Category Archives: Developing and Facilitating Leadership

8 Characteristics of the Innovative Leader (Document)

I wanted to create a “rubrics” (for lack of a better term), that discusses some of the questions and ideas based on my post “The 8 Characteristics of the Innovative Leader“.  Since I believe innovation often starts with “questions” that guides practice, this document starts from there, but gives a few suggestions as well.  So instead of doing a traditional rubrics, I left a column open so people could write their own ideas on how they are meeting the characteristics.  If it was truly innovative, then the idea might be sparked from this, but should not be limited to what is shared here.  It is more of a starting point than an endpoint.

Please feel free to use as you see fit.  The writing is small so I uploaded it to Scribd so it could be downloaded or expanded for a better visual.

The Innovative Leader Rubrics

Blog Posts on Leadership Development

I have really focused on “innovative leadership development” in my work, and have written about it extensively in my work.  Because of this, I wanted to collect all of my posts that have really focused on leadership in a time where leadership really needs to change.  Please feel free to use the posts in any way to help you with your own development, or challenge any of the ideas that I have shared.

The posts are organized into two areas: Developing LeadershipandEmbodying Visionary Leadership“.  It is meant to help develop a vision and understanding, and then to talk about what it actually looks like. (For a static page of these posts, you can check out the “Leadership Deveolpment” page on my blog.)

Developing Leadership

Educational Leadership Philosophy – This is the post that leads to all of other things.  I think it is a great practice to be able to write your own leadership philosophy so people understand why you do what you do.  It is also something that I will revisit and tailor since a leadership philosophy should not stay the same for the rest of our lives.  It should change on based on who we serve, and what we learn.  It should constantly be pushing you to move forward. 

8 Characteristics of the Innovative Leader – As we continue to look at teachers, students, and learning becoming more “innovative”, it is important that leadership changes.  As administrators often set the tone for their district or their building, if they are saying the same, it is not likely that things are going to change in the classroom.  Leadership needs to not only “think” different, but they need to “act” different.  This post talks about some of those characteristics.

5 Questions You Should Ask Your Principal – To develop a powerful vision, it rarely starts with answers, but more often with questions. This post focuses on questions in five crucial areas: Fostering Effective Relationships, Instructional Leadership, Embodying Visionary Leadership, Developing Leadership Capacity, and Creating Sustainable Change.  How do you lead in these areas?

3 Questions To Guide Your Vision – One of the things that I feel is important in a leadership position is that you build capacity and create an environment that eventually will not need you. To create a vision, you have to think about your long term impact, and how you will develop people to create a culture that is not dependent upon a person, but on the community.

Want someone to see your viewpoint? Ask them their thoughts first. – When I believe in something,  I used to spend all of my time trying to “sell” that idea to others and trying to get them to embrace what I saw.  If people didn’t agree with me, or my viewpoint, I would often got extremely frustrated and get nowhere closer than where I was before.  I hear this same approach from so many other people who tell me about the countless hours they try to get people to “embrace change”, and what I have learned is to spend less time defending your position, and spend more time asking questions.

Embodying Innovative Leadership

4 Attributes of a Great Assistant Principal – Being an Assistant (or Vice) Principal, was one of my favourite jobs.  As a principal, my AP’s were amazing and they helped to make me a better leader. They were always open to learn and develop; not only from what I would share to them, but from the experiences that they had with staff, students, and parents.  I expect great Assistant Principals to focus on building relationships with the entire school community, are approachable, are change agents, and ALWAYS have the idea of “what is best for kids” driving their decision-making.

The Need for Courageous Leadership – This is a great example of a leader that models risks for their faculty, and leads through actions, not simply words.  Does your school have the courage to let a student tweet on the behalf of your school account? If not, why?

4 Types of Leaders You Shouldn’t Be – Working with many different organizations, I have heard either the frustration from educators within the organization that feel like they are running on the spot, while also working with administrators that are more focused on holding down the fort as opposed leading with vision.  These are some qualities that you or I could be doing, without even thinking about.  It is so important to take a strong look in the mirror and think about the things that we would hate as an educator in our building.

21st Century Schools or 21st Century Learning? – The mass purchase of devices for schools is happening way too much without the crucial conversations about what learning should look like in the classroom.  This is actually frustrating many teachers that I have spoken with; it just becomes another thing that has been dumped on educators, not something that is going to make learning better.  There is definitely some value in playing with a device and figuring out some of the amazing things it can do, but should we really be doing that by buying devices en masse? Shouldn’t we try to figure out what the learning look like and then discuss the device? 

3 Things We Should Stop Doing in Professional Development – There are a lot of things that we have just accepted as “norm” in our professional development, but we should always deeply look at how we spend our time with staff.  Time is the most valuable currency we have in schools so it is important that we get the most out of every interaction we have together.  In this post, I look at three things that we should not accept as simply the norm.

