Interesting.... Also upcoming webinar information availalble...
Education Week: E-Learning Hits Barriers to Expansion
Saturday, April 24, 2010
Saturday, April 17, 2010
Thursday, April 8, 2010
When Do I Stop Being a Teacher? Weisure and the Digital Age
Many of us are aware of the positive and negative impact that the rapid expansion of social technologies such as Facebook, MySpace, SMS and IM has had on our personal connectedness and in our student’s lives. As professionals, many of us have expressed excitement about the collaborative possibilities that come with working ‘in the cloud’ and concern over the seeming lack of guidance over conduct. What are the rules? Who is going to decide what is the accountability standard?
I am a 46 year old just made it into Gen X’er who lives in a small town located on the coast of Georgia. I am a registered user on Facebook, Skype, and have joined several professional learning circles that connect me via Twitter and RSS feeds. Most of my connectedness revolves around my professional life, but just like many of the teachers now entering into the profession, I started my Facebook profile as a personal entity.
Because I am not a new teacher, many of my ‘friends’ are fellow teachers. Initially, we used Facebook as a mass messaging tool to set up beach Fridays and to share vacation pictures. Eventually, as school got rolling again, we moved to discussing the latest snag in implementing a district initiative and other school related issues. As professionals, we have had abstract discussions about whether or not we should have students as friends and appropriate profile settings. My daughters’ teachers were ‘friends’ before they became their teachers and I confess I am guilty of using the personal messaging feature to discuss my children’s progress and address areas of concern. For me, my relationships on Facebook have blurred the line between parent, professional, and friend. In an article for NPR, Joshua Brockman identified Dalton Conley, a New York University professor who has even coined a name for it, weisure, the blurring between work and leisure.
Nevertheless, there are definitely warning signs on the horizon. Today, more and more Generation Next, sometimes called Millennial, or Generation Y learners are entering our classrooms as teachers. Born between 1980 and 2000, they are characterized by their use of technology and their ability to adapt and integrate it into their personal and professional lives. While Boomers and X’ers continue to struggle with how to effectively, safely, and with etiquette incorporate emerging technologies into our personal/ instructional/professional lives, perhaps the bigger and more immediate dilemma rising is - How do we proactively put policy in place to protect our teachers and provide guidance on how to separate their existing personal technologies from their professional identities? Can we answer the question – “When do I stop being a teacher?” Or “How did I find myself in Weisure World and do I need to find the exit?”
Although well documented in the business world, the culture clash between generational technology users in education has never more evident. In 2009, a young Georgia teacher was asked to resign from her position at a public high school because of a curse word and pictures which depicted her holding alcoholic beverages while on vacation in Europe. This did not take place at school; the pictures and use of the curse word were posted on her Facebook page and reported to her administrator. While the teacher has maintained that the page was a private entity and that neither students nor parents had access to it, the administrator stated that he found her “online conduct to be unacceptable” and warranted her immediate suspension and possible termination (Civil Case No. 09CV-3083X). He advised her that she could prevent further disciplinary action by tending her immediate resignation (WSB Article).
The rapid deployment of new wireless technologies such as smart phones, IPhones, wireless enabled eReaders, and the new, and much anticipated, IPad, have made needing to connect to the armor protected school networks almost obsolete. According to data from the CTIA – The Wireless Association, there were over 257 million data-capable devices in consumer’s hands by the end of 2009. In addition, over 1.5 trillion SMS messages were sent, most by Gen Next users who average 1472 per month. State, district, local, and individual teacher web pages are now the norm. Whether done well or not, it is expected by industry professionals and parents that each school has a dedicated website that enables them to post information for parents and interested perusers.
More and more, local and state agencies are encouraging the use of existing technologies and social networking sites such as Google, Moodle, Facebook, Skype, and Twitter. From the main page on my state Department of Education website, I can become a Facebook fan of our state school superintendent and follow the happenings on Twitter. My local school district also has a Twitter account for dispersing information to the community and parents. However, there are conflicting guideposts for technology use which may or may not be determined by socio economic or rural/ urban status settings.
