Positive Approaches to the Networked Principal

In the middle of my second year of administration, my husband was deployed to Afghanistan. I was left with two young children, working on a specialist degree in education leadership, continuing a fairly new principalship, and the honeymoon was over. I had my first grievance; I was wearing many district hats in addition to leading a building. Although I tried not to show it, I really didn’t think I would make it. To be perfectly honest, I probably would not have made it through that year or the nine other years of serving and leading others if it were not for my strong network of colleagues through my professional associations of Michigan Elementary and Middle School Principals Association (MEMSPA) and National Association of Elementary School Principals (NAESP).

The principalship no longer needs to be a lonely, isolated island. With several opportunities to connect, engage, and contribute, the role of instructional leader can be more rewarding than ever before. No matter the location, level, or culture, similar people and resources are only a click away. It is essential to the vitality of the career to keep a close network of people to support, encourage, mentor, and challenge.  Staying connected means participating in professional associations and organizations, using social media, and committing to giving back to the profession. These are just a few ways to stay both connected and positive.  

Professional Organizations

Many state and national organizations and associations make it easy for people to connect. Conferences and workshops add in time to collaborate, network, and connect with other professionals. Many offer professional learning offerings that are sustained over time with opportunities to collaborate.  Many groups and regional subgroups have face-to-face and virtual meetings, making it even easier to connect with other principals. It is important that leaders utilize these supports and connect with others in the profession. Participation can keep members positive in times of difficulty. Taking an active part in NAESP or other professional associations is a BONUS to its membership.

NAESP is a BONUS to you!

B	Bucket Filler: Participating in regional, state, and national activities and networking can fill your bucket emotionally, educationally, and professionally.
O	Opportunity to give back: Get involved. Share your knowledge and skills. Mentor your teacher leaders; assist aspiring, new, and veteran leaders.
N	Networking: Make connections and use them to help support, assist, and encourage you. Connections can help you build your own capacity.
U	Understanding/Learning: The professional learning that these organizations provide is outstanding: up-to-date legislative updates, news, and PLNs.
S	Support: The membership comes with many additional supports and perks: legal advice, liability insurance, PD, expert colleagues, and many resources.

In addition to the membership benefits of an organization, social media can break down barriers to connecting with others in the profession. A networked, 21st-Century leader is using these outlets and tools.

Social Media

Many professional memberships, such as MEMSPA, are using social media to further the reach and support to principals. #MEMSPA chat Thursday nights at 8:00 p.m EST is a great way to collaborate with other principals on important, timely, and relevant topics. Following hashtags of these key organizations opens up resources, information, and professional learning. Applications like Voxer, Blogger, and Twitter can extend a leader’s reach and support. Social media is great for school and district branding; moreover, it serves as a well for leaders and educators to connect, dialogue, reflect, communicate, collaborate, be creative and think critically. These 21st-Century skills are not just for the students. All stakeholder groups need to practice, model, and develop these skills. However, it does not just stop there. Networking is a start. Mentoring, sharing, and supporting are a ways to give back to the profession.

Pay It Forward

It is critical to the success of education to share the knowledge gained from participating in networked, collaborative ways to others in the profession. Not only will leaders become more reflective in their own practices, but they can also support others at the same time. Growing from participating in a Twitter chat to moderating one is a start. Taking risks and blogging about successes (even after failure) can both inspire and encourage other leaders. Presenting at conferences, joining leadership positions at regional, state, and national levels, mentoring aspiring and new leaders, and even writing articles in leadership publications is a way to contribute.

 #LeadPositive

The most important aspect of a networked principal is to be positive and lead by example. Students, teachers and staff, parents, and the community need to hear and see all of the good school leaders and educators are doing. The quote, “If you change the way you look at things, the things you look at change." by Dr Wayne Dyer is evidence that a person’s outlook can make or break his or her day and the climate of the buildings. If principals lead with more positivity, their teachers and students will be more positive. It is contagious. It needs to be the networked principal’s mission to lead positively. Negativity can only be stopped with strong positive connections, behaviors, and attitudes. It is the duty of an instructional leader to be contagious with positivity.

Being an instructional leader can be an exhausting career; however, for a networked principal, it may be challenging and difficult, but it is the best, most rewarding profession there is. #LeadPositive

Web Resources:

http://georgecouros.ca/blog/presentation-resources/social-media-for-administrators

George Couros is an amazing speaker, blogger, and author. In this Principal of Change: Stories of Leading and Learning blog, he writes the post “Social Media for Administrators.” This is a great place to get started.

https://www.entrepreneur.com/article/246691

“Millennials Have Rediscovered the Benefits of Joining a Professional Organization”

http://mentoring-works.com/paying-it-forward-pays-back-25000-reasons-to-mentor-others/

Mentoring is beneficial to all.

http://sspickard.blogspot.com/

Positivity Can Be Contagiously Rewarding: Negativity, Destroying blog with a positive, education focus.