5 Characteristics of a Change Agent – As a leader, it is not just teaching “stuff”, but it is helping people to see the importance of embracing change in our work in schools today.  We often lament at how people are terrible at accepting change, but in reality, many leaders are just poor at delivering why change is important or crucial. All people want to do something better, but what are the characteristics of leaders that successfully move people along?

Hopefully there are some things that you can take away from these posts, or share with others.

Innovation Doesn’t Happen Behind Closed Doors

Whether you are starting off as a new administrator, or you have been in the role for awhile, it is important that you “make your mark” and bring your own style to a position.  Just like your teachers want to make an impact with their students, you want to make an impact with your school community.  Doing something “awesome” is important as administrators should feel that they are contributing to the growth of the school, not simply the management of it.

In my own experience, it is easy to lock yourself in a room, work on some great ideas, and come out with something (you believe to be) new and amazing.  Yet closing yourself off and focusing on being “innovative” often leaves you with great ideas that will get nowhere, because you have not created the relationships needed for people to feel safe trying something new.  If you don’t spend time in the classroom and see what the inner-workings are of what learning looks like every day, your ideas can become great in theory, but unattainable in practice.  It is important to recognize that innovation is a human endeavour, and if you are going to put too much time into something, it should always be people, not stuff.

So what is a great step to help move this forward?  Move your office into a classroom.

Administrators have a lot of managerial duties that they have to get through in a day.  It can honestly be overwhelming.  That being said, it is rare that we don’t have access to an untethered device that we can go sit in a classroom and be a “fly on the wall”.  This helps not only with visibility of students, but will give you a great perspective of what teaching and learning looks like, and what hurdles teachers have to jump through in a day to be successful.  Is the technology working?  Does the classroom have seating that is conducive to different types of learning styles?  Does Wifi work?

Many teachers accept their classroom “as is” and do the best with what they have and they don’t say anything.  This does not make those boundaries acceptable.  By simply spending an hour catching up on emails from a classroom, you will learn a lot more about your school than you would spending an hour in your office.  You don’t have to do this all of the time, but you should do it often.

This isn’t “no office day”.  Although I love the intent behind that initiative, I find the idea of having a solitary day to go spend time in classrooms is not enough.  This should be a weekly process, if not more.  The time you spend just sitting in a classroom builds a comfort and trust level with staff who eventually don’t even know you are there.  That’s kind of the point.  If you don’t have time to go into a classroom, your priorities might be out of order.

Through this process, you might not get as much done, but you will build relationships with teachers in this process that will lead them going over-and-above for you, which in the long run, will not only save you time, but creating better opportunities for your entire school community.

Believe me, the investment is worth it.

8 Characteristics of the Innovative Leader

“Why are we okay that management hasn’t seen innovation in a 100 or 50 years, but we demand innovation in every other aspect of our lives?” Jamie Notter

As we continue to look at teachers, students, and learning becoming more “innovative”, it is important that leadership changes.  As administrators often set the tone for their district or their building, if they are saying the same, it is not likely that things are going to change in the classroom.  Leadership needs to not only “think” different, but they need to “act” different.

For leaders to be effective in changing a school or an organization, they need to change themselves first.  It is way too easy to go a leadership conference and get ideas of things that you are going to do with your staff.  What is important is changing your own practice first.  So along the lines of what is happening within “pockets” of classrooms around the world, leaders must embody the characteristics that they seek.  As my good friend Jimmy Casas says, “what we model is what we get.”

So with that being said, here are some of the characteristics that I have seen in some of the most innovative leaders that I have encountered.

