Tomorrow will be June 1st, and educators everywhere can't help but find themselves thinking of the finish line as we sprint (or limp, depending on how your year has been going) down the last leg of this school year.
While this is a time for looking back, saying goodbye to our graduating seniors and students moving on to the next grade level, it can be a great time to look ahead and lay the foundation for next year's plans.
Here are a few brief suggestions for stepping up your tech game for next year:
1) Prepare an Internet survey for your incoming students. How many of them have access from home? How many will you need to help find alternative means of accessing your online curriculum and participating in your paper-free classroom?
2) Fine-tune that grading policy. If you find yourself disliking the practice Jason Christiansen described in his recent AP Stat blog post of giving students points at the beginning of the year, then "slowly and methodically remove them for each successive mistake a student makes," perhaps you're ready to flip your approach to grading. Rewrite your grading policy to focus less on the grading and more on the learning. A good place to start is this blog entry. Also, be sure to check out http://sbg.wikispaces.com.
3) Google Your World. Try the Google applications for yourself, and prepare to start the year by having your students create accounts so they can collaborate on and easily submit files (projects, presentations, spreadsheets, surveys, forms, essays, reports, etc.) to you. Here is a link to our professional development session on getting started with Google applications.
4) Exit polling. Ask your students what they liked best, what worked best for their own learning this year, what made them most excited about your class, and what they would have you improve or change for next year. I am not sure why I am always surprised by the insights provided by the people who spent the whole year working in my class, but it ALWAYS guides me about what to keep and what to change.
Stay cool & enjoy those last weeks of school!
Scott's Profile Pic
Scott Swindells
Tuesday, May 31, 2011
Tuesday, May 24, 2011
Five Steps to a More Perfect School District
1) Provide Google accounts for all students.
2) Allow students to bring in their own laptops and mobile devices to connect to the Internet through the filters.
3) Instead of staff in-service days, close the buildings and allow teachers to learn from home. They could research their own topics and do their own learning, take online flex sessions provided by expert teachers, or design and offer the sessions themselves to earn flex. And don't require fewer flex hours; require more.
4) Administrators, staff developers, managers, supervisors, coaches, coordinators -- everyone with a teaching license -- should teach at least one class as part of their jobs, allowing everyone involved in policy making the ability to try out their ideas and practice what we preach.
5) Provide on-demand support from coaches for teachers who need assistance, allowing them to do professional development in response to actual classroom needs.
Any other suggestions? Please share in the comments below.
See you next Tuesday!
2) Allow students to bring in their own laptops and mobile devices to connect to the Internet through the filters.
3) Instead of staff in-service days, close the buildings and allow teachers to learn from home. They could research their own topics and do their own learning, take online flex sessions provided by expert teachers, or design and offer the sessions themselves to earn flex. And don't require fewer flex hours; require more.
4) Administrators, staff developers, managers, supervisors, coaches, coordinators -- everyone with a teaching license -- should teach at least one class as part of their jobs, allowing everyone involved in policy making the ability to try out their ideas and practice what we preach.
5) Provide on-demand support from coaches for teachers who need assistance, allowing them to do professional development in response to actual classroom needs.
Any other suggestions? Please share in the comments below.
See you next Tuesday!
Tuesday, May 17, 2011
Today
Welcome to Tuesdays with Swindy.
Today is the 57th anniversary of Brown v. Board of Education of Topeka.
It is also the birthday of Page McConnell (1963), Bob Saget (1956), Sugar Ray Leonard (1956) and Boticelli (1444).
It is the anniversary of the deaths of Lloyd Alexander (2007) and Lawrence Welk (1992).
On this day, Cincinnati Reds' Mario Soto threw 4 strikeouts in one inning (1983), Israel and Lebanon signed a peace treaty (1983), the Soviet Union recognized Israel, Alaska became a U.S. territory (1884), and Buffalo Bill Cody's 1st wild west show premiered in Omaha (1883).
On this day in 2011, I thought for hours, but could think of no other topic about which to write...
Today is the 57th anniversary of Brown v. Board of Education of Topeka.
It is also the birthday of Page McConnell (1963), Bob Saget (1956), Sugar Ray Leonard (1956) and Boticelli (1444).
It is the anniversary of the deaths of Lloyd Alexander (2007) and Lawrence Welk (1992).