Some districts have truly embraced technology as a formative and creative tool used to encourage collaboration and higher order thinking. On the other hand, more often than not, the majority of Gen X and Baby Boomer teachers and administrators have never had opportunities to explore technology as anything other than a new way to do the old work. They may or may not be aware of the extent that technology is being used in their school, district, or by Gen Next teachers and millennial learners and therefore have no way to proactively deal with issues until there is a perceived problem.
One working example involves a rural, low socio economic district in SE Georgia where I have observed teachers and students accessing information blocked by the school’s network on cell phones in order to answer questions brought up during a discussion. Yet, this same district still has to hold basic computer application courses for teachers who have not figured out how to take attendance using the school’s student information system. It is not uncommon for other area teachers to use personal air cards and wireless hubs at school to access streaming video and YouTube so that students can create projects in Prezi and Google WAVE using imbedded video. I have used my phone to post to a social networking site while conducting a teacher observation because of the joy I felt in watching two teachers who are truly artisans at their craft.
Much to my mother’s horror, I have thrown the established policy manual out the door and have decided to swim in the deep-end of uncharted waters. So too are the thousands of Gen Next teachers who are entering into our profession with a backpack full of connection habits and no idea how to meld their new professional identifies with their ‘backstage selves.'
My personal philosophy of teaching revolves around putting students in situations where they can be successful; giving them full access to the tools that they will need to meet my expectations and goals I have set for them. As I have moved into administration, my students have become less middle-school aged and more just plain old middle aged, however, my philosophy has not changed – I still need to put those who depend on me in positions where they have the tools they need so that they can be successful. This means ensuring that we all have a working understanding of not only the expected dress code, but the possible professional and personal consequences and ramifications of how we incorporate technology into our lives and our classrooms.
Mike Simpson has written an excellent piece for NEA Today entiltled Social Networking Nightmares. The article encompases both horror stories as well as some practical advice and is well worth checking out. But for those of you not wishing to burst the bubble, appear to be tattling, or looking to avoid the 'permission' question but are afraid 'forgiveness' might not be on the table... Here are four questions designed to start a discussion about weisure and networking technologies:
1. How do the emerging new technologies and 21st Century Learning Skills fit with our current mission statement?
2. Do our current school policies and course offerings incorporate these new technologies and skills to meet the needs of our teachers and learners or do we need to make some changes?
3. Do we see ourselves using Facebook, Twitter, or other social networking sites to engage and communicate with parents and the community at large? How will these technologies affect teachers? Students?
4. What training and professional learning do we need to ensure due diligence on the part of our district towards teachers incorporating technology into the classroom?
I am a 46 year old just made it into Gen X’er who lives in a small town located on the coast of Georgia. I am a registered user on Facebook, Skype, and have joined several professional learning circles that connect me via Twitter and RSS feeds. Most of my connectedness revolves around my professional life, but just like many of the teachers now entering into the profession, I started my Facebook profile as a personal entity.
Because I am not a new teacher, many of my ‘friends’ are fellow teachers. Initially, we used Facebook as a mass messaging tool to set up beach Fridays and to share vacation pictures. Eventually, as school got rolling again, we moved to discussing the latest snag in implementing a district initiative and other school related issues. As professionals, we have had abstract discussions about whether or not we should have students as friends and appropriate profile settings. My daughters’ teachers were ‘friends’ before they became their teachers and I confess I am guilty of using the personal messaging feature to discuss my children’s progress and address areas of concern. For me, my relationships on Facebook have blurred the line between parent, professional, and friend. In an article for NPR, Joshua Brockman identified Dalton Conley, a New York University professor who has even coined a name for it, weisure, the blurring between work and leisure.