  1. Visionary – When I listen to some superintendents, the vision they share is inspiring and you can tell they see a new vision of school.  Yet what is important about these visionary leaders is that they can take this “powerful vision” and break it down to what it looks like in the classroom.  To create a culture of “innovation”, it takes small steps forward towards a greater vision, not a gigantic leap to the top of the summit.  Innovative leaders help people continuously grow with small steps that build both confidence and competence, so they are more willing to become more innovative themselves.
  2. Empathetic – Along the lines of design thinking, new ideas start with understanding the people they are created for.  When I first became a principal, I did not try to mirror the ideas of the principals before me, but I thought, “If I was a teacher in this school, what would I expect of my principal?”  That trickled down to trying to empathize with being a student in the school, and a parent in the community.  For example, as a teacher, I hated meetings that seemed to go nowhere and went too long.  So to respect the time of others, meetings became shorter and we spent more time learning, than we did on things that could have been simply emailed.  Is having a shorter meeting innovative? No.  But trying to put yourself in the place of those that you serve is where innovation begins.
  3. Models Learning – One of the superintendents that I have the great respect for is Chris Kennedy of West Vancouver.  He has shared his ideas that leaders need to be “elbows deep in learning with their schools”, and I think that is imperative to creating new and better ideas.  It is simple to fall into the trap of doing things that have always been done, or simply going with what you know.  This limits everyone.  If we want to do better things for students, we have to become the “guinea pigs” ourselves and immerse ourselves into new learning opportunities.  We rarely create something different until we experience something different.
  4. Open Risk Taker – This building upon the previous point.  The term “risk-taker” has become quite cliche in our work, as leaders often promote it, but rarely model it.  People are less likely to take risks in doing something different unless they see those above them in the hierarchical structure do the same thing.  If leaders want people to try new things, they have to openly show, that they are willing to do the same.
  5. Networked – Networks are imperative to growth and innovation.  It is easy to think you are doing something amazing when you are not looking beyond the walls of your school.  Great leaders have always created networks, but now this is not limited to face-to-face interactions.  It is also not as limited for those who live in rural areas.  Anyone willing to connect is now able to connect. It is simply a choice.  We can no longer be limited to the ideas in our own school. We need to connect with others outside and choose what works for our organization and remix it to be applicable.
  6. Observant – Great ideas often spark other great ideas.  Things like “Genius Hour” and “Innovation Week”, that have become synonymous with school, were probably sparked by seeing things outside of schools and modifying them to meet the needs of kids.  The power of the Internet is that we have access to so much information, not only from schools, but from outside organizations.  Although a business solution might not necessarily work “as is” for a school, if we learn to connect ideas and reshape them, it could become something pretty amazing.  What I am hoping to see one day is that although we can take great ideas from outside companies like Google, our practices in schools will become so innovative that people will look at borrowing from education.
  7. Team Builder – The least innovative organizations often seem to surround themselves with like-minded people.  Innovation often comes from conflict and disagreement, not in an adversarial way, but in a way that promotes divergent thinking. The idea is not to go with the idea of one person over another, but to actually create a better idea that is often in the middle of the two ideas shared.  If a leader is going to be innovative, surrounding yourself with people that mirror your personality is not the way to get there.
  8. Always Focused on Relationships – Innovation has become such a huge focus of schools, they we often forget that it is ultimately a human endeavour.  I don’t see a smartphone as something that is innovative, but it’s the thinking behind creating a smartphone where the innovation happens.  It is easy to lock yourself in an office, connect with people on Twitter, and appear from your room with some great idea or new thing.  The problem is that if you are want to become an “innovative leader” it is not only about you creating new and better ideas, but your staff.  If you have lost focus on the people in the building, new ideas might appear, but they might not be embraced.  Spending time with people and building solid relationships with them often leads to them going miles beyond what is expected and move away from “what has always been done”.  When people know they are valued and safe in trying new things, they are more likely to do something better.  This is at the core of an innovative school.

Ultimately, an innovative leader should try to create new ideas, but it is more important that they create a culture of innovation.  We often talk about empowering people and then getting out of their way, but what is often missed in the process is removing some of those barriers that they will encounter along the way.  This why it is so important to spend time in the classrooms, see what teaching and learning looks like, and then help to create a better tomorrow for our students and educators.  Again though, at the heart of innovation is people, not stuff.  If we always keep that at the forefront of our work, we are more likely to create an innovative culture.

4 Reasons People Don’t Blog and Ideas to Help Change Their Mind

A lot of work that I do is not only showing people how to do “stuff”, but more importantly, trying to help them embrace change. One of the most powerful ways to not only change the teaching profession as a whole, but also as individuals, is through the act of blogging.  One of my favourite articles on the topic of blogging is from Dean Shareski, which he shares how he believes blogging makes better teachers.

Thousands of other blogging educators could echo similar words. In fact, I’ve yet to hear anyone who has stuck with blogging suggest it’s been anything less than essential to their growth and improvement. I’ve no “data” to prove this but I’m willing to bet my golf clubs that teachers who blog are our best teachers. If you look at the promise ofProfessional Learning Communities that our schools have invested thousands, more likely millions to achieve, blogs accomplish much of the same things. The basic idea of the PLC is to have teachers share practice/data and work in teams to make improvements. A good blog does this and more. While the data may not be school specific, great bloggers know how to share data and experience that is both relevant and universal so any reader can contribute and create discussion.

Yet fear of the unknown is a powerful thing.  I have learned how hard it is to move people from a “known average” to an “unknown amazing” because of fear.  So for some of the arguments I have heard against the idea of blogging, I wanted to provide some of my counter-arguments on the topic.

