Tag Archives: teacher

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Show What You Know: When tests and assignments don’t work

OneSizeI am principal of a combined middle / high school.  This configuration results in an odd combination of reporting periods that sees us generate reports at one level or another at six different times of the year.  That makes for a lot of report cards for a principal to approve, but I intentionally make time to review every one.  I look for patterns, anomalies, and use the reports as one of the many data sources to track school progress.

     Report cards comments can provide important insight into a student’s learning, provided that teachers use that limited space to concisely capture some key observations.  As a principal, it is my job to work with teachers to develop their skills in this area.

     Some comments are utterly useless.  “Good work” or “this student is a pleasure to have in class” provide no insight into learning.  Fortunately, I do not normally observe that sort of commentary on the reports.  However, I have most definitely seen a shift in the types of things that have been written over the last few years.

     I was particularly inspired when I read one particular comment on the recent reports.  I know what you’re thinking:  Who but a school principal could possibly ever be inspired by a report card comment?  But here is what it said:

“In collaboration with his teacher (name of student) needs to seek out opportunities where he can verbally explain his thinking to meet outcomes and show evidence of his learning.”

     What struck me was how this reflected a particular segment of our teaching and learning journey; the shift from compliance to learning.

     It was not all that long ago that marks were largely influenced by how many assignments students completed, whether they showed up to class on time, and the degree to which they did precisely what they were told to do.  Without diminishing the importance of demonstrating responsible behaviour, those things did not necessarily indicate the degree to which a student met the outcomes of the course.

I am satisfied that we as a school have long moved away from compliance to a focus on learning outcomes.  But the teacher’s comment provides an indication that we are progressing even further in that direction.  Not everyone is best able to demonstrate their learning through writing.  For those, pencil and paper tests are the wrong vehicle.  If a student is able to fully accomplish via speaking the same thing that another student is able to accomplish through writing, why would we withhold recognition of that learning? 

     Yes, students need to know how to write, but we ignore the diversity of our learners if we only accept limited ways of showing knowledge of learning outcomes.  Inviting a student to verbalize his understanding of the course outcomes, and accepting that as evidence of learning in the same way we would accept a test score demonstrates a sophisticated understanding of assessment and respect for each unique learner.

     Our journey will continue, but I am encouraged by the progressive thinking of educators who acknowledge and respond to diverse learning styles and invite students to travel meaningful paths to “show what they know”.

 

 

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Thank you, John Dewey.

Ripple_HallwayPutting Assessment in Context

It is at the conclusion of the semester that teachers are asked to make some of their most important decisions of the year. After months of creating engaging learning activities and working with students to provide them with opportunities to demonstrate knowledge of the learning outcomes, teachers must determine not only if the student has been successful in that regard, but also identify a grade which represents their level of achievement.

In most cases, it is a matter of identifying an accurate (albeit subjective) number that reflects where students stand relative to their peers. In others it involves a failing grade and accompanying commentary to justify that assessment. The world of assessment is far from black and white, and teachers often engage in an internal dialogue about what counts and what doesn’t, and wrestle with the how their assessment of the students’ abilities truly reflects what that student is able to do.

In some instances, the stakes are higher. A failing grade in a particular course can put a students’ graduation at risk. Rightly or wrongly, entrance into some post-secondary institutions is screened on the basis of high school marks.   The assessments that teachers make and the grades they assign can cause ripples well beyond the classroom.

The Big Question:

Some jurisdictions recognize a final mark must reflect teachers’ informed professional judgement. Where that is the case, there will be those occasions where one faces a dilemma, best captured in this question:

  • Has this student demonstrated a satisfactory understanding of the learning outcomes?

When I pose that question, I prefer to qualify two key elements:

  • Has this student demonstrated a satisfactory understanding of the learning outcomes?

Assessment must be considered on a case by case basis. We need personalize student achievement by looking closely at the student whom we are assessing, and putting the learning outcomes in context.

John_Dewey

Inspiration from the Past

When confronted with such a task, I take my inspiration from a trusted source. In “How We Think”, John Dewey articulated a number of concepts that resonate across the years. These ideals continue to have relevance and certainly have influenced my own responses.