Nevertheless, there are definitely warning signs on the horizon. Today, more and more Generation Next, sometimes called Millennial, or Generation Y learners are entering our classrooms as teachers. Born between 1980 and 2000, they are characterized by their use of technology and their ability to adapt and integrate it into their personal and professional lives. While Boomers and X’ers continue to struggle with how to effectively, safely, and with etiquette incorporate emerging technologies into our personal/ instructional/professional lives, perhaps the bigger and more immediate dilemma rising is - How do we proactively put policy in place to protect our teachers and provide guidance on how to separate their existing personal technologies from their professional identities? Can we answer the question – “When do I stop being a teacher?” Or “How did I find myself in Weisure World and do I need to find the exit?”
Although well documented in the business world, the culture clash between generational technology users in education has never more evident. In 2009, a young Georgia teacher was asked to resign from her position at a public high school because of a curse word and pictures which depicted her holding alcoholic beverages while on vacation in Europe. This did not take place at school; the pictures and use of the curse word were posted on her Facebook page and reported to her administrator. While the teacher has maintained that the page was a private entity and that neither students nor parents had access to it, the administrator stated that he found her “online conduct to be unacceptable” and warranted her immediate suspension and possible termination (Civil Case No. 09CV-3083X). He advised her that she could prevent further disciplinary action by tending her immediate resignation (WSB Article).
The rapid deployment of new wireless technologies such as smart phones, IPhones, wireless enabled eReaders, and the new, and much anticipated, IPad, have made needing to connect to the armor protected school networks almost obsolete. According to data from the CTIA – The Wireless Association, there were over 257 million data-capable devices in consumer’s hands by the end of 2009. In addition, over 1.5 trillion SMS messages were sent, most by Gen Next users who average 1472 per month. State, district, local, and individual teacher web pages are now the norm. Whether done well or not, it is expected by industry professionals and parents that each school has a dedicated website that enables them to post information for parents and interested perusers.
More and more, local and state agencies are encouraging the use of existing technologies and social networking sites such as Google, Moodle, Facebook, Skype, and Twitter. From the main page on my state Department of Education website, I can become a Facebook fan of our state school superintendent and follow the happenings on Twitter. My local school district also has a Twitter account for dispersing information to the community and parents. However, there are conflicting guideposts for technology use which may or may not be determined by socio economic or rural/ urban status settings.
Some districts have truly embraced technology as a formative and creative tool used to encourage collaboration and higher order thinking. On the other hand, more often than not, the majority of Gen X and Baby Boomer teachers and administrators have never had opportunities to explore technology as anything other than a new way to do the old work. They may or may not be aware of the extent that technology is being used in their school, district, or by Gen Next teachers and millennial learners and therefore have no way to proactively deal with issues until there is a perceived problem.
One working example involves a rural, low socio economic district in SE Georgia where I have observed teachers and students accessing information blocked by the school’s network on cell phones in order to answer questions brought up during a discussion. Yet, this same district still has to hold basic computer application courses for teachers who have not figured out how to take attendance using the school’s student information system. It is not uncommon for other area teachers to use personal air cards and wireless hubs at school to access streaming video and YouTube so that students can create projects in Prezi and Google WAVE using imbedded video. I have used my phone to post to a social networking site while conducting a teacher observation because of the joy I felt in watching two teachers who are truly artisans at their craft.
Much to my mother’s horror, I have thrown the established policy manual out the door and have decided to swim in the deep-end of uncharted waters. So too are the thousands of Gen Next teachers who are entering into our profession with a backpack full of connection habits and no idea how to meld their new professional identifies with their ‘backstage selves.'
My personal philosophy of teaching revolves around putting students in situations where they can be successful; giving them full access to the tools that they will need to meet my expectations and goals I have set for them. As I have moved into administration, my students have become less middle-school aged and more just plain old middle aged, however, my philosophy has not changed – I still need to put those who depend on me in positions where they have the tools they need so that they can be successful. This means ensuring that we all have a working understanding of not only the expected dress code, but the possible professional and personal consequences and ramifications of how we incorporate technology into our lives and our classrooms.