 

1. Blogging is useless. – The thing with this argument is that I have rarely (if ever) heard this from someone who has consistently blogged on their teaching and learning for any amount of time.  As I was talking with a student the other day in a school who was about to start his own blog in class, he argued with me on the merits of the activity.  I asked him, “have you ever blogged?”, to which he replied “no”.  I challenged him to give it one month, and a legitimate try and then offer me his thoughts, to which he said, “I will.”  Even in Dean’s article, he uses the same argument:

So here’s my plan. Hire a teacher, give them a blog. Get them to subscribe to at least five other teachers in the district as well as five other great teachers from around the globe. Have their principal and a few central office people to subscribe to the blog and five other teachers as well. Require them to write at least once a week on their practice. Get conversations going right from the get go. Watch teachers get better.

Try that. If it doesn’t work after a year, you get my golf clubs.

PS. The only people allowed to criticize or challenge this idea are people who have blogged for at least one year and written at least 50 posts. The rest of you can ask questions but you can’t dismiss it.

It is easy to criticize something you have never done (all of us our guilty of this, including myself), but to me, a viewpoint is not truly valid unless you have experience.

2. I have no time. – We all have the same amount of time and it is not like those who blog have 26 hour days, compared to the rest of the population.  It is not about time, but more about priority.  If people see it as important, they will make time.

So one of the things that I try to focus on is the importance of blogging for not only reflection, but open reflection.  The art and practice of reflection can help make ourselves better educators and learners.  For us to truly help students, we need to be masters of learning before we can become master teachers.  Reflection helps in that process. But “open reflection” helps others and not only pushes our profession forward in a communications aspect, but also in making each other better.  Clive Thompson wrote a quote on how blogging makes us all smarter:

Having an audience can clarify thinking. It’s easy to win an argument inside your head. But when you face a real audience, you have to be truly convincing.

This “audience” helps us to really think about what we write and go deeper in our learning.

But that being said, it is hard to find time in your day to start the practice.  What I focus on is helping educators not focus on doing everything that they are already doing plus blogging, but looking at doing something different.  For examples, many teachers use what is called DEAR Time (Drop Everything And Read), where students take a certain amount of time to read. Many teachers model the importance of reading during this time and take part in the practice.  Could you not change the “R” to represent the word “Reflect”?  If we had “Drop Everything And Reflect” time embedded in our week, could you not find the time to model the importance of reflection for your students by sharing what you have learned?

There are things that you are already doing (writing emails to others, putting things in word documents) that can be easily thrown onto a blog instead. Again, it is not about more as much as it is about different. Find what you are already doing in your practice, and think about how you can add that into a blog.

3. I’m a private person. – Blogging does not mean giving up privacy.  There are things in my life that I keep totally private in my life and don’t share on my blog and I choose what I am comfortable with.  You do not have to share your most personal secrets just because you have started a blog. Your level of comfort with sharing will change over time, whether you share less or more.  Every person is unique in what they are comfortable with sharing.

But it always freaks me out when teachers close their doors and don’t want anyone to see what is happening in their classrooms.  This does not mean that bad things are happening in the classroom, but sometimes the perception because of this practice paints a different picture then what is actually happening.  When we are taking care of other people’s kid throughout the day, I think that we have to try and find some comfort level in what we share.  I understand that this is a tough one for so many people (and understandably so) because it is easy to be criticized and have our words morphed online, but that being said, working with a generation of students where public is the “default” mode of practice, should we not put some of ourselves online to understand the importance of developing our own digital footprint?  Many teachers think that not sharing anything online will ensure they never have a footprint, but the only thing that is a certain as that they will never have a footprint that they create.  These are some of the realities of our world that we do have to help kids navigate as educators, and we should try to find a way to put some of ourselves online.

4. No one cares what I have to say. - Out of all of the arguments listed, this one bothers me the most.  First of all, if I was to ask the same teacher who uses this argument to not blog an interview question along the lines of, “what learning can you share with the rest of our staff that will help us become better as a school?”, I highly doubt their response would be “nothing”, and if it was that, I would struggle to hire them.  Yet too many educators, sharing feels like bragging, and modesty often trumps their comfort level in posting their teaching and learning online.

I get it.

But if we are really here to help kids, does it matter if they are in our grade, our school, our class, our world, or anywhere?  Whatever we share can help someone else, maybe not everyone else, but someone.  They may not take what we share exactly the way it is written, but if they turn it into something to help their kids, is that not worth it.  Just remember, if you impact only one teacher, you often impact at least 20 kids, if not a whole lot more.

One of my favourite videos on this topic is, “Obvious to You, Amazing to Others”, which has a great message on the impact we can have on one another:

Our impact on one another as teachers should never be underestimated.