Dewey writes about context: how a poor performing student may, when confronted with a different set of circumstances may achieve quite well. The point is that our assessment of a student is only relevant within the context of that particular learning environment. It is imperative that this reality is reflected in our assessment. We must know “this student” for this to occur.

Dewey also warns us about preoccupation with external standards. It is paramount that we help students learn how to think. Process, not product, should be our focus. In that sense, our evaluation should reflect more upon the journey toward achieving the “learning outcomes” rather than on whether or not the student ultimately reached the destination.

Teachers have the difficult task of determining pass or fail, or identifying a letter or number that somehow reflects a student’s level of achievement. This can only occur when they have a sound knowledge of the student as a learner and can exercise their professional judgement in assessing achievement of outcomes.

The evaluation of student achievement is an imperfect process and the grades we assign have implications well beyond our schools and classrooms.

Our assessments of students must consider these realities.

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Outside The Comfort Zone: Helping School Systems Embrace Technology

????????????????????????????????Each year, our school division holds a “Summer Institute” for teachers, the purpose of which is to provide two days of professional development just prior to the start of the new school year. In examining the topics the Institute was considering last spring, I detected a lack of activities related to current learning technologies and, with a colleague, offered to fill the void.

Our offer was welcomed and despite the end of the school year being a very busy time, we managed to do some collaborative planning. My colleague is skilled at locating and implementing new learning technologies in the classroom. Selective about what she uses in the classroom, I suspect that for every app, program, or device that becomes a part of her teaching, many more fail to make the cut on the basis not doing enough to improve the learning of her students.

Take The Risk

I envisioned my role in the presentation would be less about new technologies and more about encouraging people to step out of their comfort zone. Changing our practice is rooted in risk taking. That can provoke a measure of anxiety in anyone, but even more so for teachers; the risks they take have the potential to impact on the students for which they are accountable. There is comfort in staying with the tried and true. What is to be gained from stepping away from that?

  • I often consider why, in this day and age, anyone in the educational system would not actively leverage the professional networking power of Twitter to build upon their skill set.
  • I wonder why they would not embrace powerful new communication technologies instead of relying on traditional but less effective technologies.
  • I reflect upon classroom practices rooted in traditional teaching which, while still valid, can be transformed through the use of common and easily accessed technological resources that are typically available in practically every classroom.

What’s Stopping You?

In all of these cases I believe that at least one of two conditions exists, which can be summarized by these statements:

  1. “What I am doing is working for me, so that is good enough.”
  2. “I don’t have the time learn all of this.”

Regarding the first statement, finding what works is important. But simply leaving it at that is not enough. We should expect more from people at all levels within the school system. A community of learners will continually seek out new and improved ways of doing things. From time to time that will mean changing long standing practice, as uncomfortable as that may be. Sticking with the status quo is simply unacceptable.

Regarding the second statement, it is true that time is at a premium. The challenge is to help people see how investing time in learning something new can lead to greater efficiency and actually save some of that precious time in the long run. Professional educators, of all people, should understand this. It is also not a matter of learning “all of this”, but selectively investing in those things which may yield the greatest return.

Inspiring Change

As I prepare for our Summer Institute presentation, I will need to focus on both of these statements. My task is to inspire people to look beyond the status quo and instill the confidence they need to make the leap to the next level. Professional development sessions like our Summer Institute are critical components in facilitating the system wide cultural shifts that are required for this to happen.

Some time ago, I wrote about exploiting technology for effective school administration. The barriers we faced then still exist today, but I am encouraged by the progress I have observed. That progress has only occurred where people have embraced the message I hope to bring to the upcoming PD session:

Take the risk, and leave your comfort zone behind.

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Professional Libraries: Old Fashioned or Underrated?

Bookshelf1I have very few books in my office. Other than a shelf where I keep three particular books that have guided my career and the one or two professional reading selections I have on the go, my personal workspace is devoid of the rows of books one might expect to see adorning the shelves of the principal’s office.

I do a great deal of professional reading. In fact, that is my preferred way to learn. To me however, a book loses its value after I have read it.  Once consumed, it has little function beyond serving as a decorative accessory.

But for those who have not yet turned those pages, the value remains. For that reason, it is important to make this resource available to others. That is not likely to happen if it occupies a permanent sheltered spot upon a dusty shelf.

