Wednesday, December 22, 2010
Thursday, December 16, 2010
Wednesday, December 15, 2010
Tuesday, December 14, 2010
Saturday, December 11, 2010
Tuesday, November 2, 2010
Friday, October 29, 2010
Thursday, October 28, 2010
Wednesday, October 27, 2010
Tuesday, October 26, 2010
Friday, October 22, 2010
Thursday, October 21, 2010
Wednesday, October 20, 2010
Friday, October 15, 2010
Wednesday, October 13, 2010
Tuesday, October 12, 2010
Saturday, October 9, 2010
Thursday, October 7, 2010
Wednesday, October 6, 2010
Tuesday, October 5, 2010
Friday, October 1, 2010
Thursday, September 30, 2010
Wednesday, September 29, 2010
Tuesday, September 28, 2010
Friday, September 24, 2010
Thursday, September 23, 2010
As a series for Leadership 21, North Carolina Virtual Public School (NCVPS) has asked key leaders in our state to share their thoughts regarding e-learning, change leadership, key partnerships with the local district and NCVPS, building leadership capacity, leading and learning in a digital age, and others. The last post featured Dr. Donna Peters, former Superintendent of Montgomery County Schools and current NC State Superintendent of the Year. This posts highlights the work of another leading edge district, Halifax County Schools, written by Stacy Lee, Chief Technology Officer.
As I transitioned my career from corporation to education, and took on the role of Chief Technology Officer for a school district, I truly wondered what my biggest challenges would be. And more importantly, how would I manage those challenges so that technology is viewed as an enabler for student achievement…not something that gets in teachers way!
So here are some of the challenges I found and how our district is dealing with them:
1. Capacity – Many of our schools simply do/did not have the technology capacity needed for meaningful impact. Many classrooms, schools and media centers were lacking the very basics. If we are serious about 21st century readiness for our students, there are basic needs. Initially, we reviewed all funding and determined what could be diverted to technology. The review process was for all budget owners to review their respective budgets and see what was already identified for technology needs. Then a second level review was held to see if there were areas of the budget that would be better used for technology. We collaborated with administrators for district and school based plans and agreed upon priorities. We became aggressive with grants and have recently secured funding for interactive classroom solutions and digital conversions. However, in my estimation, the collaboration was our most important first step because it was critical to get everyone on the same page regarding priorities and this collaboration got us to that agreement.
2. Support – If “it” doesn’t work when “it” needs to work, teachers and administrators quickly lose faith! We reviewed our support model and made sure we had processes and resources in place to quickly react and fix issues when they arise. Some of these processes were adding remote capabilities to end devices where simple fixes could be made remotely reducing windshield time. Another was to review issue logs and determine patterns where one fix would address many issues. With a relatively small support team, we have also made our support plan as central as possible. With all we deploy, we centrally manage it. Throughout our planning, support is a top priority.
3. Modeling – We have found there is a little bit of “I don’t see why we have to use that” attitude when it comes to administrators and teachers. But one of the most important aspects of any integration plan is leading by example. We are driving the use of “tools”. Why have a face to face meeting if a virtual meeting accomplishes the same? We are driving towards more use of online tools such as Google docs and other collaborative tools for meetings. The setup for the use is easy and quick. Just set up a wiki (for instance PBWiki, Wikispaces) and you are on the way. Why not use collaborative tools during a brainstorming session (TitanPad, Bubbl.us)?No need for flip charts any more. Our team constantly tells folks you really can’t “break” anything so just jump in and have fun! The students pick up on this quickly and are often one of our best resources for modeling.
So after a year on the job, the challenges are still here…we have funding holes, things still break and some folks are slow to get on board, but with good capacity building, support and modeling, we are making improvements and student achievement is increasing.
Wednesday, September 22, 2010
Tuesday, September 21, 2010
Saturday, September 18, 2010
Friday, September 17, 2010
Wednesday, September 15, 2010
Saturday, September 11, 2010
Friday, September 10, 2010
Thursday, September 9, 2010
Wednesday, September 8, 2010
As a core tenet of North Carolina Virtual’s Leadership for Innovation division and the GO LIVE initiative, we have asked several key leaders in our state to offer words that challenge and encourage superintendents, principals, and other district and school “movers and shakers” in leading change toward blended leadership and learning. This blog post comes from Dr. Donna Peters, former superintendent of Montgomery County Schools and the 2010 State Superintendent of the Year.