 

I am not in the camp that says, “Everyone should __________”, with any tool or platform. People have different lives and situations, and I have learned to honour that.  Blogging may not be for you.  But for some, they are right on the cusp, and giving them an alternate viewpoint to the one thing holding them back might just change their mind.  I have learned a ton not only from my own blog, but from benefitting from others that have been willing to share their teaching and learning with me, and because of that, as Dean Shareski stated, I am better off for the willingness of others to share.

Character, Credibility, and Social Media

Stephen Covey talks about the idea of “character and credibility” being essential to successful leadership.  Character is how people perceive you as a person, and credibility is how they perceive your ability as a leader.  Years ago, while many principals were against the use of social media due to hearing things about online safety, cyberbullying, and a myriad of other issues, you saw many administrators against the idea of using social media.  Yet, there were a many administrators that saw these new “tools” had the potential to not only build their own credibility as leaders, but also create a deeper connection into their own character.

The expectation for school leaders is that they are instructional leaders. Although long before social media existed, many administrators were actively learning and enhancing their craft, it was hard to exhibit the characteristics of “lifelong learners” that we promote so actively to our students.  Instead of simply going with sharing their learning at the sporadic staff meeting, administrators are now actively sharing their learning through Twitter, blogging, Google Plus, and a plethora of other tools.  They are showing not only their expertise, but their growth as learners in a much more open example of transparent leadership.

To be a leader in schools, you need to be a learner first.  Where are your examples?

But how do we show character?

Social media is not only about sharing our learning, but it gives a view into our outside interests as well.  Principals are not just principals.  They are mothers, fathers, brothers, sisters, friends, music lovers, pet advocates, and a whole host of other things, that they can now show their community.  In Rita Pierson’s Ted Talk, she states, “kids don’t learn from people they don’t like”.  This goes for adults as well.  The best teachers in the world connect with their students on some personal level; this is point that should not be lost on the connection leaders have with their schools.

5 Questions You Should Ask Your Principal

 

I was recently asked by a superintendent if I had some questions to ask his principals to start off the year.  The questions I gave him were based on the following areas:

  • Fostering Effective Relationships
  • Instructional Leadership
  • Embodying Visionary Leadership
  • Developing Leadership Capacity
  • Creating Sustainable Change

In my opinion, the principal is probably the most important job in an educational organization.  There are many studies that reiterate this, but I think it is that they have the most authority closest to kids.  It is not to say that teachers aren’t important; they are absolutely vital.  But a great principal will help to develop great teachers, and a weak principal will do the opposite. They also tend to push great teachers out of schools, although most of the time unintentionally.  Bad leaders tend to drive away great talent.  A great teacher can become even better with a great principal.  As the very wise Todd Whitaker says “when the principal sneezes, the whole school gets a cold.”

Even though the questions were developed for superintendents to ask principals, I think that they should be questions any educator, parent, and even student should be able to openly ask their principal.

1.  What are some ways that you connect with your school community? (Fostering Effective Relationships) – When asking a principal this question, it is important to look for answers that go beyond the basic answers like staff meetings, emails, etc.  I would look for answers that go above and beyond what is expected.  For example, one of the best principals that I knew spent every morning welcoming staff and students to the school at the main doorway.  He would ask questions about their family, talk to them about their lives, and get to know them in a much deeper way than what was expected.  Although this principal has been retired for a few years, many of his staff refer to him as legendary because of the way that he would go above and beyond connecting with kids and community, before and after school.

2. What are some areas of teaching and learning that you can lead in the school? (Instructional Leadership) Covey talks about two important areas for leaders; character and credibility.  Many principals are great with people, yet really do not understand the art and science of teaching, or have lost touch with what it is like to be in the classroom.  Although a leaders does not need to be the master of all, they should be able to still be able to walk into a classroom and teach kids.  They should also definitely be able to lead the staff in workshops that focus directly on teaching and learning.  If teachers understand that a principal understands teaching and learning, any initiatives are more likely to be seen as credible in their eyes.

3.  What are you hoping teaching and learning looks like in your school and how do you communicate that vision? (Embodying Visionary Leadership) – There are many leaders in schools that often communicate a BIG PICTURE of what schools should look like, but can’t clearly communicate what it looks like for teachers and students. It is important to be able to discuss elements of learning that you are looking for in the classroom.  Not only is important to hold this vision, but to help develop it with staff and be able to communicate it clearly.  Many new educators walk into schools thinking that “quiet and order” are the expectations for classrooms, so even though they are doing some powerful work in their classrooms that looks quite messy, they are worried that it does not fit in with the vision of their boss. Due to this, many will often try to tailor their work to look like what they think the principal wants because they really don’t know what is expected.  Having a vision is important but clearly communicating and developing that with staff is also essential.