On this day, Cincinnati Reds' Mario Soto threw 4 strikeouts in one inning (1983), Israel and Lebanon signed a peace treaty (1983), the Soviet Union recognized Israel, Alaska became a U.S. territory (1884), and Buffalo Bill Cody's 1st wild west show premiered in Omaha (1883).
On this day in 2011, I thought for hours, but could think of no other topic about which to write...
Tuesday, May 10, 2011
Happy Happy Joy Joy
Hello, blogosphere!
I took last Tuesday off to celebrate my birthday, but I'm back with another block-rockin' beat...
or, at least, another post.
I was told that I sounded a little downtrodden in my last entry, so here's a topic that's a little more uplifting. :)
Last week, the three AICs compiled some data on what we've accomplished this year, including all the 50+ flex training sessions we offered, as well as the just-in-time, on-demand professional development we do during the work day, and aligned each instance with its topic and applicable ISTE standards. We also listed a breakdown of our time spent in the position, our role in the district's Strategic Plan, and listed several success stories from the field.
It is a difficult budget in any school district to justify tech integration, something that many people still see as something "extra," or as a luxury, and do not know is essential.
We decided to call upon the teachers with whom we've worked this year and ask them to share with us their thoughts on the value of our positions. Within the first 24 hours, we received nearly 100 responses!
The kind words from our colleagues have made us very proud of our accomplishments during the short nine months we've spent in our position. Regardless of whether we'll stay in next year's budget, their feedback has made it all worthwhile. I would like to take this Tuesday to thank them, and to share some of our favorite responses.
Tuesday, April 26, 2011
Where's the Innovation?
Because school districts fear what students might do (with technology in various forms), school districts limit what students can do.
Schools know this, teachers and administrators freely admit this, but there's "nothing we can do about it," we casually shrug, because the fear of students' innappropriate use seems to trump the fear that we are doing a great disservice to their education.
So they continue to sit in desks and listen to lectures while other people move the world.
In a month where Time magazine ran a cover story giving real credence to the theory that technological singularity is coming, we announce an innovation celebration where ideas will be presented on poster board, with absolutely no computers or tech.
I am shocked that we in education continue lag so far behind.
Schools know this, teachers and administrators freely admit this, but there's "nothing we can do about it," we casually shrug, because the fear of students' innappropriate use seems to trump the fear that we are doing a great disservice to their education.
So they continue to sit in desks and listen to lectures while other people move the world.
In a month where Time magazine ran a cover story giving real credence to the theory that technological singularity is coming, we announce an innovation celebration where ideas will be presented on poster board, with absolutely no computers or tech.
I am shocked that we in education continue lag so far behind.
Wednesday, April 20, 2011
Professional Development Needs to be Like This!
Hello & welcome to a special Wednesday edition of Tuesdays.
I attended a Continuing Professional Education committee meeting yesterday becasuse I wanted to be part of the planning for the professional development that will take place in our district next year. I presented something greater than 50 training sessions this year, and have worked with over 700 (unique) teachers of our district's (roughly) 1000, so I felt it was important to know what administrators, teachers and staff developers in the committee had planned, as I want to continue to train our staff on technology integration, UbD, and other educational topics.
I'm glad I attended. I like the plan they have in place for next year for teachers to earn their flex hours by attending training sessions that are grouped together in academies, from which a teacher can choose his or her focus.
However, there is more to professional development than in-service day activities and after-school training sessions that teachers complete for flex -- because we so very often complete those not for learning, but FOR FLEX. A great deal of professional development happens "on the spot," based on a teacher's need to learn something in order to complete some academic task.
I noticed that this type of professional development was omitted from the draft of our update to the eStrategic Plan, which listed several other types of PD (including after-school flex, PLC experiences, building- and department-level workshops, in-service, etc.).
My main contribution to this meeting was to ask them to add: "Needs-based, on-demand professional development that takes place during the work day," and I also threw in this last phrase: "from the Academic Integration (technology) team," because I am pretty sure we are the only ones left in our district who offer this type of PD.
In these uncertain economic times, I have to ask... if we are cut from the budget, who will do this?!?
OK, that is a topic for another rant at another time, but the short answer is this: the teachers will continue to do the vast majority of their professional development on their own, through their own research, as needs arise in the classroom, with or without the coaches like me. They will just be able to do less of it if our district cuts off that line of support... and in some cases, none of it, because teachers are swamped with work.