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?

Positivity in Trying Political Times: Exercising my Voice

What kind of role model would I be if I didn't advocate for my students, staff, and my and others' livelihoods? While I try to stay positive and hopeful, I cannot stay quiet or passive. This is why I use my voice; this is why I advocate. This is why I march, speak up, and contact/visit legislatures. Others need to step up--stand up for right. Don't expect someone else to do it. We need make progress, be unified and grow, not isolate, hate, or teach fear.

If I want to grow and make decisions that are in the best interest of my students, my staff, and the surrounding community, I have to be aware off all stakeholders. I cannot refuse to meet with someone because they disagree with me. I can't ban people from information and decisions.

I ask our President, his cabinet, and staff to abide by these same standards. I ask our President to make educated, well-thought-out decisions. I ask that he surround himself with leaders who share diverse and expert knowledge. Why can he decide who has access to important information? Why can the secretary of education refuse to meet with people and organizations who opposed her confirmation? This is unacceptable!

Our President and his staff are making decisions that effect my and others' livelihoods. Decisions that could send my husband to war should not be made so irresponsibly. Decisions to band people from our county set us back and teach fear and hate. This goes against the very foundation of America. Decisions that put inexperienced people in important education positions, effect the numerous supports for America's students and the climate of the very important educators who give that care, knowledge, and support to our youth.

I once thought I could stay positive; that our system would not allow one man to undo all we have done. However, I see hate, power, and money guiding our destiny. This means that I cannot stand by silently. I will continue to advocate. I will continue to have a voice. I will continue to be an up-stander. This is what we teach our children. Don't stand back and allow others to be mean, hateful, or bully others. As adults, we should not sit back either. This charge cannot be done alone. We cannot stand by hoping things will get better.

If they won't listen, we need to speak louder. If they will not meet with us, we keep requesting. If they hate, we love. This is not about Democrats or Republicans. It's so much more than that. This is about truly representing our Nation, our people--all of our people. This is about making America better. That cannot be done with the current climate. Let's change that. Be an up-stander for American, education, and our children. Keep contacting your legislatures. #LeadPositive

Positive Takeaways from #IMMOOC

Participating in the global, non-traditional book study, the Innovator’s Mindset MOOC, was one of the most powerful professional learning approaches. George Couros reminds us in The Innovator's Mindset that we need a "shift in learning to create a shift in thinking." The #IMMOOC did just that. In addition to reading the book, Couros and Katie Martin facilitated five weekly sessions around the book which included the following:

• a live YouTube feed with practitioners;

•  a reflective piece;

•  a personalization of the content; and

•  collaborative dialogue with others. 

The YouTube feed was later posted for others to watch if they could not attend the live sessions. During the broadcast, viewers could message as well as tweet about their learning, thoughts, suggestions, and questions. This kept participants engaged in the learning.  Participants were then asked to do a reflective piece on the section. These started as videos, but creativity and innovation sparked; reflections evolved to beautiful sketches, presentations, and memes. The next task focused on blogging through prompts and thought-provoking ideas. Not only were people expected to blog, but they were asked to read other blogs posted with the hashtag in Twitter and on the #IMMOOC Facebook group. The social media and hashtag fostered collaborative, inspiring dialogue among practitioners. 

This experience has given me ideas to lead my staff and students. We no longer need to be limited by the walls of our classrooms and buildings. The world is endless with possibilities. We can tap into countless resources, experts, peer groups across our nation and around the world. If I want my teachers to take these types of risks, I need to model it, encourage them, and create an environment where it is not only acceptable to do something different but expected. This also means that failure, reflecting, and growing are a part of that culture. 

Thank you, George Couros, for leading by example, your thought-provoking book and ideas, and your countless support to practitioners around the world. #LeadPositive

Positive Outcomes with Innovative Practices in Education

I never have all the answers. My best thoughts come from reflection and collaboration with others. I look forward to reading other responses to this week's IMMOOC blog prompt: How might we measure the impact of innovative practices in education?

To understand "impact," we first must understand and define conceptually and operationally what innovative practices are.  This could be a dissertation topic. However, here's an attempt that is not a comprehensive explanation as much as it is a brainstorming start and compilation of resources.

Innovation is the final outcome and includes evolving and changing for the better which means environments, assessments,  and education are no longer traditional. They are transformational. The Florida TIM (Technology Integration Matrix) and the Communication By Design's version of ITM (Instructional transformation matrix) illustrates the continuum and shifts. Danielson's framework also assesses the shifts as her highest teacher rating come from the student involvement.

