Inspired by Coyote Hill

My faith in humanity is often thin. Admittedly, many times, my Faith isn't much better. But for the last four years I've found consistent encouragement and reassurance while working with the families at Coyote Hill. While cleaning out my office I found a Christmas gift given to me by a few of the House Dads at Coyote Hill during my first year as principal: a Santa nutcracker dressed in a Hawaiian shirt that resembles the one I wear to ward off snow days. Any family that has middle school boys will most likely have some interaction with the middle school principal and the families at Coyote Hill are no different. When the dads gave me the nutcracker there were snickers. This was just one example of the humor, zest for life, and generosity of spirit that always impressed me when dealing with the Coyote Hill gang, a group of folks, mainly in their twenties, who chose to give up most of the pursuits of their peers to dedicate their lives to loving and raising kids from hard places.  For most it's been a path that they've chosen only for a season before moving on- sometimes adopting kids in their care. Seeing these forever families form has been inspiring. The provision of awesome house parents when folks move on has been inspiring. More than that, watching kids' lives be transformed by Christ's love has been inspiring. A Santa nutcracker in a Hawaiian shirt is an odd symbol of all that, but I'll be keeping it with me to provide the reminders and encouragement that I too often need.

Baccalaureate

Tonight I was honored and humbled to speak to the class of 2016 at their baccalaureate. I graduated with a very diverse group of students, one of a class of 540. My baccalaureate was held in the school gym and a far as I recall was encouraging but decidedly secular. For my community it was an appropriate event. All families were welcome at the event. I was glad to be a part of it. 

For the class of 2016 in Harrisburg the service was much different, but for the community it was very appropriate, and I was glad to be part of it. For small communities, it's important that people of faith have a chance to honor and support their students within the context of their faith. For me, as someone who came to faith in The Gospel in a small Baptist church, it was special to gather with the community in a small Baptist church and share verses that have encouraged me in times of transition. Like the graduates, I find myself at the edge of a change and as I encouraged them to strive for excellence, place God first, and make it a point to engage in a community of believers, I knew I needed to take those steps myself.

Sitting in the church basement after the service, chatting over cake and punch, I knew this would be a fond memory. 

Notes From METC

Last week I had the good fortune to attend the Midwest Educational Technology Community conference. The conference was a fantastic experience. I would encourage anyone who has a chance to attend future METC conferences to take advantage of the opportunity. This conference was especially enjoyable, as I had the opportunity to attend it with Wendy, who let me co-present with her.

A few notes, I'd like to remember from the conference.

-George Couros (Keynote): Couros was the perfect keynote for the conference. His presentation was engaging and energetic. I hope to channel his commitment to using educational technology to strengthen relationships and allow students to develop their voices.

-Google Administrator: This breakout session was led by tech coordinators from Orchard Farm. Even though I'm a principal in a GAFE school, I've never done anything on the administrator side of the system. From the training, I learned that the administrator console is very flexible. Various "buckets" can be created for users and administrators. Each bucket can be given different rights and restrictions. All users can be uploaded as a CSV file.  I appreciated the presenters promotion of "friction free" environments. They worked to make GAFE as headache free as possible for students, parents, and teachers. Setting up accounts for students under 13 did not become an insurmountable challenge. I also appreciated that various account administrators were given the ability to change student passwords without giving them any other responsibilities. I plan on taking advantage of the free GAFE administrator training soon. The presenters also praised several third party vendors (Bettercloud, Gaggle, Github) who assisted with management, monitoring, and filtering that followed students home with their district devices. Another good bit was the suggestion that a "sample student" account be created and enrolled in all classes. All administrators would have access to this account for viewing google classes without cluttering their in boxes with notifications. 

-Michelle Schmitz, Principal EPiC Elementary: Dr. Schmitz shared her experiences leading an elementary school with a STEM focus. The school's enrollment is comprised of students who applied.  Learning is personalized, project based, and standards based. The school operates with an extended school year. Schmitz shared that when the school opened some questioned if enough parents would enroll their children to keep the school open. Since that time the school has thrived. I especially appreciated Schmitz's commitment to honor the idea that learning is messy and her commitment to "flatten" school leadership by engaging and collaborating with teachers. Her school's map scores prove that learning and fun can coexist. I also appreciated her district superintendent's commitment to trying something new. The story of Epic's creation was a story of leadership collaborating with stakeholders to be innovative.  As a district level leader, I hope I will be willing to take risks for the sake of students.

-Professional Development: Kristen Swanson, an expert in professional learning, led this session. She drew on research from outside education to demonstrate that professionals learn best when they take control of their own professional learning. Two questions, she stated, should guide professional development: Why is this learning important? Who decides? Teachers will be empowered when they have voice and choice in their professional learning. Her presentation made me want to check out an EdCamp. The structure she recommended for teacher driven PD was curation, reflection, and contribution. I'll admit that her session made me realize how little room I had allowed for collaboration in my recent efforts to lead professional development. 