Leading change is hard work, and leading change for online and blended learning throughout a school system is indeed a significant challenge. While we don’t like to admit it, our schools tend to be steeped in traditional methodologies and practices that prove difficult to replace with 21st Century opportunities regardless of how ineffective the old ways may be. We all know that no one likes change but babies! However, the resources available to students and staff in a blended learning environment are immense, and change must happen for our students and school systems to have a chance of success in today’s complex and open world!
In reflecting upon my efforts to lead change for digital learning throughout a school system, the work centered primarily around five areas of focus.
- Creating a sense of urgency for maximizing technology in the learning process for students and adults – This is an easy one for those who are student centered. Thomas Friedman alerted us to the fact that the world had changed significantly and that we must change with it in order to survive as a nation in his 2005 book, THE WORLD IS FLAT. Meeting the needs of students today requires an understanding that our students are forever different from us as a result of being born and reared in a very changed digital world. The global economy, created in large part through the internet, results in our students no longer competing with students in the rival high school or college across the county or state. In fact, our students will be competing with others all over the world, many of whom are highly skilled and willing to work for very low wages! As superintendent, I talked a lot about these and related facts to create a sense of urgency for the need for change. Discussions at most administrative meetings centered on this sense of urgency. Board of education, parent, and staff meetings highlighted the need for change as well. The WHY of change has to be at the forefront to motivate and inspire people to TRY new models of thinking and working.
- Developing and communicating a vision for 21st Century learning and teaching throughout the school system – Leaders know the importance of vision in creating change. Because everyone does not fully understand what 21st Century learning and teaching entails, communication of the vision is very important. In our school system, the board of education adopted the vision 21st Century Learning and Teaching for Every Student in a Safe, Nurturing Environment. I believe this vision went a long way in helping our school system change the way it viewed learning and teaching. Principals and teachers worked together to create a shared vision around 21st Century learning and teaching in their schools, meetings were held by the superintendent and central office staff to share the vision, and the vision was shared in the community. Of course, the vision needs to be front and center in all media formats—Website, Twitter, Facebook, etc., and communicated constantly both internally and externally.
- Providing needed resources for blended learning – The superintendent and leadership team must assure that needed resources for blended learning are ready and available for students and teachers. This is a challenge in these economic times, as resources are limited. Greater emphasis from state and local levels must be put into providing students and teachers with appropriate and updated technology. Our school system utilized available resources to improve infrastructure and to provide technology throughout the school system, but not to the level needed. Until every student has one-to-one access with internet capability at school and home, we must continue the work of eliminating the digital divide!
- Building capacity for leaders and staff – This area of focus requires the most time and effort from the superintendent and leadership team. The move from 20th to 21st Century thinking and skills is a major transition for school systems. The crossover requires ongoing professional development and support for school leaders and staff to develop the confidence and skills needed to take advantage of the open world (Bonk). We know that technology and the internet have created a world where anyone can learn anything from anyone at anytime. To take advantage of opportunities for learning, everyone throughout the school system must know the possibilities in the open world and then be taught/led to use what is available to the advantage of students, teachers, and staff. In his 2009 book, THE WORLD IS OPEN, Bonk provides a model called “WE-ALL-LEARN” that powerfully shows the advantages of opening up the world of learning. Book studies are an important aspect of capacity building, and this would be a fabulous book study for a superintendent and leadership team on the journey to blended learning for all (for an example, access North Carolina Virtual’s study of The World is Open on their GO LIVE site). The model outline below provides a quick insight into the possibilities of the open world that our students and teachers cannot afford to miss:
- Web Searching in the World of e-Books
- E-Learning and Blended Learning
- Availability of Open Source and Free Software
- Leveraged Resources and OpenCourseWare
- Learning Object Repositories and Portals
- Learner Participation in Open Information Communities
- Electronic Collaboration
- Alternate Reality Learning
- Real-Time Mobility and Portability
- Networks of Personalized Learning
Superintendents must take the time to assure a strong plan is developed and implemented to build capacity for the organization and those who serve the students. That is the only way the students will be served appropriately and prepared well for THEIR world (a very different world from the one for which most educators were prepared)!