Every principal has a responsibility to meet the professional learning needs of staff. With what we know about learning and learning styles, we should know that it is important to establish even a small professional learning library in our schools.

Getting up and running

Where does one start? I feel it is important to have a mix of current titles related to teaching and learning, books on health and wellness, inspirational essays, as well as some standard classics.

You will find your own essential titles but from my perspective, here are some “must have” books:
• Servant Leadership – Robert Greenleaf
• Emotional Intelligence – Daniel Goleman
• On Death and Dying – Elizabeth Kubler Ross
• Classroom Instruction that Works – Robert Marzano
• Quiet – Susan Cain
• Multiple Intelligences – Howard Gardner

Whenever I am at an educational conference, I will make a point of stopping by the vendors’ table where one finds books authored by the keynote speaker. When possible, I will get the book signed by the author with a brief message for our school. It is a simple touch but has the potential to create a small connection between the author and professional library borrower.

From time to time, staff members will request certain titles. I try to ensure they find their way into an upcoming book order and a place on our library shelves.

Circulating and (sort of) managing the material

I believe in the honour system to circulate material. I invite not only staff to borrow anything that may appeal to them, but invite visitors to our school (clinicians, consultants, etc.) to treat this resource as their own.

Borrowed material practically always finds its way back to the shelf.  If it doesn’t, it is usually because it had a profound impact on someone that they elected to retain it, or perhaps it found its way further afield. Either way, the resource is in the hands of someone that values it, and a replacement copy is easily acquired.

Location, location, location

reading_chairEndless shelves of professional reading material serve little purpose if housed in a private office. There may be an ongoing invite to others to help themselves, but to make things accessible as possible it is important to create an appropriate location to house the collection.  It might be in the school library, the corner of the staff room, or any other location that staff can peruse the collection on their own time and their own terms. It is important that it is a public area that accessible to all staff. Consider taking a page from libraries and bookstores and install a comfortable reading chair or two.

What example do you set?

I usually have a professional reading selection in my briefcase for those moments when I have the opportunity to get through a few pages and I encourage all staff to do the same. Where appropriate, I will share my thoughts on what I am reading and reference these sources in my discussions with teachers. Just as we encourage teachers to model reading to students, so should principals find ways to model the importance of professional reading to teachers.

Sometimes a book is a pretty good resource!

In our connected world, it is easy to rely on electronic resources to feed our hunger for professional reading material. Blogs (such as this one), web sites and other such resources provide bite sized pieces of information that can whet our appetites for more in depth sources. A balanced approach is most likely to contribute to building sound knowledge base. Without question, a current and well stocked learning library has an important place in the professional growth of staff.

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A Career’s Worth of Advice (In 140 Characters)

geese_flying001I recently participated in a twitter chat where participants were asked to respond to the following question:

“As an experienced educator, what advice would you give to those who are new to the profession?”

While this is not an uncommon question, I had never considered how I might respond in the context of 140 characters. I wanted to state something profound in that limited space, and before I knew it – and practically without thinking – I had posted the following:

“Find the joy in teaching. Ignore cynics. Celebrate small victories. If you lose the passion, move on.”

The fact that this was my immediate response tells me it came from the heart. There was no second thought or reflection to muddy the waters.   I am a contemplative person who tends to over think questions and I possess a tendency to formulate my best responses a half hour after they are required. In this case however, I have to admit that given the chance to rework that particular response, I would not change a word.

Find the Joy in Teaching

When I refer to teaching, I am referring to all of those functions related to public education, from teaching to administration to student services. There is something in these fields inherently related to that altruistic desire to make a difference to a person, a group, a community or beyond. The exhilaration can come from many places and may look different to each person, but there is no doubting you will recognize it when you find it.

Ignore Cynics

I am fortunate to be surrounded by an enthusiastic forward thinking team of educators who tend to focus on possibilities, not obstacles. We know that there is an element out there that tends to see things in a negative light or is quick to point out why things will not work. There is little point in allowing such people to consume your time.

