Shift Happens — Now What?

(Cross-posted at LeaderTalk.org)
You’ve just watched “Did You Know” or a keynote by David Warlick for the very first time. You feel your heart begin to race as panic sets in… you think: “My school is in no way prepared to help our students learn what they need for work and life in the this very different and constantly changing world… What should I do?!”

Too often, the initial response is to look for money to buy more computers. Some educational leaders may say “Let’s make sure we have laptops in the hands of EVERY student!… SmartBoards in EVERY classroom!” While it is nice to have administrative support for new technology purchases, a “technology purchasing frenzy” is simply NOT the correct response to the realization that our schools are not doing enough to prepare students for their futures. This is really about changing adult perspectives and adult behaviors to create student-centered classrooms that exemplify research-based best practices around learning. It’s not about buying the latest, greatest, and most expensive tech toys on the market. Expensive tech in the hands of educators who haven’t made changes to their behaviors and instructional practice are no better than the good old chalk board, pencil, and paper. Even worse, expensive tech that the teachers see no use for will end up just collecting dust in a storage room.

The examples are endless… SmartBoards as expensive chalkboards… PowerPoint & media projectors as flashy and expensive overhead transparencies… computers as typewriters & calculators… Distance-learning labs that only get used for faculty or team meetings — or worse, as a nice empty room to use during testing week…

PLEASE NOTE – from here on out on this blog post I am using the word “learner” for everyone on the campus — teachers, administrators, staff… AND — I am unapologetic with some of the things I say below. If we are serious about changing our learning environments so that our students leave fully prepared for life and work in a globally connected and collaborative environment, then we are definitely going to be moving the cheese of many people in our organizations — it won’t be easy and we can’t wait for all of the state and federal policies and mandates to catch up before we take action.

So what should we do when we realize that the world has changed for our students?

Rather than immediately engage in a technology purchasing frenzy, take some time to begin discussions on your campus about how to transform your school into a place where teachers see themselves first as LEARNERS who are invested in improving their instructional practice through reflection and inquiry, and where students are more globally connected in a way that enhances and supports their individual learning. Collaborate with your faculty and staff — your learners — to learn more about how the world has changed and what that means for our profession…

Locate the “early adopters” in your district/schools and bring them in to a conversation around change — recruit them to help spread change virally…

Change adult behaviors and practices first… Change the way you work together, the way you speak with each other… Change your vocabulary… Begin by redefining yourselves as learners rather than educators… Acknowledge that in order to prepare your students for their futures of the 21st Century, all learners on your campus must be equally prepared for those futures… Commit to the belief that being “technophobic” or “technology illiterate” is no longer an option for 21st Century learners (and after you’ve redefined yourselves as learners, understand what that means for professional learning on your campus)… Be firm about this — it should NOT be okay on your campus for ANYONE to say “I don’t like technology” or “I’m just not very techie… can you do this for me?”… Banish the phrase “Kids these days” from the vocabulary of everyone on your campus… While you are at it, you should also banish the phrase “My teaching methods have always worked and I’m not going to change just because these kids (fill in the blank)…”

Don’t form a committee to “study this and bring back suggestions for change” — committees take too long and you just don’t have time… change needed to happen yesterday…

Don’t create a “pilot project” — same reasons for not forming a committee — it takes too long and change needed to happen yesterday…

Do not purchase any new technology hardware until you have first ensured that your network is up-to-date and accessible… How many network drops are in each room? Do you have wireless access across your entire campus?… Drops in every room and wireless access across the campus are “must-haves” before you start buying anything else!…

Give your teachers time to “play” with Web 2.0 — to explore the use of Web 2.0 (blogs, wikis, Twitter, etc.) for THEIR professional learning BEFORE they attempt to use the same tools in the classroom with students. In fact, put a moratorium on classroom use of blogs and wikis for at least four months until teachers have used them weekly for their own learning by reading and writing and connecting with other edublogging educators…

Inform all new first-year learners on your campus that their “learning” is just beginning and will never end… and that it certainly did not end upon completion of all degree and certification requirements…

Begin all interviews for new hires with “what is the most recent thing that you learned and how did you learn it?”…