- Walking the talk by using the tools - My father used to advise me that the key to real estate investment was location, location, location. I have learned through the years that the key to leadership is model, model, model. If leaders don’t walk the talk, forget it. Little change can occur without the leader’s commitment to change, which translates into “JUST DO IT”! If the superintendent wants his or her district to excel in providing a 21st Century education for the students, then that superintendent better be ready to learn and lead in a blended environment. This will result in paperless board of education and administrative meetings and the use of collaborative and FREE online tools like Google Talk, Tokbox, Google Docs, Diigo, as well as social media such as Twitter and Facebook.
The possibilities and opportunities are endless! Will everyone be on board in the beginning? Will there be resistance to blended learning? Will some believe blended learning is a threat to their own comfort levels or livelihood? Absolutely! The superintendent or administrator leading change for digital learning will need to intentionally create the sense of urgency (the why) and develop the vision (the what). Then, a plan must be developed for building capacity and providing the necessary resources for digital learning. Finally, the 21st Century leader must model by learning to use the tools and skills he or she wants for the students. It can be done, and it must be done. Fortunately, leading this change is not just challenging, but it is also rewarding! Have fun making a difference!
Tuesday, August 31, 2010
Wednesday, August 25, 2010
Watch this spectacular video about the Shift happening in one school district
Assessment and Reflection:
What call to action is happening in your school and district to leverage the power of the real-time web, social media. How are you as a principal or superintendent embracing the digital age? Are you staying connected with teachers, students, and other leaders? How are you leading new behaviors and eliminating dried-up status quo thinking? How are you learning about the new generation of digital learners? Are you creating an environment that encourages students and teachers to “power-up”? Are 21st century conversations happening around skills, concepts, and themes? Is there a plan with clearly delineated action steps that align to national and state standards of assessment?
Has the shift begun? Or are there still barriers without working solutions? Is this conversation taking place in your district? in your school? If so, how? If not, what needs to be in place for this conversation to begin?
Be relevant, not obsolete.
Please leave comments and feedback below.
Tuesday, August 24, 2010
Saturday, August 21, 2010
Friday, August 20, 2010
Thursday, August 19, 2010
As Innovation Director for North Carolina Virtual School and through our GO LIVE (Getting Organized to Lead Innovation for Virtual Education) Approach, I have the privilege of working with district and school leaders across our state.
Through my Google Reader subscriptions (great for developing a PLN, by the way) I found this blog post from Dave Meister (@phsprincipal). I am indebted to not only Mr. Meister but these other great leaders who have helped build my own capacity as a leader in my organization as well as the impact I can bring to leaders in our state. (Eric Sheninger, @NMHS_Principal; George Couros, @gcouros; John Robinson, @21stprincipal; Susan Carpenter, @susanF95; Philip Larkin, @bhsprincipal). These administrators inspire and challenge me. I desire that those who subscribe to my blog will reap the same benefit from their wealth of knowledge and experience.
Post by Dave Meister from PHSdirectorBlog
What are some tangible steps school administrators can take to lead technology integration at the school level? My school, Paris Cooperative High School, has made some very good strides in technology integration over the past four years. Although we in no way are where I want us to be, we have begun to make a difference in student learning, in communication, and teacher pedagogy styles. As I reflected on where we are at this point, I made the following list of tangible things an administrator can do to promote technology use by students and teachers:
1. The staff has been encouraged to blog. (at the insistence of the PCHS Librarian who blogs here and here) Some of these blogs have become incredibly useful tools for parents and students to use on a daily basis. As a result of teachers blogging, students are being encouraged to blog in various classes for a variety of purposes. Student are engaged by the fact that they are writing for a bigger audience.