Innovative Practices: (Allen Distinguished Educator Source):

1. Maker Movement
2. Inquiry-Based Techniques
3. Collaborative Teacher Network
4. Flipped Instruction
5. Real-World Project-Based Learning
6. Professional Community Experts
7. Passions

Student-Centered Practices: (Hubba and Freed)

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

21st-Century Skills: (P21) Skills with examples at Milan Middle School #PowerUpMMS

1. CREATIVITY & INNOVATION

• Classroom Design
• Technology Integration
• Student-Centered Approaches
• Project-Based Learning

2. CRITICAL THINKING & PROBLEM SOLVING                              

• Inquiry-Based Projects
• Student Reflection
• PTM
• Self and Peer Assessment

3. COMMUNICATION & COLLABORATION     

• PTM
• LMS
• Group Projects/Assignments
• Writing, Acting, and Public Speaking

4. FLEXIBILITY & ADAPTABILITY

• LMS
• Student Choice
• Modeling

5. INITIATIVE & SELF-DIRECTION

• LMS
• Student Choice
• 20 Time

6. SOCIAL & CROSS-CULTURAL SKILLS

• Character Counts Lessons
• Groups
• Events
• Literature
• Field Trips

7. PRODUCTIVITY & ACCOUNTABILITY

• Standards-Based Grading
• NWEA
• LMS

8. LEADERSHIP & RESPONSIBILITY

• Student Council
• Events: Quiz Bowl, Spelling Bee, Poetry Slam
• Enrichments
• Charity
• PBIS

Environment and Culture: (Scott Edinger)

1. Focus on outcomes
2. Develop reciprocal trust
3. Challenge the status quo
4. Be inspiring

Measures:Characteristics of the learning environment: (Florida Matrix)

1. Active
2. Collaborative
3. Constructive
4. Authentic
5. Goal-Directed

Transformation: (Florida Matrix)

At the Transformation level:

1.  Students use technology tools flexibly to achieve specific learning outcomes.

2. Students have a conceptual understanding of the tools coupled with extensive practical knowledge about their use.

3. Students apply that understanding and knowledge, and students may extend the use of technology tools.

4. They are encouraged to use technology tools in unconventional ways and are self-directed in combining the use of various tools.

5. The teacher serves as a guide, mentor, and model in the use of technology.

6. Technology tools are often used to facilitate higher order learning activities that would not otherwise have been possible or would have been difficult to accomplish without the use of technology.

This framework is entirely based on the work of others and is just one of the many ways to look at understanding and trying to measure innovation.

8 Positive Approaches for Both Child and Adult Learners

Learner-centered approaches are important to making learning meaningful, engaging, and personal.

Whether a teacher, leader, or student, learning needs to involve several approaches. For me professionally, the learning that I have been involved in has been more valuable when these 8 approaches are used.

With Twitter, MEMSPA (Michigan Elementary and Middle School Principals Association), my professional association, and now the #IMMOC, I have been exposed to several of approaches Couros recommends.

Voice: EdCamps, Twitter Chats, and interactive sessions have given me the opportunity to use and have voice. I can learn from others and share that learning. While this is a responsibility of the participant and I am more willing than many to share, a good facilitator will give all participants a chance to express, connect, and voice his/her learning.

Choice-Based PD and Learning: Having choice both personalizes and gives participants the chance to develop skills that are needed. I can search these out on Twitter and join chats to help me develop my areas of weakness. I also attend sessions at conferences that will fit my needs.

Reflection: Not only personal reflection is important, but reflective dialogue with others will have more of an impact on creating the change we seek. The  #IMMOOC has been some of the best PD to allow this. Reading other blogs and comments on my own is a constant cycle of reflecting, learning, connecting, and analysis. Twitter chats and many sessions that I have been to have now built this in. I love when there's an accountability piece (to myself and others).

Innovation: I tend to pick sessions that will enhance my knowledge and push innovation. #IMMOOC has been both a challenge and fun. Blogging out of my normal scope, sharing and reflecting out to a community, and most importantly being exposed to so much innovation and creativity of the #IMMOOC and #InnovatorsMindset community. MEMSPA has also worked to create learning beyond the traditional approaches. I love Thursday night #MEMSPAchats!

Critical Thinking/Problem Solving:This is one where my graduate classes at #EMU have been top notch. Inquiry-based and problem-based projects that extend over a course of learning with personal connections can be very rewarding. This is more difficult in shorter stints, but it can be done. I would like to see more challenges given to us adult learners that would force us to both collaborate and combine resources.#IMMOOC has done this by asking up to do both new types of reflections and getting involved in other participants learning.

Self-Assessment: This is lacking too unless we force ourselves to do it and do it often. I was fortunate that this was a part of my coursework and continues to be embedded in my professional evaluation. I used self-reflection and also reflect on 360 data which includes perception data of all stakeholders.

Connected Learning: MEMSPA, Twitter, #IMMOOC have all been connected learning. I am learning beyond my building, my district, and my state. I have been in touch with experts like +George Couros, @bengilpin,  @MrDomagalski, @Toddwhitaker, and many, many others.  We need to do the same for our students.

Bottom Line: You get out of learning what you put into it. Helping our students have more intrinsic desire to get more will be boosted when we use more learner-centered approaches like the "8 Look Fors" by Couros.

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