I have a theory about cynics:  these are people that are happy being unhappy. If you address their unhappiness, it puts them off balance, and they seek to restore that balance by finding something to be unhappy about.  Perhaps that in itself is a cynical view, but my point is that there is little one can to do satisfy the cynics, so stick to your vision, focus on possibilities, and move on.

Celebrate Small Victories

To be able to celebrate victories, one needs to be able to identify them. This is really a matter of being present and paying attention to the little details that may otherwise go unnoticed. Sometimes, we get caught up on the one little thing that went wrong for us rather than reflecting on all the things that went well. Be deliberate in identifying and savouring your victories.

If You Lose the Passion, Move On

In a perfect world, everyone in education would be pursuing their passion and that would translate into extraordinary learning experiences for all. The reality is that people and passions change. There is nothing wrong with that, and no one is to blame if one loses the passion for teaching or whatever role one happens to fulfill. However if it happens, it is critically important to acknowledge that reality and makes the appropriate life adjustments. Anything less would be unfair to everyone.

I suspect that without realizing it, I articulated the four principles that have guided my career as an educator. For those entering the profession and following in my path, consider it sound advice.

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Fading Influence: Do Male Role Models Matter?

rolemodelConducting an internet search for “boys” and “role models” yields titles such as:

  • The Importance of Positive Male Role Models
  • Mothers Raising Boys Alone Without Male Role Models
  • The Role Model Crisis
  • How Important are Male Role Models for Troubled Boys?

The range of articles provide insight into some intriguing perspectives.  At first glance, one might conclude that it is simply a matter of hiring more male teachers to model appropriate behaviour to boys.  Yet, findings are mixed with regard to the impact of a gender balanced school staff.  Additionally, it is shortsighted to conclude that it is only boys who are lacking exposure to positive male role models.  One consistency in the literature is the recognition of the societal reality that a significant proportion of our young male population is growing up in homes where there is little or no exposure to a positive male role model.

Nearly 20% of Canadian children live with single parent families – most of those single mothers.  Those students attend schools where, according to the Canadian Teachers Federation, nearly three quarters of teachers are female.  As such, there are fewer and fewer opportunities for youth to encounter potential male role models.  This long developing trend continues to be a societal issue in Canada, the United States, and elsewhere.

Through observation of our environment, we hone our ability to appropriately respond to the stimuli around us.  A significant percentage of male students have, at best, few adult male role models from which to learn such behaviour.  At the worst, they are exposed negative or destructive behaviour that serves as a poor example of the male contribution to society. Opportunities to observe positive adult male role models are limited for a significant number of youth.

It is human nature to look to others for cues on how to act, speak, and conduct oneself.  In the absence of role models, boys may take those cues from anyone ranging from peers to misogynistic sports or entertainment stars.  What is called for is someone close at hand who can demonstrate what it looks like to be a good husband, father, or friend.

It cannot be assumed that a balanced teacher gender ratio would necessarily address the issue, for it is not a matter of having more males in the school; it is a matter of having the right males.  While hiring practices may be part of the solution, other exposure opportunities need to be created as well.  These may occur through mentorships, encouraging male volunteers in the school, and providing support for out of school activities geared toward establishing relationships between youth and positive male role models.

Without examples to guide the way, how can boys expect to learn appropriate behavior and positive, nurturing responses?  The issue is certainly not confined to boys alone.  Just as valid are questions related to girls`persepectives of what appropriate adult male behaviour looks like.  Of course, that in turn leads to a discussion of what constitutes typical male behaviour vs. typical female behaviour, and if there is (or should be) and difference between the two.

There are no easy answers.  This topic seems to generate question after question and is laden with stereotypes, assumptions, and personal values.  As such, it is important to focus on facts, and let our decisions be informed by what we know rather than what we think we know.

A lack of male role models is clearly one element of a much deeper issue.

 

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Remembering Differently: An Alternate Way to Mark Remembrance Day in Schools.

poppyRemembrance Day is fast approaching.  Many schools hold a formal Remembrance Day service, and while this a traditional way to mark the day, there are other ways to achieve this as well.

It is essential that we prepare students for this day by educating them about our history.  Ideally, in the days leading up to November 11, schools engage in activities that help students learn about the sacrifices that people have made for their country.  This often occurs within the context of History and Social Studies, but also presents a meaningful way to engage students in all subject areas, from Language Arts to Math, the Arts, Technology and more.