Mike Simpson has written an excellent piece for NEA Today entiltled Social Networking Nightmares. The article encompases both horror stories as well as some practical advice and is well worth checking out. But for those of you not wishing to burst the bubble, appear to be tattling, or looking to avoid the 'permission' question but are afraid 'forgiveness' might not be on the table... Here are four questions designed to start a discussion about weisure and networking technologies:
1. How do the emerging new technologies and 21st Century Learning Skills fit with our current mission statement?
2. Do our current school policies and course offerings incorporate these new technologies and skills to meet the needs of our teachers and learners or do we need to make some changes?
3. Do we see ourselves using Facebook, Twitter, or other social networking sites to engage and communicate with parents and the community at large? How will these technologies affect teachers? Students?
4. What training and professional learning do we need to ensure due diligence on the part of our district towards teachers incorporating technology into the classroom?
Saturday, April 3, 2010
I am a Co-Teacher... Now What? What is Effective Co-Teaching?
Spring has sprung and many school districts will be looking at changing up their continuum of special education services and adding more Co Teaching to the plate. Whether or not you are currently in a Co-Teaching Model or anticipate becoming a member of a Co-Teaching team, knee jerk reactions sometimes follow..."Why me?"... "Who are you?"... "Not him/her!"… Now is the time to start preparing for an effective next year.
In all honesty, the method we use to determine the actual effectiveness of your Co-Teaching team, is not whether or not the co teachers are there for the whole time… the co teachers speak to each other at the end of the year… or how many kids get sent to ISS, put on a BIP, or sent back to residential placement. Effective co teaching classrooms are determined by student performance. If we are effective teachers (showing up for class with a great plan)… effective teachers working together (speak to and plan with each other)… and offer effective instruction (not just one method for 170 school instruction days with 10 days for assessment)… our efforts should result in objective data that indicates higher levels of student achievement.
Federal law identifies that ALL students are entitled to a Free and Appropriate Public Education (FAPE). The State of Georgia has identified the basic public education curriculum to be our identified Georgia Performance Standards (GPS). Our school system has identified co teaching as the preferred model for ‘inclusion’ of students with disabilities in the general education setting. The end result is that, for the most part, every child enrolled in the Long County School system will have access to the GPS curriculum in the general education setting.
Having a designated co teacher immediately identifies a specific class as having ‘a wide variety of abilities’ and interests. However, I would challenge any teacher any where to find a class they teach that doesn’t have ‘a wide variety of abilities’ and interests (even among high achiever and gifted students). Therefore, in order to meet the needs of all of our students and provide access to the GPS, we must become proficient at scaffolding, differentiated the instruction, and holding all of our students accountable to the language and intent of the standards.
Hopefully your leadership team will take the time before school ends to set up success for next year - but if not, there are some things that you can do before that first bell rings... However, I recommend three aditional abstracct goals that will help you explore and create a professional focus for your team:
There have been multiple texts and surveys available (just Google or Bing it, or try this Amazon link) that get into the practical aspects of how to share a teaching space but, after attending multiple directional meetings, discussing and identifying with various district and school level initiatives, I have pulled the following resources for specific highlight to use in professional development in Co Teaching.
The focus of these selections is effective teaching practices using differentiated instruction as the foundation. Not only will these selections assist you in meeting your needs in Co-Taught classes, but also for your other “mixed ability” classes as well.
The first resource that I have chosen is Carol Ann Tomilinson’s How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition. She offers a great metaphor for foundation of a differentiated classroom and probably where we are headed—Director of the Orchestra—The director of the orchestra helps the musicians make music (different instruments with individual, small group, and whole group time), but does not make the music him/herself.
The second resource is Cindy A. Strickland’s Professional Development for Differentiating Instruction. A lot of the tools and activities that we will work on will come from this resource. While I love this resource for the tools, etc. that allow me to create (hopefully) engaging activities for you...it is not one that I would recommend for a just a good read—unless you want to develop your own professional development series on differentiated instruction!