Understand that all of this can and should happen in conjunction with other changes in professional practice such as Professional Learning Communities and Critical Friends Groups, and along with structural changes such as Smaller Learning Communities, varied student grouping strategies, and/or early college campuses… Transforming your school into a 21st Century Learning Center does not mean that you throw out other initiatives and other research-based best practices…

Campus leaders should model the professional learning use of Web 2.0 tools through transparent blogging and wiki use with the faculty on a weekly basis… Begin putting all of your professional “knowledge” on a wiki (accessible from anywhere — NOT on the campus intranet) and when your learners ask where they can find certain documents, policies, etc., smile and tell them “It’s on the wiki!”… Give your learners password-protected access to edit the wiki so that knowledge on your campus is collaboratively developed… This is as much about being transparent in your own learning and in your communication and collaborative decision-making with all of your learners as it is about modeling the use of new tools…

Don’t know how to use these tools for professional learning, collaboration, and communication? Take time THIS SUMMER to learn… A few great places to start include a wide variety of edublogs as well as “Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms” (Will Richardson), “Redefining Literacy for the 21st Century” (David Franklin Warlick), “Classroom Blogging: 2nd Edition” (David Warlick), and “Web 2.0: New Tools, New Schools” (Gwen Solomon, Lynne Schrum)…

If our students need to be educated for a globally connected workplace rather than educated for factory work (and yes, they do), collaborate with your learners to make system, process, and structural changes so that your school looks, feels, and functions less like a factory and more like a globally connected communications and learning center…

Remember that the most important thing is a change in behaviors and practices — a change in pedagogy — NOT just buying new technology…

Finally… when you do make technology purchases — provide support… provide support… provide support… AND provide training… but provide training that is a model of effective instruction and learning practices… create cheerleaders who will coach other professional learners and promote continual learning around changes in the world, economics, technology, and workforce trends that have an impact on our work as learning professionals…

Here are a few other blog posts that offer more suggestions for creating a 21st Century learning environment on your campus:

Your job is to make something happen
First Steps Toward Becoming a 21st Century Educator
The Barriers May Not be so Great
Disruption or Demand to Learn
Purposeful Networking
I’m on a Path — Come Join Me!
The Teachers We Need
Don Tapscott Speaks Out on Education — Keynote for Horizon Project 2008
9 Principles for Implementation: The Big Shift
ISTE’s Refreshed Technology Standards for Students
Social Networking Sites are NOT the Problem… BEHAVIORS (and bad statistics) Are!
The Five Phases of Flattening a Classroom

I know I haven’t covered all of the do’s and don’ts around this issue of reinventing our schools for the 21st Century, so I’ll throw this out to the edublogosphere…

What do’s and don’ts would you add to the list I’ve compiled above?

—————–

The following comments were retrieved from Google cached pages after accidental loss of this blog’s database.  If you are one of the authors included below, feel free to restore your original comment using the comment form below.

1. Buffy Hamilton April 22, 2008 9:45 pm

   Brilliant, simply brilliant. I cannot add anything to your powerful post except to say I wish every educator in my school district would read and then act on this.

2. Matthew Woolums April 22, 2008 10:49 pm

   Terrific article. I especially appreciate the way you annotated your points with additional links. I’m not sure if relying on early adopters will spread innovation much beyond their own ranks, but I don’t have any better suggestion on how to involve the later (and larger) adopter groups. One of the do’s that needs to be included is to cultivate a culture that is unwilling to rely on the ‘good enough’ strategies that are currently in place, and a willingness to embrace the possibility of failure with trying something new. Of course, always throwing out old, and adopting the new just because they are old and new isn’t a viable approach. We still need to be intentional about change, reflect on its impact, and only keep those strategies which can be shown to have a positive outcome.

3. Chad L. April 22, 2008 10:55 pm

   This is outstanding. I plan on sharing this with several administrators and teachers. Wow, great job and thanks for sharing.

4. Peggy George April 22, 2008 11:03 pm

   Stephanie,
   This is one of the most outstanding blog posts I have read in a long time! As a retired elementary principal, I think the points you have made are critical for ALL leaders/learners, and I plan to share it with as many colleagues as possible! You have articulated the issues so well with such passion, thoroughness and thoughtfulness! As I read it I kept saying to myself, “yes, I agree completely but I wonder if she’ll also mention ____” and you mentioned absolutely everything I was thinking about. Powerful post, direct and to the point! I’m standing up with my fist raised saying “YES!!!” Thank you for writing this!
   Peggy

5. Stephanie April 22, 2008 11:11 pm

   Buffy — Thank you! That is my hope as well — that this will be read and considered when others begin implementing change.