So what should professional development look like? Please consider these four examples, all of which took place during this week:
1) I was asked to show CPS to an elementary teacher. I drove to her building and found she had invited the whole group of her grade-level teammates at an elementary school to attend. They had tried the software and the clickers ahead of time and already knew the basics (I was proud to hear they had watched my podcast on CPS to get started!). They came in with specific questions they needed to have answered because they had run into a few roadblocks. Instead of delivering the whole presentation from getting started with the software to using it with students, I was able to spend the whole (precious few minutes of a) prep period helping them work around their specific obstacles. This is what professional development needs to be.
2) I was asked to give the basic training on Schoolwires to a first-year teacher. He did not need the flex hours and was unable to attend the two-hour after-school training sessions we give on setting up the teacher web pages. Instead, he was permitted to have his page turned on with the agreement that he would do the training with me during the work day. This teacher was so advanced in his prior knowledge and experience with technology that he was able to get everything he needed from that two-hour session by spending just 25 minutes 1-1 with me asking specific questions, and a few additional minutes where I shared some ideas I had seen others do around the district. This is what professional development needs to be.
3) This afternoon, for two hours leading into our spring break, the Academic Integration Coaches are presenting a flex session called "Everything You Wanted to Know About Your Computer... *But Were Afraid to Ask." We have 25+ people attending (for 4-6 p.m. leading into a holiday!). We have offered this session several times in the past. The agenda comes from teachers' individual questions, which they supply us with via a Google form sent out two weeks prior, and the instructors research the answers to present to the group. The agenda is based on answering their specific questions. This is what professional development needs to be.
4) I just met with a high school Spanish teacher. We have previously met during her prep time for me to teach her the basics of Moodle. During one of our meetings, we could not figure out how to import questions from assessments she created using ExamView software into the Moodle, so her students could take the assessments in this secure, online environment and be graded. This was something very important to her, so she decided to figure it out. Since we started working together her knowledge of Moodle has surpassed mine. She has students using it every day in class, while I only get to use it in training sessions with teachers these days. The purpose of today's meeting was for her to show me the solution she had figured out for importing those quizzes into Moodle. She had solved the puzzle, and was willing to share the solution with me, because I will be able to get that solution out to a greater number of teachers. And I will. She has agreed to narrate a podcast I will produce in the next few weeks that will walk teachers through the steps she takes to import the quizzes. This will save time for other staff who want to do this in the future, because she took the time to figure it out and share with her colleagues. This is what professional development needs to be.
This is what professional development needs to be:
Timely
Precise
Concise
Needs based
On demand
This is the most effective and meaningful type of professional development, and we need to fight to keep it available to teachers in our district.
Have a great spring break -- talk to you next Tuesday!
I attended a Continuing Professional Education committee meeting yesterday becasuse I wanted to be part of the planning for the professional development that will take place in our district next year. I presented something greater than 50 training sessions this year, and have worked with over 700 (unique) teachers of our district's (roughly) 1000, so I felt it was important to know what administrators, teachers and staff developers in the committee had planned, as I want to continue to train our staff on technology integration, UbD, and other educational topics.
I'm glad I attended. I like the plan they have in place for next year for teachers to earn their flex hours by attending training sessions that are grouped together in academies, from which a teacher can choose his or her focus.
However, there is more to professional development than in-service day activities and after-school training sessions that teachers complete for flex -- because we so very often complete those not for learning, but FOR FLEX. A great deal of professional development happens "on the spot," based on a teacher's need to learn something in order to complete some academic task.
I noticed that this type of professional development was omitted from the draft of our update to the eStrategic Plan, which listed several other types of PD (including after-school flex, PLC experiences, building- and department-level workshops, in-service, etc.).
My main contribution to this meeting was to ask them to add: "Needs-based, on-demand professional development that takes place during the work day," and I also threw in this last phrase: "from the Academic Integration (technology) team," because I am pretty sure we are the only ones left in our district who offer this type of PD.
In these uncertain economic times, I have to ask... if we are cut from the budget, who will do this?!?
OK, that is a topic for another rant at another time, but the short answer is this: the teachers will continue to do the vast majority of their professional development on their own, through their own research, as needs arise in the classroom, with or without the coaches like me. They will just be able to do less of it if our district cuts off that line of support... and in some cases, none of it, because teachers are swamped with work.