These lead up activities lend meaning to your Remembrance Day observance.  While they may culminate in a formal and traditional Remembrance Day ceremony, there are alternate ways to respect the spirit of the day.

Here is one idea in which remembrance activities occur over the course of the entire school day.  The following is taken from a script in use at our school.  The content comes from various sources, including the Veterans Affairs Canada website.

9:00      Morning announcement:

“As our way of observing Remembrance Day, we will have a number of daytime reflections that we hope will give staff and students the opportunity to give consideration to just what Remembrance Day is meant to commemorate.

During this week, hundreds of ceremonies and events will take place across the country to recognize the achievements of our Veterans.

There are many ways to show that you remember and honour our Veterans:

  • Pin a poppy above your heart.
  • Talk to a friend or relative who has just returned home from Afghanistan or who served in other areas of conflict.
  • Listen to Veterans talk about their experiences.
  • Visit the Veterans Affairs Canada Facebook fan page, write on the wall and share how you remember. Change your Facebook profile picture to a poppy.

Above all, we must vow never to forget. However you choose to remember, be sure to share with everyone you know. Together, it is our duty to pass on the legacy and keep the memories of our Canadian Veterans alive.  Poppies will be distributed this morning and everyone is invited to wear a poppy as a sign of remembrance” 

Period 1

Poppies are then distributed throughout the school.  Donations are accepted, but not required.  Any student that wants a poppy may have one.

11:00    First Reflection  (In Flander’s Field – 2 students required)

Student 1 reads the following over the PA:

“This is today’s first Remembrance Day reflection

Sergeant-Major Cyril Allinson, the first person to ever read John McCrae’s In Flanders Fields poem remarked, “The poem was an exact description of the scene in front of us both. He used the word blow in that line because the poppies actually were being blown that morning by a gentle east wind.”

When one thinks of Remembrance Day poems and Memorial Day poppy poems it is the words to In Flanders Fields poem by John McCrae that comes to mind.

The In Flanders Fields poem is the world’s most recognized and beloved of all war memorial and Remembrance day poems. It was written on May 3, 1915 by Lieutenant Colonel John McCrae during WWI, while still at the battlefront during the Second Battle of Ypres in Belgium.”

Student 2 reads the following over the PA:

IN FLANDERS FIELDS POEM

By Lieutenant Colonel John McCrae


In Flanders fields the poppies blow
Between the crosses, row on row,
That mark our place: and in the sky
The larks still bravely singing fly
Scarce heard amid the guns below.

We are the dead: Short days ago,
We lived, felt dawn, saw sunset glow,
Loved and were loved: and now we lie
In Flanders fields!

Take up our quarrel with the foe
To you, from failing hands, we throw
The torch: be yours to hold it high
If ye break faith with us who die,
We shall not sleep, though poppies grow
In Flanders fields

12:00    Second Reflection – Video. 

  1. Teachers follow the Veterans Week link at the school website and click the YouTube link at the bottom of the left sidebar.
  1. Select any one video to watch with the class.  Discuss using the provided key questions.

2:00      Third Reflection

Student 3 reads the following:

On November 11, 1999 Terry Kelly was in a drug store in Dartmouth, Nova Scotia. At 10:55 AM an announcement came over the store’s PA asking customers who would still be on the premises at 11:00 AM to give two minutes of silence in respect to the veterans who have sacrificed so much for us.

Terry was impressed with the store’s leadership role in adopting the Legion’s “two minutes of silence” initiative. He felt that the store’s contribution of educating the public to the importance of remembering was commendable.

When eleven o’clock arrived on that day, an announcement was again made asking for the “two minutes of silence” to commence. All customers, with the exception of a man who was accompanied by his young child, showed their respect.

Terry’s anger towards the father for trying to engage the store’s clerk in conversation and for setting a bad example for his child was channeled into a beautiful piece of work called, “A Pittance of Time”.

Song is then played over the PA: A Pittance of Time.MP3   (4:35)

 

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Graduation: Not Just a Celebration of Student Achievement.

grad-capThe following is the text of my Principal’s Address to the High School Graduates of 2014.