   Matthew — Thank you for the additional thoughts! Perhaps I should clarify that I mean “early adopters” should be a part of the solution — along with lots of conversations and professional learning about how the world has changed and strong leadership and support from above. I know from experience that once people are given the opportunity to learn more about these changes they are much more accepting of the need for change — they may not yet know how to change, but they are aware of the need.

   I also agree with your idea on “good enough” strategies currently in place… to paraphrase Jim Collins, good will not get us to great. We do need to be thoughtful and very reflective about what we are changing — and some of the old things really are great and should remain in place.

   After publishing the post I remembered three other ideas that I meant to include in the original post:

   – We shouldn’t wait for low-performing students to “master the basics” before engaging them in 21st Century learning — in many cases, their performance improves because these connected ways of learning work better for them than current strategies. In other words, the 21st Century Learning Environment is not just for the high-performing students in our districts — ALL students deserve to learn in these globally connected environments.

   – I neglected to specifically include parents (and community members) as part of this and I certainly DID NOT intend to exclude these very important stakeholders who need to be a part of the conversations and the learning at all stages of the change process. Parents are adult learners as well and we can accomplish so much more in our schools when we include them.

   – When I stress a low-tolerance for adult behaviors that are in opposition to change and professional learning (technology illiteracy, “my teaching methods have always worked”, etc.), I’m referring to those educators who stubbornly refuse to see the need for change and who repeatedly do not have success with all of their students. I know and greatly respect some veteran teachers who don’t use technology, but who have GREAT success with all of their students — because they are using great instructional strategies that meet the needs of all of their students and they are also reflective professional learners who make improvements every year to their practice and methods for reaching their students. It’s not about tools, it’s about pedagogy. Ironically, the teachers who are most vocal about not wanting to change or learn new technology are NOT the teachers who have great success with all students.

6. Stephanie April 22, 2008 11:13 pm

   Chad and Peggy — I’m so glad you find the post helpful! Thanks so much for your comments!

7. Colette Cassinelli April 23, 2008 1:04 am

   My favorite part:

   “Rather than immediately engage in a technology purchasing frenzy, take some time to begin discussions on your campus about how to transform your school into a place where teachers see themselves first as LEARNERS who are invested in improving their instructional practice through reflection and inquiry, and where students are more globally connected in a way that enhances and supports their individual learning.”

   When your principal or adminstrator starts here, they send the message that they value your craft and gently want to nudge you to improve. The focus is on learning – not impressing the community with your new fancy hardware. This important step is often forgotten is the rush to “have technology” and the understanding that embedded technology used my knowledgable and passionate teacher can only be effective when the whole learning process is taken into account.

   Your post is a must read for all administrators!!!

8. Stephanie April 23, 2008 9:42 am

   The problem with cross-posting is that comments can become scattered — There are a few other additional insightful comments on the LeaderTalk.org version of this, so please take a moment to visit there and read those comments as well — http://www.leadertalk.org/2008/04/cross-posted-at.html

   Colette — I’m glad you mentioned the “fancy new hardware” issue… sometimes I think we confuse purchasing with making changes. There’s this sense of “Hey, look what we just bought for all of our teachers!” — but too often we haven’t taken the time to help teachers understand how to change their practice to make full use of the “fancy new hardware.” Change doesn’t happen simply because there are new inanimate objects in the room. Change happens because the people — the animate objects — in the room make changes in their own behavior.

   Thanks for commenting!
   Stephanie

9. Carl Anderson April 23, 2008 3:00 pm

   I completely agree with the premise of this argument however, I am cautiously pessimistic about drastic short-term effects in our public schools (at least the traditional public schools in the US).

   Early adopters tend to be newer teachers, those who either do not have tenure yet or those who are not yet set in their ways. In a system where it is nearly impossible to move a teacher who has been granted tenure, these early adopters (especially if we are talking about early adopters of a fundamental philosophical shift in teaching and learning from teacher-centered behaviorism to learner-centered constructivism) are usually seen as thorns in the system. Teachers in these public schools need the support of their peers to survive in the profession. If they do not have the support of those who need to change, their work will not only be ineffective but because changing the status quo is viewed as disruptive such exemplars will likely become targets for blame when philosophies collide. “If so and so didn’t let their do whatever they wanted they would behave better in all of our classes.” Holding up early adopters as exemplars and leaders in this struggle will likely have a reverse effect, at least in the short term.

