2) it proves to the student his or her ability and skills; and 3) it usually has a direct and positive effect on the grade for the class. 

3) Organization is key. 

This is difficult for some people, and learning how to do and/or improve it is a life skill that is needed to be successful. Organization includes prioritizing, time management, and categorizing. If students are struggling here, it is important to try out several systems to find one that fits their learning and doing style. My middle school children use two completely different systems than I, but they both have found great success. It is key that the student own the method. 

4) Commitment must be personalized. 

Incentives work for many kids, but when the desire to do well comes from within, success comes easier and tends to be more rewarding. When teachers and parents want it more than the students, they often get frustrated. Helping students see the benefits and success and sharing with them your own struggles and accomplishments is setting up a good foundation for them. 

5) Home support increases student chances of success.  Students need to be held accountable both at school and at home. Regular attendance is directly related to better academics. Just 10 absences has a statistically significant negative impact on a students' academics. The more a student is out of the classroom, the more opportunities for learning are missed. Parents who check grades once a week can catch issues before it's too late. Setting daily routines of a homework time and place is instrumental. Even studying with your students has both academic benefits and even connects the parent with his or her child during adolescence which can be quite challenging for students. 

All of these habits can become life-long skills for our students as they grow into adults. Our world can be a much better place with organized, hard-working, well-mannered people who are committed to doing well.