4. How do you build leadership in your school? (Developing Leadership Capacity) - Many principals are great at developing followers, but fewer are great at developing more leaders.  There has been this notion for years that you do everything to keep your best talent at all costs, but in reality, it is important to figure out ways to develop people, even if that means they will eventually leave. Great schools have become “leadership” hubs that they are continually losing great people, but they often get a reputation of being places where leadership in all areas is developed, which actually tends to attract some great people.  Wouldn’t you want to work with someone who is going to try to get the best out of you? There is a great quote that I’ve shared before (paraphrased) on this exact topic.

Many leaders are scared about developing people and then having them leave.  They should be more worried about not developing people and having them stay.

Again, great leaders develop more leaders.  What is your plan to make this happen?

5. What will be your “fingerprints” on this building after you leave? (Creating Sustainable Change) This has been a question that was asked of me years ago by my former superintendent, and has been one that has always resonated.  What she had shared with me is that she should be able to walk into my school and see the impact that I have had as the leader of the building.  This is not to say we throw out what the former leader has done, in fact, quite the opposite.  Great leaders will not come into maintain the status quo, but will bring their unique abilities to a school that will help them get to the next level.  They will build upon what has been left, but they will work with a community to ensure that their impact on a school lasts long after their time serving the community.  This where all of the other questions above truly come together, but it takes time and dedication to make it happen.

The old notion is that teachers and students are accountable to a principal is one that is dying (thankfully).  Great principals know that to be truly successful, it is the principal that is accountable and serves the community.  They will help create a powerful vision but will also ensure that they do whatever work is needed to be done to help teachers and students become successful.  I encourage you to talk to your principal, no matter what your role, and ask her/him their thoughts on some of these questions provided.

Jumping In First

 

A common thing I hear in regards to technology and our understanding of it goes along the lines of, “Kids are amazing…we can just learn it from them!”

Although I really believe in the power of learning with our students and that in the area of technology, I wonder sometimes if we use that thinking as an excuse to get out of learning.

Let me explain…

The ability for us to connect and learn from a vast amount of information in a highly networked world is daunting for most, including our students.  Navigating some of these murky waters, can be extremely complicated.  Because of that, I think this is all the more reason that we have to jump in ourselves and learn so we can help guide our students through these networks.  SImply saying, “I am going to learn from our kids”, leaves us often waiting for those moments and we could possibly miss out on many opportunities that we could have created for our students.  Sometimes we “don’t know what we don’t know”, and when we wait for our students to “teach us”, we might miss out on what we can show them as well.

Do I think that we can learn from kids? Absolutely.  I highly encourage it as it empowers our students to act as both teachers and learners.

Is it possible for us to know about all of the technology out there? Not a chance.  Even the most tech savvy educators in the world will not know every facet of technology.  There is just too much stuff.

But for us to simply wait for our kids to teach us, we could miss so many amazing opportunities that we could have helped create in our school if we would have jumped into those waters on our own first.

What “Digital” Accelerates #LeadershipDay14

This post is my contribution to Leadership Day 2014.

 

The term is thrown around in circles often and it is something that I have focused on in my work with students.  What I concluded around the term was “the opportunity to use technologies to make a significant impact on the lives of others.”  In schools, we have focused on the notion of “digital citizenship” for years, but the term seems to be very neutral.  In reality, if I live in a city, I am a citizen in that area.  Is talking about the mere existence of “being online” enough for our students?  Are we really setting high expectations or as educators, have we set a rather low bar for what our students do online because we are unsure of the space and how to use it ourselves?  And really, is it “digital citizenship” anymore in a world where every single student in our school has grown up in a world with Internet?

Not settling for the “status quo”, many administrators have jumped into the space to experiment, themselves, on how social media can make an impact in the work that they do in schools.  Starting off as “citizens” in the space, many educators have played around with technologies to see how it could impact learning and relationships amongst both peers and students.  The transition for many though, has gone into the leadership space, where they are sharing some of their learning in an open space to focus on making an impact on the lives of not only those students in their school and classroom, but helping teachers help students across the world. Although “Digital Leadership” has been a quote that has been used often in this type of work, the main components of leadership have not changed, but only amplified and accelerated.  From experimenting myself and observing others, I have seen how “digital” has made a significant impact on not only the notion of leadership, but also the work that is underway in schools.

Accelerating Innovation

Innovation can simply be defined as doing things “better and different”, yet it is often used to replace the term (mistakenly) for technology.  Innovation and technology are not necessarily synonymous although some organizations simply replace the word “edtech” with “innovation” in job titles, without really changing job descriptions.  Innovation is a human endeavour and is really more about a way of thinking than it is about the “stuff”.  Yet, the way we use technology now can really accelerate the process of innovation in schools and districts.