So what should professional development look like? Please consider these four examples, all of which took place during this week:
1) I was asked to show CPS to an elementary teacher. I drove to her building and found she had invited the whole group of her grade-level teammates at an elementary school to attend. They had tried the software and the clickers ahead of time and already knew the basics (I was proud to hear they had watched my podcast on CPS to get started!). They came in with specific questions they needed to have answered because they had run into a few roadblocks. Instead of delivering the whole presentation from getting started with the software to using it with students, I was able to spend the whole (precious few minutes of a) prep period helping them work around their specific obstacles. This is what professional development needs to be.
2) I was asked to give the basic training on Schoolwires to a first-year teacher. He did not need the flex hours and was unable to attend the two-hour after-school training sessions we give on setting up the teacher web pages. Instead, he was permitted to have his page turned on with the agreement that he would do the training with me during the work day. This teacher was so advanced in his prior knowledge and experience with technology that he was able to get everything he needed from that two-hour session by spending just 25 minutes 1-1 with me asking specific questions, and a few additional minutes where I shared some ideas I had seen others do around the district. This is what professional development needs to be.
3) This afternoon, for two hours leading into our spring break, the Academic Integration Coaches are presenting a flex session called "Everything You Wanted to Know About Your Computer... *But Were Afraid to Ask." We have 25+ people attending (for 4-6 p.m. leading into a holiday!). We have offered this session several times in the past. The agenda comes from teachers' individual questions, which they supply us with via a Google form sent out two weeks prior, and the instructors research the answers to present to the group. The agenda is based on answering their specific questions. This is what professional development needs to be.
4) I just met with a high school Spanish teacher. We have previously met during her prep time for me to teach her the basics of Moodle. During one of our meetings, we could not figure out how to import questions from assessments she created using ExamView software into the Moodle, so her students could take the assessments in this secure, online environment and be graded. This was something very important to her, so she decided to figure it out. Since we started working together her knowledge of Moodle has surpassed mine. She has students using it every day in class, while I only get to use it in training sessions with teachers these days. The purpose of today's meeting was for her to show me the solution she had figured out for importing those quizzes into Moodle. She had solved the puzzle, and was willing to share the solution with me, because I will be able to get that solution out to a greater number of teachers. And I will. She has agreed to narrate a podcast I will produce in the next few weeks that will walk teachers through the steps she takes to import the quizzes. This will save time for other staff who want to do this in the future, because she took the time to figure it out and share with her colleagues. This is what professional development needs to be.
This is what professional development needs to be:
Timely
Precise
Concise
Needs based
On demand
This is the most effective and meaningful type of professional development, and we need to fight to keep it available to teachers in our district.
Have a great spring break -- talk to you next Tuesday!
Tuesday, April 12, 2011
The Evidence that Coaching Makes a Difference
The evidence that coaching makes a difference is not going to be seen in student scores on this year's standardized tests.
It also might not be seen in students' grades, or even in their performance this week, month, or year.
But a great change is taking place.
The evidence is in the classrooms in our district, where students are now seen far more often seated in groups, working together (with or without technology) to discvoer learning. The evidence is in the places the decision makers aren't looking, but it is there.
It is in the student blogs and discussion posts, where their enthusiasm and engagement in their learning shows clearly in their writing.
It is in the projects that they spend hours at home to complete because they are excited to share their ideas with their classmates.
It is in the classrooms where the teachers have stepped off the stage and now guide their students to learn for themselves.
It is in the conversations where teachers don't give their students the right answers, but teach them how to solve problems for themselves.
The evidence might come years later, when a student is faced with an academic challenge that he or she overcomes by researching and using a variety of means to solve a problem.
We might not get to see this process, but it will be behind the solutions and the successes.
It also might not be seen in students' grades, or even in their performance this week, month, or year.
But a great change is taking place.
The evidence is in the classrooms in our district, where students are now seen far more often seated in groups, working together (with or without technology) to discvoer learning. The evidence is in the places the decision makers aren't looking, but it is there.
It is in the student blogs and discussion posts, where their enthusiasm and engagement in their learning shows clearly in their writing.
It is in the projects that they spend hours at home to complete because they are excited to share their ideas with their classmates.
It is in the classrooms where the teachers have stepped off the stage and now guide their students to learn for themselves.
It is in the conversations where teachers don't give their students the right answers, but teach them how to solve problems for themselves.
The evidence might come years later, when a student is faced with an academic challenge that he or she overcomes by researching and using a variety of means to solve a problem.
We might not get to see this process, but it will be behind the solutions and the successes.
Subscribe to:
Posts (Atom)