-Dark Side of One to One: Listening to the team from Poplar Bluff describe their struggles in implementing one to one was a fitting counter balance to Couros' keynote. Everything Couros said is true, but it is also true that many details must be managed to allow students to have those experiences. The presenters outlined many challenges they faced, from overestimating their wireless capabilities, to thinking through the logistics of deployment, to considering the policies that come into play with some of the choices students make with technology. If I ever end up in a position to lead a one to one initiative, I hope I remember their call to consider vision and manage details. I also hope I remember that microwaves in the teachers' lounge can interfere with wireless hubs in the classroom. 

-3D Printing: Much like the one to one session, the 3D printing session left me in a better position to consider 3D printing implementation. I posted my notes from this session here.

Overall, I'd say the conference fed my desire to empower students and teachers through technology, but I benefited a great deal from the calls to be patient (something I'm not great at) in collaborating to establish a clear vision for the use of technology and to mind all the details before committing district funds to major technology investments. I was also inspired and challenged by seeing how technology is being implemented in various districts. It's clear to me that communities who support technology will provide richer, more powerful experiences, to their students than communities who neglect this responsibility.

Notes on METC16 3D Printing Session

Before today I'd seen 3D printers, but my experience didn't extend beyond walking past and thinking, "Cool, I bet the students and teachers at my school would like to play with one of those." Today, at the METC conference, I spent three hours with educators experienced with 3D printing. Mostly to keep me from forgetting what I want to remember, but also to share what I learned with folks at home, I thought I'd post a few notes.

1.) Price: Makerbot got high reviews from presenters. For under $1,000 a school could be set up with a basic printer, software, and filament (all presenters agreed $50 worth of filament lasted much longer than they expected).

2.) Software: Each printer would require its own software to be installed on a designated computer. The program converts .stl files to instructions specific for the printer. There are a number of free resources students use to create .stl files. 123D Design and Tinkercad were two featured. We also looked an an iPad app that allowed you to draw with a finger and then push a 3D button, converting the drawing to an .stl file. Tinkercad is web based and seemed like a good fit for chromebook schools. By the end of the day I'd set up a Tinkercad account and started designing. One click converts the design to a .stl file that can be emailed to a computer with the appropriate software which saves the design to an SD card that inserts into a printer. The printer I saw wasn't connected to anything but an electrical outlet. From there it seemed pretty straight forward.

3.) Logistics: The presenters recommended limiting students to designing objects that were less than 50 cubic millimeters. At this size, depending on the design, most projects would take fortyfive minutes to print. More ambitious projects can be completed, but students would need to earn the right justify that much filament and print time.

4.) Purpose and professional development: There is no doubt that the printers are awesome, but any school contemplating investing in one should first consider goals. I learned about a free resource, Thingiverse, which has a catalogue of .stl files submitted by users, but the presenters strongly encouraged using 3D printers to make students creators, not consumers, of designs. With one week and one thousand dollars any school could have kids printing designs from thingiverse, but I'm not sure what skills that would build into students, and I think the new would wear off quickly. Tinkercad is fairly simple (they called it "training wheels"), but designing is a discipline. I'm not afraid to build an airplane in mid flight occasionally, but it would be best to have a teacher fluent with the design program students would use before trying to implement.


Sidenote: One of the coolest things I saw today, was a remarkably "low tech" homemade 3D printer, cobbled together out of 2X4's, drawer slides, and window parts. It reflected magnified light from a data projector into a beaker of some kind of "goo" which solidified when exposed to light. I'm not sure "bootleg" is a term that should be thrown around here, but the goo seemed to have mysterious origins. I didn't get the impression I could find it in a middle school science supply catalogue.

It was pretty cool though.

DIY 3D Printer

Encouragement for Small Schools

Learning about collaborative work in large schools is inspiring, but small school educators can be left with lots of tough questions. Reality prohibits elementary grade level teams and secondary departmental teams. Much of the discussion of common assessments does not translate. Teachers may get discouraged. Administrators may be tempted to create another beast that can't be fed. 

However, there is great power in elementary vertical teams and secondary interdisciplinary teams. It is in the best interests of students to support and leverage the power of these teams.

Teachers in elementary vertical teams and secondary interdisciplinary teams can....

1. Hold each other accountable for honoring priority standards in assessments.

2. Work to create and maintain times and spaces for students to be matched with their needs.

3. Research best practices for assessment and instruction.

4. Provide mentoring that is so necessary in small schools dealing with turnover.

Collaboration will look different in small schools, but our students deserve to have teachers who make it work. 

What Our School Learned From Teacher Walk Through

At the 2015 Powerful Learning Conference our leadership team was introduced to the concept of teacher walk through by the Excelsior Springs Middle School team. Over the course of the next year, our six core teachers completed fifty peer observations. The observations provided great data on the learning and teaching that was taking place in our school. More importantly the process helped create a more collegial atmosphere. 