Two key components that are necessary to innovation are networks and remix.  Great teachers have done this for years without social media, but with the ability to now connect with people all over the world, innovation can definitely be amplified. Networks are crucial to innovation, because they increase the ability to learn and share ideas with people.  Concentrations of people in a specific area (known as “spikes”) already exist in our world.  In North America, if you want to be a movie star, where do you go? If you want to become a country singer, where do you go? If you answered “Hollywood” and “Nashville” (in that order), you have identified a “spike”.

So where do “spikes” exist in education?  Until now, there has been no real place since schools are all over the world.  But with the thoughtful use of social media by educators all over the world, “spikes” have been created through a ton of teachers connecting through mediums such as Twitter, Facebook, and Google Plus.  These types of networks are crucial to this accelerated growth and though often people complain that they can become an “echo chamber”, the changes and iterations to many ideas are really creating some great ideas that are impacting education.  Things such as “Genius Hour”, which gives students the time to explore and create based on their own passions (paraphrased), are going viral, and although there are many that would suggest this type of learning should be the norm for the majority of time in our schools, implementing some of these ideas in small steps, are usually crucial to major changes.

As Chris Kennedy stated in his recent #LeadershipDay14 post, “you cannot microwave change”, that being said, change can happen a lot quicker now than it has before.  This social sharing through these vast networks has been the spark for many great ideas.

That is where remix comes in.

Again, great teachers have always done this, but now, they just have a greater opportunity and community to tap into.  Finding the idea is one thing, but making it applicable and work for your community, situation, and more importantly, your students’ needs, is where this is crucial.  Seeing Josh Stumpenhorst share the idea of “Innovation Day” in Illinois, I watched as Jesse McLean made it into “Innovation Week” within Parkland School Division in Alberta.  Remixes and iterations of this day/week, have been shared, remixed, and made applicable to kids of all ages all over the world.

The network is where the information has been found, but the ability to remix it for your own context is where innovation happens.  This becomes a massive game of “telephone” where the idea starts off one way, but by the time it ends up in a specific spot, it could look totally different.

A Flattened Organization

This used to be done in our schools through an administrator seeing a great practice in a classroom, having the teacher share it in a staff meeting, and then others implement it in a way that they have seen makes sense for their students.  It worked, but it was a much slower process and often relied on teachers being empowered to shared by their administrators.  What “digital” provides is often an instant look into the classroom without waiting for those “once-in-awhile” meetings.

I remember in my first year of leadership, one of my mentor principals had shared how she believed that she was a better teacher now as a principal, because she saw teachers “teach” all of the time through visiting their classroom.  I made this something that I implemented often in my work as an administrator, but my instructional leadership alone could only go so far.  I wanted other teachers to see what I saw.

Having teachers watch other teachers in action is probably the best professional development any educator could get, but the reality is that because of time, space, and funds, this opportunity is often limited.  What I wanted to see was the teachers creating this visibility into their classrooms through the use of social spaces.  Instead of waiting for the meeting, a teacher can simply blog, create a video, or even tweet ideas of things that are happening in their classrooms.

This “visible learning” shared by the teacher, shows that learning and leadership can come from anywhere within your school.  Many leaders have challenged this idea with the reasoning that teachers should “just talk to each other” and that digital shouldn’t replace that.  From what I have seen, it has actually been the opposite.  Conversations are often initiated from these “quick shares” that go on in the staff room, or after school.  I have seen greater face-to-face connections because of this sharing, not only at the school level, but at the district level as well.  It also shows that anyone can learn from anyone, the kindergarten teacher can make an impact on the principal, and vice-versa.

When we truly flatten our organizations this way, it makes us all better, because we not only better appreciate one another, but we tap into the “wisdom of the room”.  We can do a lot more together than we ever could do apart.

Empowering Voice

There are many things wrong in the world of education today.  Initiatives are often changed and it seems politicians are more concerned with “making a name” than “making a difference”.  Traditional media has also hurt education in many ways by focusing on the bad stories that come out of school, rather than the good.  It is not the idea that as educators we need to speak up now more than ever; education has always been in need of good public relations.  It is just now the opportunities to share our voice are numerous, and we need to take advantage.

Through the constant sharing of not only what happens in school, but the way things are changing, we have the ability to not only connect on a global scale, but also locally.  When I grew up, the sole concern of my parents was safety, but with a mass sharing of knowledge, comes a higher expectation from the public.  The more we are informed, the more we expect.  It is human nature for not only education, but for all organizations.  This, in my opinion, is so positive to what we are trying to do with schools.

School websites have often shared things such as sporting events or concerts at schools, but they have not focused on conversations with our community.  As many schools are trying to move forward in a much different time than many of us grew up in, it is essential that we not only share what is happening in our schools, but engage in true, two-way conversations with our communities.  The more parents are brought into the learning that is happening in the classroom, the more likely their children will be successful.  We have an opportunity to not only share our voice as educators, but we have many more avenues to hear the voices of our community, and more importantly, our students.