   It is much easier to start fresh. This is often why you see large staff turnover when a new ambitious administrator is hired. Those who do not want to change leave and they get to hire who they want. They get to hire staff who they perceive as having the same philosophical views about teaching and learning as they have. This is also one reason many charter schools are so effective.

   Given a system where philosophical ideologs on the side of teacher-driven behaviorism outnumber those with more progressive views (at least in terms of immovable tenured positions) change has to come from somewhere else. Somehow the mirror has to be shown on ineffective teaching strategies in a way that makes those who use these strategies uncomfortable but does not make it easy for those teachers to throw blame on those who are effective.

   The problem is that the solution to many is seen as a cancer. The solution to the problems posed by “Did You Know” or a keynote by David Warlick is akin to changing religious affiliations. Maybe the biggest obstacle to change is that this shift is viewed as a change in philosophical approaches to learning. Somehow we have to make it harder to teach the “old” way. Somehow we need to clear the path for more student-centered instruction to thrive. We need the status quo to shift and we need the “old guard” to be the ones who drive this.

10. Pat Wagner April 23, 2008 3:11 pm

    Stephanie, you have captured this dynamic process quite beautifully. As mentioned by others above, support and vision from administrators is essential. I am currently working with a middle school principal who has provided his staff with support and a vision, and this has produced incredible results. I spoke to a group of about 40 people last night about using technology to accelerate school change, and the audience included only one assistant principal, and no other administrators. I guess the bright side is that the rest of this audience obviously viewed themselves as learners, and this is a start.

11. Stephanie April 23, 2008 8:11 pm

    Carl,

    I completely respect where you are coming from in your comment and I thank you for posting it. I agree that the kind of change we are talking about truly is related to philosophical views of the learners who are involved in our profession.

    However, I’m not sure I agree that all early adopters tend to be newer teachers. Perhaps I am fortunate in that I have experienced situations where early adopters included veteran teachers as well as new teachers — and where some new teachers were/are NOT early adopters and were/are as technophobic as the stereotypical veteran teacher who “is set in their ways.”

    I also should restate that I see the involvement of early-adopters as only ONE part of the total solution — and certainly not the only part of the solution. My concern is that the leaders will neglect to involve the early-adopters — and I do see this as a mistake on the part of leaders because the early-adopters can help drive grass-roots efforts so that the change is not perceived as another top-down mandate… the next “new thing” that we can all just ignore.

    If what you describe is true in some systems, then I would suggest that the scenario you describe (new teachers as early adopters vs. veteran, tenured teachers who refuse to change) could be improved with effective leadership. What is needed is leadership by people who understand the emotional and philosophical challenges of deep change, and who are prepared to handle those challenges in a way that is respectful of everyone in the system.

    I also agree with you that in some cases, the change may just have to happen from outside of the system (through charters and other alternative learning environments), but my hope is that our current systems can find ways to manage this change successfully as well. I work in a large inner-city district that has many “challenges” to face with regard to making substantial changes — so I am fully aware of how difficult this can be. It doesn’t keep me from hoping for the best.

    Finally, I really like how you said the following:

    “Somehow we have to make it harder to teach the “old” way. Somehow we need to clear the path for more student-centered instruction to thrive. We need the status quo to shift and we need the “old guard” to be the ones who drive this.”

    Very true!

    Thanks so much for sharing your thoughts on this,
    Stephanie

12. Charlie A. Roy April 23, 2008 9:00 pm

    Great post! I think I might just require all of my faculty to read it. After all I am that type of principal.

13. Stephanie April 23, 2008 9:08 pm

    Pat — Keep up the great work! I would say that at least you connected with 40 more people and while they may not all be administrators, you don’ know how many might be considering pursuing a path to leadership. Hopefully they will remain learners if they choose a leadership path.

    Charlie — You rock!

    Thanks for sharing your thoughts!