My mother was the type of person who was cautious about throwing an item away, always thinking that someone might have a use for it someday. So when rummaging through a box of papers some time back, I was not surprised to come across something that I had thought was thrown out long ago.  It was a hand written copy the first graduation speech I ever delivered.  What I mean is that this was the speech I wrote and gave at my own high school graduation.  A speech that I delivered as a very nervous seventeen year old to a crowd much like this one.

I took it out of the dusty brown envelope, sat cross legged on the floor and began to read the words I had written many years ago.  After silently going over nearly all of the speech, I put it down and thought:  how embarrassing!

I could see that I attempted to be witty, and I guess I wrote the best speech I was capable of at that point in my life. Really, I was just glad that the speech was 37 years in the past and delivered in the days before anyone owned a video camera, so I could be certain that no one had any record or memory of those awkward words.

But the last paragraph of that speech was different.  Maybe I felt it would be appropriate for me to end on a serious note.  And as I reflected upon the closing paragraph, I realized that what I wrote then still holds true today.  In fact, it is highly appropriate to share it with you right now, since, I wrote it on the occasion of a high school graduation and I wrote it when I was as old as the people up on this stage today.  Here is what it said:

“Remember that we owe a lot to the people that are with us here today, for they have influenced us, and helped us to become who and what we are.  In a lot of ways, a school is a little world in itself, a world where we learn how to solve problems and adjust to different situations.  Sometimes we mess up, but that is kind of what school is for too.  And when we run into obstacles, we have people around us to help show us the way.”

I did not realize it at the time, but I know now that what I was referring to was a sense of community.  The importance of community is an enduring reality.  The strength that comes from a caring supportive community is as powerful now as it was then.

I look around this room and I see proud parents, grandparents, relatives and friends. I see teachers, educational assistants, secretaries, bus drivers and custodians. You are here because you care and because you want to share in this wonderful community celebration.  You are here, because you are the community.  And while we are here to celebrate the graduation of these students, we also celebrate your contribution in making this happen.

So on behalf of the person you see standing here before you as well as on behalf of my seventeen year old self who is speaking to you from across the years, I wish all the best to these young people, and extend my gratitude to all of you who have provided the support and encouragement that makes their high school graduation a reality.

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Academic Awards: Who Are They Really For?

Oscars.  Grammies.  Golden Globes.  ‘Tis the season of awards ceremonies –  the entertainment industry’s exercise in self promotion in which it showcases the best it has to offer .  Pop culture would have you believe that “the best” truly is worth viewing, downloading, or tuning into. 

awardsIs the song of the year necessarily better than others?  It might be to some.  The best actor, film, screenplay, or daytime drama is only the best in the context of that particular award ceremony, nothing more.  The industry has cleverly created these events not necessarily to determine and celebrate the subjective “best”, but to promote the product and heighten its own profile within our consumer society.

And the Academic Award Goes To…

Much has been written about school based awards.  Many jurisdictions maintain a traditional approach where top marks or proficiency in a strictly defined category is recognized and rewarded.  In some, they have metamorphasized into more general celebrations of learning.  In a handful of others, they have been abolished altogether.

Who benefits from school based awards?  Is it the student?  No doubt there is some impact on a students’ self esteem when they are selected  for recognition from amongst their peers .  But for every winner, there is a runner up and a host of others who did not merit consideration.  What of the self esteem of these people?

Is it for parents?  Certainly there is a measure of pride in seeing one’s child recognized for significant achievement, as evidenced by the existence of bumper stickers proclaiming that “My Child is on the Honour Roll” at a particular school.  And what does this say about the parents whose children are not selected for an award?  If a child’s success reflects upon the parent, surely their lack of recognition must similarly have some impact.

Is it for the school?  Award nights that bring people together under the tagline of “a celebration of excellence” certainly can impact upon the profile of the school within the community.  Such events are frequently built on the foundation of tradition.  For parents long removed from the public school setting themselves, it is something that they immediately understand.  The presitige associated with receiving an award echoes across time.