2. The staff has been encouraged to use Twitter. By using Twitter they have become involved in in-house discussions about various topics as well as discussing education issues with other teachers from around the world on #edchat
3. THIS ONE IS IMPORTANT! Get the keys to your school's/district's web filter! Beg, borrow, or steal them! If the tools you want your staff to use are blocked they will give up quickly. Social tools such as Youtube, Twitter, and Blogger, and etc.... must be available. If you have the ability to manipulate the web filter you can allow access on demand for sites and better enable staff and students to use these resources!
4. Equipment and training have to be made available. We have been lucky enough to secure a couple of competitive grants (EETT) that have outfitted our class rooms with IWB's, new computers and three mobile labs that can be used throughout the building. We have provided over a 1000 hours of staff development highlighting the use of Web 2.0 tools. We have brought in experts like Meg Ormiston and Recess TEC Inc. to work with staff on technology integration. We have follow up technology integration learning opportunities every chance we get. We try to have a tech day once a week called Technology Tuesdays. Technology equipment and training must become part of the yearly budget. I consider the technology budget to be more important than the money we set aside for textbooks!
5. As the lead administrator for our cooperative high school, I think it is very important to lead by example! I have a blog that I regularly update, a Youtube channel that I use to communicate with the educational community, and I use Twitter to communicate with staff, community, and with educators from around the world! I have made several presentations to area groups about the importance of modeling technology for area teachers and administrators.
6. The best thing you can do is find ways to say yes to the ideas your teachers have to use technology to increase student achievement.
Wednesday, August 18, 2010
Tuesday, August 17, 2010
Saturday, August 14, 2010
Friday, August 13, 2010
But then it dawned on me. This epiphany came while reading Open Leadership by Charlene Li; speaking of the Obama Campaign’s disruptive and transformational use of technology, she writes, “it [President Obama’s Campaign'] used technology to reach out and create a relationship where there wasn’t one before . . . .” Isn’t that the key? Whether we use Twitter, Facebook, Ning, Plurk, Google Anything, or in this case blogging, we are connecting and engaging with other educational leaders to build relationships that are predicated on transparency, trust, open communication, and free sharing of information. If I approach my digital media endeavor with that open-mindset then I will assuage that FEAR and truly leverage these interactive technologies for the benefit of the community. I heard Lisa Nielsen say, speaking of Twitter, that it “is not about the tweet, but about the conversation.” To have conversation, we must have two-way engagement from at least two people. With blogging and other digital tools, I see that this same approach applies. Conversation constructs relationships, supports it, helps it to flourish. When we write for an authentic audience, we are conversing, connecting, and collaborating. Li continues by saying, “The repeated successful interchange of people sharing their thoughts, activities, and concerns results in relationships.”
In the same vein as the Tapscott quote above, David Warlick poignantly states, “I blog to learn. Many of my blog entries are questions from which I learn from others." This collective is not just confined to blogging, but to all digital media designed for those who engage to learn and lead together.
I have found myself just “tweeting” to be “tweeting”—making sure I get my quota in for the day; or wrestling with what to blog about because I feel I need to keep up with the blogging “Joneses”. And because of this chasing the wind, I have lost out on the connection, the learning, the relationships. I really find most value-add when I comment on a blog or respond to a tweet sent out to our PLN to help with a presentation, give a “shout-out” to a room full of new Twitter users, (or just today, offering encouragement to the class of 2014 at Patrick Larkins’s [@bhsprincipal] school), or add feedback to a Wall in Wallwisher for the best Web 2.0 tool for the elementary classroom. This interaction is so critical to the survival of a PLN (Lisa Nielsen speaks of this in her recent blog post The PLN Matures).
I (and others reading this post) have to guard against the “one-way” mentality , interested only in what we have to say, tweeting or blogging about self-interests. I realize that blogging is a self-reflective activity However, when I only do this, I miss the point. The last 9 months have been by far been the most extraordinary professional growth in my 20 years in education. And it has been due to the relationships garnered in my PLN, the conversations begun with a single tweet and carried over into a larger discussion (#edchat, #cpchat, #edtech, #elemchat). Although lurking and observing has such value initially--to learn, to assess the lay of the land, to discover the “do’s” and “don’ts”, to feel comfortable--CONTRIBUTION to the conversation is absolutely essential.
I, therefore, resolve to exchange, engage, and share. Will you join me in that charge?