14. Colette Cassinelli April 23, 2008 9:42 pm

    @Carl – I have been teaching all ages for over 21 years and have only been a tech teacher for the last eight. I now consider myself an “early adopter” but a veteran teacher.

    You mention that “somehow we have to make it harder to teach the “old” way. Somehow we need to clear the path for more student-centered instruction to thrive. We need the status quo to shift and we need the “old guard” to be the ones who drive this”. I see the “reason” why we MUST change around me everyday – bored high school students. Too many teachers at my high school still lecture AT students and cram information down their throats because they have too much content to “cover”. Listening is not understanding. And we wonder why students copy each other’s homework every morning. It’s meaningless. It doesn’t connect to their lives or even their interests.

    But a teacher who understands kids and how they learn and want to engage them in the learning process will receive a whole different attitude from their students. Imagine a teacher who wants students to share their opinions, who respects that students are digitally savvy and can bring a lot of new information into a lecture, who gives students opportunities to create, investigate, learn for themselves and construct their own meaning!!!

    You are correct. We need the status quo to shift. But we also need principals and administrators to support this new shift and not fall into the pattern of “that’s the way we have always done it”. Ask anyone around you how they “learned” something new recently. I bet they didn’t “learn” it from a lecture.

    Thanks for listening.

15. Art Vaulk April 23, 2008 10:22 pm

    Although I can’t say I agree with everything, I strongly agree with the aspect of everyone in the school needs to be “a learner”. I do think that pilot project and committees are needed and can be essential when starting from scratch.

16. Marie April 23, 2008 10:34 pm

    Great great post. Since I have been blogging, wiki-ing and twittering, I have become more aware of how the delivery of education needs to change. All of my ‘education’ in this area has come from colleagues I have never personally met. Every day I experience the frustration of not being able to access information (for students) because of filters, blocks, “administrator only” access etc. Today, trying to do a multimedia presentation we could not access 5 sites for presenting a slideshow (yet we can get youtube). There are 2 technology administrators (ie when we want access to anything we have to go through them) in the school (yet all teachers in my State have been supplied with their own laptops this year in order to move them into the 21st century. With such obstacles, not only do students have to ‘power down’ at school, despite the education department’s hype about preparing students for the 21st century, some teachers have to power down at school too.

17. Eric Vance April 24, 2008 10:09 am

    Great post. I am a high school principal who is struggling with one of your first ideas; “explore the use of Web 2.0 (blogs, wikis, Twitter, etc.) for THEIR professional learning BEFORE they attempt to use the same tools in the classroom with students.”

    Making this change is a big step for some of us, but I agree that it is a necessary one. Teachers also tend to think in terms of changing what they use in the classroom and not in terms of changing their learning. I am sharing this post with our administrative team and I look forward to the discussion it will drive.

18. Stephanie April 24, 2008 10:16 am

    Art —

    Thanks for commenting. I think pilot projects and committees can be useful if the results are used to move the organization forward. Too often pilot projects flounder and go nowhere while committees are formed and their suggestions ignored by the decision-makers. I think too often what we see are the development of pilots and committees as a way for the administrators to say “see, we are taking action” without having to do the really hard work of trying to implement deep, cultural change across the organization.

    Marie –

    So very true. Thanks for sharing your experiences — I have had similar ones as well. These changes we need to make are for EVERYONE — not just for the benefit of our students.

    Eric –

    Good for you! I would really be interested in how your team responds to these ideas. Please feel free to share their responses in another comment… Or — better yet — have them write their own comments here!

19. Page April 24, 2008 2:06 pm

    Stephanie – this is a great list. i can’t wait to pass it along. I think your initial point: “teachers see themselves first as LEARNERS who are invested in improving their instructional practice through reflection and inquiry, and where students are more globally connected in a way that enhances and supports their individual learning. ” is critical but difficult. And one I certainly struggle with at my school. When the school year is in full swing, teachers often have their plates full and very little time for their own learning. How can we change this culture? How can we allow for more time for teachers in a place where budget cuts are all around? Does anyone have a good solution or schedule to help teachers with time?

20. Stephanie May 13, 2008 8:40 pm

    Page,

    You ask a VERY critical question and it’s one that I really believe can be answered by completely rethinking the way we structure our organizations. In a time of budget cuts (was there ever a time WITHOUT budget cuts?), it is difficult for district or school administrators to rethink staffing and time structures that allow for more professional learning time during the school day. But we are going to have to rethink both staffing and use of time if we hope to change this culture. Asking teachers to do this on their own time is only a “band-aid” at best.