While our staff is still learning how to best leverage the value of teachers observing each other, there are several reasons why the practice has been worth the time.

Promotes Teamwork
We had to come together as a staff to implement peer observation. Classes were covered by an administrator who still missed teaching, so teachers could visit classrooms without giving up plan time. Teachers took on a bit of a different role and provided non-threatening feedback to each other.

Provides Opportunities for Informal Coaching
Because teachers were able to see students in different settings and see the talents of their peers, additional fuel was available for conversations at lunch, staff meetings, and PLC meetings.

Promotes A Growth Mindset
Our leadership team set a goal for the number of peer observations, which helped us gravitate to towards a culture that was focused more on specific and measurable outcomes. Also, as we became more comfortable with the process we tweaked our form. In PLC teams we studied how to use compare and contrast structures to promote critical thinking skills. In our PBIS work we studied the importance of positive feedback. Two additional questions were added to our walk through form to assess the level of implementation of staff learning in classrooms.

Provides Valuable Data
Our staff now has a better picture of what teaching and learning looks like throughout the building. We have data to tell us how varied the "learning diet" is for our students. We know how often they are being asked to complete various tasks. We know the answers to the following questions:
What is the teacher doing?
What are the students doing?
What is the task?
How many positive comments are being made?
How often are students asked to compare and contrast?

Our Process:
-After the conference the leadership team created the form.
-Shortly after walk throughs began.
-Walk throughs were not scheduled but occurred irregularly as the flow of school life permitted; however, goals for the number of walk throughs were set.
-Walk throughs were conducted the principal, covered a teachers' class. The teacher using an i pad filled in a google form. Sometimes the teachers visited several classrooms. Sometimes the teacher stayed for a longer period of time in one room.
-The google form automatically populated a spreadsheet and created charts summarizing the data.

Putnam's Our Kids: Takeaways for Educators

Our Kids: The American Dream in Crisis by Harvard professor Robert Putnam was not written for educators, but there is much here for those working in America's schools. In the book Putnam observes that Americans often gravitate to the lone cowboy as a symbol, in the rugged individualist tradition. A symbol just as accurate, and more needed in our current culture, Putnam argues, is the symbol of the wagon train. In the wagon train, cooperation was as valuable as independence and each member had an interest in looking out for the others. By telling the stories of families across the country, and by comparing his hometown in the fifties with its current reality, Putnam argues that our society has been increasingly divided along class lines, and our children our paying the price. Putnam's book is intended to be call to all Americans to reclaim a tradition of collective responsibility for our country's children. 

Below are three important concepts for educators to take from the book. 

1.) Two Worlds

As much as anytime in our country's history, our students are being raised in distinctly different environments, according to their parent's income and education. In Putnam's hometown, like many communities, it was not uncommon for blue collar and white collar families to live near each other and associate at schools an churches. Then the gap in income between education levels was not as great as it is today. Today, due mostly to residential segregation along class lines, Americans with means often live separated from families in poverty. The geographic gaps often correlate with opportunity gaps. Through numerous scissor charts, Putnam details the differences in outcomes that children of wealth and children of poverty experience. Educators must be aware of the effects of these gaps on their students. 

2.) Investments with the Highest Returns

While Putnam goes to great lengths to prove that schools are sites, not causes, of inequity, he does offer some suggestions to educators for minimizing the effects of the economic gaps. Extra curricular activities receive special attention for the positive impact they have on students in poverty. Putnam asserts that these activities provide students the opportunities to build soft skills and make social connections that are so vital for success after graduation. Putnam is a sharp critic of "pay for play" (activity fees) policies that have become common in cash strapped districts. Putnam also advocates for high quality early childhood programs.

3.) Personal Connections

Putnam acknowledges the efforts educators make in their professional lives on behalf of their students. However, throughout the book Putnam argues that the gaps in educational and career outcomes between rich and poor kids have much more to do with their lives outside of school than inside. One of Putnam's key claims is that in earlier decades, when our culture was not as divided along class lines, poor kids were in a better position to be mentored by successful professionals. Informal mentoring relationships, mostly formed outside of schools, are spaces for kids to "understand the institutions that stand astride the paths to opportunity and to make those institutions work for them." Churches have been, and still are, important places for these connections to form. Putnam observes that church participation rates of poorer families are declining faster than those of their peers, which leads to less access to mentors. In the vignettes of actual families that Putnam shares, youth pastors, more often than coaches or teachers, appear as heroes. Educators looking to make the biggest difference in kid's lives will most likely have the greatest impact in informal mentoring relationships that extend beyond the school day, formed in churches or otherwise. 

This is the message educators should work to teach to their friends and families who work outside of education. Our country will be stronger when more adults find ways to invest in the lives of kids across class lines.