For example, Leyden High Schools, located in a suburb of Chicago, has recently turned over their Twitter account to an individual student in their school, one week at a time (found at twitter.com/LeydenPride).  You are able to hear the experience of students in the school from their viewpoint, not the view of a school that is trying to “brand” it’s message.  What this school has displayed (on several occasions) is that a school is defined by the experience the students have, and that they should not only engage them in conversation, but empower their kids to share their voice openly.  They are not focusing on developing the “leaders for tomorrow”, but by empowering student voice right now, they are developing the leaders of today.  Any great leader knows that their legacy is not defined by creating followers, but by developing leaders.

Empowering our teachers to share their voice and open the doors to what they do in the classroom, also gives our community a new perspective on what it is to be an educator, and how we are willing to go above and beyond for our kids.  There are bad teachers in schools.  You will find this to be true in any profession.  Yet those teachers are in the minority, while the stories that were shared about them, through the media, were in the majority.  What has changed is that many of our great educators are changing the narrative by sharing the incredible work that they are doing with students.

Unfortunately, there is still the mindset in many organizations that administrators need to “control” the story that is sent out about their schools.  The feeling is that with every blog post, tweet, website, etc., approval must be obtained before it is shared.  This is not leadership.  Our job is to not control talent, but to unleash it.  If you hired the teacher to work with children in a classroom, shouldn’t we be able to trust them to send out a tweet?

A teacher sharing their voice publicly, is often deemed risky.  Although there are pitfalls and negatives that can happen, the positive far outweigh the negatives.  As leaders, we can not simply ask our teachers to take a risk and share their voice with others, but model it ourselves.  Often we promote that our staff “take risks”, but unless they are willing to see their leader “put themselves out there”, they feel it is not a chance that they are willing to take.  Through these stories from our schools, we make a connection with people that “data and numbers” simply cannot convey.  Stories from the classroom, are the ones that touch the hearts of our communities and other educators, and often lead to meaningful change.

Our voice as an education community is more important now than ever.  How are you as a leader empowering others to share their voice?

Concluding Thoughts

The main components of leadership have not changed in the past few years because of the “digital revolution”, nor will they change in the future.  Perhaps we just have a better understanding of the definition of “leadership” and how it differs from “management” (although both are crucial components to successfully leading an organization).  The difference digital makes is that we can accelerate, amplify, and empower in a way that we couldn’t before.  Great leaders take advantage of every opportunity in front of them, so that they can empower those that they serve.  Cale Birk, a principal in Kamloops, BC, recently said that “better is not easier”; as leaders, we shouldn’t be looking for an easy way out.  This work is tough, but the most important element is not necessarily where we are, but that we are moving forward.

It is pretty easy to say “do this”, but it is much better and more valuable to say “let’s do this together”.  If we can show that as leaders we are willing to embrace change, and jump in to many of these new opportunities for learning with our communities, the impact we can make not only with our staff, but more importantly, our students, could be monumental.

What if I give you a good answer?

 

You probably have either seen it, been a part of it, or done it.

The time that someone asks the question with a negative connotation that basically is giving them the out of doing whatever it is that you are saying.

It will usually start off with something like, “I really like all of the stuff that you said there…but”

The “but” in many cases is the exact reason that they are going to cite why they are not going to try it later.

“But what about cyberbullying? But what about creepy people? But what about our kids not exercising enough? But what about time? But what about balance? But what about the tests that we have to teach?”

These are all logical questions for a lot of the stuff that I talk about, and like many people that I work with, I also see these as concerns.  In my mind they are not reasons to NOT do things, but they are reasons that we need to be proactive.  Ignoring a problem will not make it go away.

So when I am about to give my answer to the “ya but” questions that I will inevitably hear, I might have a question back before my answer.

“What if I have a good answer?  What will you do then? WIll you consider changing the way you do things or will you stay on the same path?”

I don’t think you should ask this in a condescending way, but in a way to open up and have someone think about what they are going to do if they are provided new information.

The idea of a “fixed” and “growth” mindset is fantastic, but I believe that you can actually have both.  Many people that you see that are really “open to change”, are the same people that will not go out and try new restaurants, new experiences, or are set in their ways in other parts of their life.  On the notion of schooling, I have a “growth mindset”; on the idea of bungee jumping, I would say that I am pretty set in my ways.  You do not have one or the other, but probably a combination of both.

But maybe sometimes, we should help people identify where they are at when they ask a question.  Do they really want to hear the answer or is their question just a way of digging their feet in without them even knowing it?

Can we promote a “growth mindset” in subtle ways in the people that we work with?  I hope so.