    I do blog and network and take the initiative in my own professional learning, but I also have a family and have certain commitments that I have made to them and to myself that take priority over my professional life. Because of this, I am very sensitive about the issue of asking teachers — and even administrators — to commit more of their personal time to anything work-related. We need to find creative ways to “build in” professional learning into our school/organization cultures.

    Thanks for commenting and sharing your insightful thoughts!

    Stephanie

21. Zack Allen June 17, 2008 2:56 am

    Stephanie et al:

    I was inspired by this article and discussion. In fact, it moved me to take action. I am an elementary school principal. I am new to wikis. I have read many wikis and contributed to a few very recently. I can see specific benefit to me and my peers for specific purposes. I am working on creating a wiki for the purpose of facilitating professional learning, collaborative work and consensus decision making for use at first with my administrative peers and then with my staff. I see that I will need to address a few questions before I will be able to elicit their cooperation. I am thinking about starting my wiki with something like what follows. I would very much like your thoughts and suggestions.

    * What is a wiki? – A website which allows its users to add and edit content collectively. Simple, (scary maybe) but with powerful applications when applied with purpose.

    * Why do we need a wiki?
    o Have you ever had difficulty scheduling a meeting due to schedule conflicts with the people you are trying to meet with? Have you ever not spoken up with your input at a meeting because you were afraid that it would side track the meeting and make it go longer than you had allowed time for? Have you ever experienced having something discussed at a meeting that you reflected about after the meeting and caused you to wish that you could have shared it at the meeting (but felt it was too late to do anything now)? Have you wished that other people could have meetings at 6:00 AM (early birds) or 11:00 PM (night owls) when you do your best thinking? Have you ever wished that while you were at a meeting that you had a resource that you had left at the office or could talk with someone who wasn’t present before making a decision?
    o If you answered yes to any of these questions, then a wiki may be a viable solution to replacing some of those meetings or to coordinate with those meetings to allow for a more effective use of meeting time. Simply, peers can view, think about, and respond to your ideas/work on their time – the time that is most effective for them. It fits everyone’s schedule, allows enough time to think critically before responding, allows us to do our viewing, thinking, responding when we work best (individually), and allows for the ability for us to consult outside resources before responding. Wikis can help us in all three of the following collaborative arenas:
    + Collaborative Learning – High levels of learning are supported by social interaction. Although, we can learn by reading and listening on our own, a greater depth of understanding occurs when the learner expresses new learning themselves, either through discussions or writings. Interacting with others is an effective learning tool – we not only get the benefit of verbalizing our learning, but we also receive timely feedback (in the form of debate, agreement, connections, extended ideas, etc.).
    + Collaborative Work – Create truly ‘living’ documents (goals where goal accomplishments are updated by multiple people and adjusted collaboratively), keep documentation current (such as policy reviews/changes – where our feedback can be given on multiple revisions without additional meetings), cut e-mail bottlenecks (eliminates reply to all, mass e-mailings freeing bandwidth and server space) and eliminates duplicate effort (does the left hand know what the right hand is doing?).
    + Collaborative Decision Making – Consensus decision making taken to another level. We’ve all experienced how difficult it is to gain input and ideas from all members, synthesize that information with everyone, gain reflections/revisions for the newly synthesized information and arrive at a final decision in a single or even several meetings. Wikis allow all members to follow and participate in the discussion from the time that the proposal for resolution is put forward to the time consensus is reached, including all of the points of contention, new ideas and revisions in between with out the constraints of time and scheduling.
    —————————————————-
    In regard to the recent comments on staffing and time structures, I am beginning to see the use of this technology when applied with purpose to be part of the solution.

    More collaborative technology, less meetings, done on my time (not afterschool when I am missing my kids’ extra-curricular activities, but after I have put them to bed or before they get up).

    Meeting with teachers during the day when I need multiple teachers who do not have the same plan/professional development time is very difficult, but we can collaborate via wiki during each of our plan/ professional development times individually (and hopefully not have to take it home unless we want to).

    I am excited to get started and learn as I go.

    Zack

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