An Exercise in Self Promotion

Perhaps the school system itself reaps the most benefit from traditional school based awards.  It is the system that creates the awards and then establishes the typically narrow parameters for recognition. This frequently results in an excellent public relations opportunity to showcase the accomplishments of a handful of students and heighten the profile of the school.  Does it improve student learning?  It may impact for those few students who require the extrinsic motivation of an award to achieve their best, but it accomplishes little more.

We live in a competitive world where we are taught to strive to be the best.  However, what constitutes that ideal is frequently subjective and rarely inclusive.   The practice of creating and distributing school based awards does not necessarily need to be abolished, but it is important that we recognize this practice for what it is.  It is the recognition of the high achievement of some students within the context of rigid parameters, and exclusion of the rest.

It is time for all school systems that perpetuate the traditional model to shift focus. Practice must be inclusive and recognize the special talents that each individual brings to the table.  This is at odds with awards based approaches which, while they might serve the purposes of the school system, need to be rethought with a view to bringing tradition into line with current practice in teaching and learning.

Our actions must reflect and reinforce that doing one’s best is more important than being “the best”.

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Bi-Tech: Relating to Both the Digital and Analog Generations

old phone new phoneI am of the generation that grew up in a largely pre-digital era. With the pace of technological innovation in today’s world being what it is, nearly all of us can say we have seen a tremendous amount of change in our lifetime. Yet I find myself in a challenging and somewhat frustrating position;  I need to be able to competently use the latest technology while maintaining a skill set related to that which is rapidly being rendered obsolete.

The best way to illustrate the need for this is to reference my own family. I communicate with my adult children via text messaging and occasionally through a social networking medium. Typical of most digital natives, online media is their first choice when it comes to news, sports and entertainment. We carry our smartphones with us practically everywhere and can connect in seconds, although I can count on the fingers of one hand the number of times we actually used those devices as telephones.  Our practice has been to exchange bite sized pieces of text information. I respect that they prefer to communicate in this fashion

My elderly mother receives a daily printed newspaper. She does not have internet access in her home, and relies on the radio and television for her news and entertainment. She has a cell phone and I continue to try to persuade her that the device is essentially useless when turned off.  (From her perspective, there is no reason to turn it on if she is not actively using it.)  She relies on her land line telephone, preferring real time conversation as her primary means of distance communication. I respect that she prefers to communicate in this fashion.

I am caught in the middle with a perspective that yields a unique understanding of both digital cultures.  As a result, I am proficient in accessing communication technologies across generations, something of which I am not confident either generational extreme can boast.

Out with the old and in with the new?

A number of my age cohorts are tech savy, others are decidedly not. As a high school principal, many of the parents with whom I interact typically fall somewhere within that continuum. Does that impact on how I communicate with them?  It most certainly does.

Consider the traditional school newsletter, which continues to be a commonly used communication tool. Stuffed into backpacks and binders, some might find their way home to their intended audience, but many do not. Recognizing that they could improve on their delivery rate, schools began to make newsletters available online or to email them directly to parents, yet they did not necessarily abandon the hard copy backpack-delivery model. This is in recognition of the fact that we are dealing with parents who relate best to a paper newsletter as well as those who prefer to receive that information electronically.

So are schools then to exploit new technologies while maintaining older, even obsolete means of communication?  My answer to that is a qualified no. While we are obliged to communicate with parents and with the community at large, it is our responsibility to enable them to receive information in more current formats and  move away from yesterday’s practice.

IMG_4446aThe Digital Divide.

It has been years since I have sent home a regular printed school newsletter. Our school sends one major newsletter style publication home each year as an insert in the year-end report card. It includes information about the upcoming school year and frequently references the school website as an information source. QR codes direct the more tech savy parents to relevant sections of the school website and it is clearly indicated that this is the one printed newsletter parents can expect to receive. Our goal is education, and that includes enabling the ability to access school information through modern means.

I recognize that some people may be incapable of accessing information through current technology, and for these people we gladly print and send the relevant sections of the school website. These are increasingly rare cases.

Straddling that digital divide can be a challenge. Parents, particularly those of high school students, are largely digital immigants.  While one may deem it necessary to preserve dated strategies to faciliate communication with all parents, the resulting reality sees the same information available in a variety formats and delivery models.  This redundancy is ultimately inefficient.

At some point we must abandon the obsolete.  As communication technologies evolve, so must our practices.