The last resource that we will target is Marzano & Pickering’s Building Academic Vocabulary Teacher’s Manual. Again, I would put this in your professional library, and if you have any other resources that you would like for me to look at—Never Work Harder Than Your Students, etc. let me know and I will pick them up.
Good luck and remember - you can always find me here - or on Twitter under debra_robinson if you have any questions.
Dr. ThinkPot
In all honesty, the method we use to determine the actual effectiveness of your Co-Teaching team, is not whether or not the co teachers are there for the whole time… the co teachers speak to each other at the end of the year… or how many kids get sent to ISS, put on a BIP, or sent back to residential placement. Effective co teaching classrooms are determined by student performance. If we are effective teachers (showing up for class with a great plan)… effective teachers working together (speak to and plan with each other)… and offer effective instruction (not just one method for 170 school instruction days with 10 days for assessment)… our efforts should result in objective data that indicates higher levels of student achievement.
Federal law identifies that ALL students are entitled to a Free and Appropriate Public Education (FAPE). The State of Georgia has identified the basic public education curriculum to be our identified Georgia Performance Standards (GPS). Our school system has identified co teaching as the preferred model for ‘inclusion’ of students with disabilities in the general education setting. The end result is that, for the most part, every child enrolled in the Long County School system will have access to the GPS curriculum in the general education setting.
Having a designated co teacher immediately identifies a specific class as having ‘a wide variety of abilities’ and interests. However, I would challenge any teacher any where to find a class they teach that doesn’t have ‘a wide variety of abilities’ and interests (even among high achiever and gifted students). Therefore, in order to meet the needs of all of our students and provide access to the GPS, we must become proficient at scaffolding, differentiated the instruction, and holding all of our students accountable to the language and intent of the standards.
Hopefully your leadership team will take the time before school ends to set up success for next year - but if not, there are some things that you can do before that first bell rings... However, I recommend three aditional abstracct goals that will help you explore and create a professional focus for your team:
- You each need to set a personal goal—Based around your personal growth as a professional - this is personal.
- You both must agree to a team goal for planning (at least 1 - 2 hours per week) —this is Non negotiable.
- You both must agree to an instructional strategy goal— One is negotiable around an idea and will guide how you grow in this model.
Once you have your goals, you can begin to identify the effective best practices and instructional strategies you want to explore. I recommend that you committ to trying at least 1 new instructional model (there are about 6 identified) around every 2 weeks until you have worked the kinks out and have a good idea of what works good where....
Here comes the NERD REVIEW:There have been multiple texts and surveys available (just Google or Bing it, or try this Amazon link) that get into the practical aspects of how to share a teaching space but, after attending multiple directional meetings, discussing and identifying with various district and school level initiatives, I have pulled the following resources for specific highlight to use in professional development in Co Teaching.
The focus of these selections is effective teaching practices using differentiated instruction as the foundation. Not only will these selections assist you in meeting your needs in Co-Taught classes, but also for your other “mixed ability” classes as well.
The first resource that I have chosen is Carol Ann Tomilinson’s How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition. She offers a great metaphor for foundation of a differentiated classroom and probably where we are headed—Director of the Orchestra—The director of the orchestra helps the musicians make music (different instruments with individual, small group, and whole group time), but does not make the music him/herself.
The second resource is Cindy A. Strickland’s Professional Development for Differentiating Instruction. A lot of the tools and activities that we will work on will come from this resource. While I love this resource for the tools, etc. that allow me to create (hopefully) engaging activities for you...it is not one that I would recommend for a just a good read—unless you want to develop your own professional development series on differentiated instruction!
The last resource that we will target is Marzano & Pickering’s Building Academic Vocabulary Teacher’s Manual. Again, I would put this in your professional library, and if you have any other resources that you would like for me to look at—Never Work Harder Than Your Students, etc. let me know and I will pick them up.
Dr. ThinkPot
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