Central Matters

HelpDesk for the Central Office Administrator

Technology

Becoming Google Certified Educators

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Should Administrators Become Google Certified Educators?
Photo by Headway on Unsplash

Enrich Your Work with GCE Level 1 and 2 Certifications

I share a great many professional development opportunities with my schools.  Sometimes these training sessions are in-house.  Other times, I am sharing opportunities from universities or organizations.

In the past year, I shared an opportunity from Google Education with my teachers and principals.  Google offers two FREE courses based on their Google for Education apps, the Google Certified Educator. The content is organized into two levels with each level offering a certification exam at the end of the modules.

It is a great opportunity for teachers to learn more about how to use Google apps to enhance their own productivity.  More importantly, the teacher learns new strategies for enriching student learning.  

Sounds great for teachers, but as a district office administrator, should you complete the courses?

Google Certified Educators – Short Answer

The answer is ….yes!

Why would you not?  The courses are free.  

You would also be showing solidarity with your teachers.

And if you successfully complete the exam, you earn a cool badge for your email signature!

Example of my email signature with my Google Certified Educator Level 1 Badge!

Google Certified Educators – Longer Answer

Walking the Talk

If you, as a district administrator, ask your teachers to complete the courses, then I think it is super important for you to support their work by completing the courses yourself.  This is true, regardless of what type of professional development your district offers.

We know how important it is for teachers to see their principals in the same workshops and training sessions the teachers are completing.  I think it is important for teachers and administrators to see those central office administrators participating, too.  We need to walk the talk, for sure.

Supporting district technology and Blended Learning initiatives are other reasons why central office administrators should complete the courses.  Most likely, as a central office administrator, you are leading these initiatives and these courses can give you a nuanced understanding of how the initiative could transform teaching and learning for your district.

I encouraged our teachers and administrators to pursue these certifications when our district began implementing Google for Education and when we began our Personalized Education initiative.

Professionally

Some of the modules in the Google Certified Educator training will certainly be more applicable to teachers.  But quite a few of the apps can be useful to our work in the central office, too.

Google Sheets

Much of my work involves analyzing data in spreadsheets.  I prefer Microsoft Excel because that is the program I learned first.  I used Google Sheets for collaboration but tended to revert back to Excel for deeper analysis.

Now that I have completed Level II modules on Sheets, I feel much more comfortable with analyzing data with it.  I also feel that I can set up filters and charts in shared sheets that will advance the collaboration that my district needs around data analysis.

Google Groups

 I haven’t figured out exactly how I plan to utilize this in my district, but I instinctively feel that it could be a great platform to help foster more collaboration. 

One option that I am considering for using Groups is to continue discussions on topics from our Leadership PLC meetings.  I think it could be especially useful for side topics. 

You know, those sidebar discussions that some members of the group are interested in, but are not the focus of the PLC work.  We could utilize Groups as a way to continue the side conversation and share resources without detracting from the work of the PLC.

 If any of you are using this at a high level in your districts, I would love to hear what you are doing.

Case for Auxiliary Services Staff

Even if you aren’t directly involved in Academic Services, you can benefit from the training.  If you have struggled with some of the apps when others have shared items with you, then this training can make your life so much better.

If you are in finance, human resources, or other auxiliary services department, learning more about the productivity apps, My Drive, and Team Drive can move your work forward.  Finance staff can share ‘view only’ Sheets with others to reconcile purchases.  The budget process is expedited with principals and directors who can input numbers in a budget workbook before budget meetings occur.

All department meets can be streamlined with collaborative agendas and notes.

Personally

The training can be useful to you personally, too.  I wish that I had known about Google Scholar when I was in graduate school!  I would have found its research and citation capabilities useful for all the papers and projects that I had to complete!

Of course, it can be useful even now as I research educational articles to help with my current work.

Another tool that I learned about through the training is Keep.  I am planning to use it to keep up with all the tidbits and morsels (recipes, workouts, cool SVGs for crafts) that I find online that I know I want to revisit later.  

I can also use it to jot notes – which can be helpful for my writing work.  And also for grocery lists.

So What’s involved?

Now that I have convinced you to take the courses, you might be wondering what you will have to do.

The Level 1 training covers many of the often used apps and focuses on teaching basic functionality.  Level 2 dives deeper into the suite of apps and provides instruction on advanced use cases.  You can learn more about each level at the Teacher Center.

Definitely schedule some time.  Both of these courses will require time to work through the reading, viewing, and listening experiences.  Fortunately, it is asynchronous, so you can work through the lessons when it works for your schedule.

At the end of each level, you can choose to complete the certification exam.  While the course is free, you are charged a nominal fee for each of the courses.  

Make sure that you have plenty of time for the exams which will take you most of the three hours that are allowed.  

One reason for the length of the exams is because Google included many application type questions or tasks.  

As an educator, I appreciate this type of question as a way for students to show genuine understanding.  As a test-taker, I much preferred the performance tasks, too, because these items kept me from getting bored!

Administrators and Google Certified Educator

Google Certified Educators – Takeaway

Do the training and the exams to put you on the same page with teachers.  This will allow you to support their work.  

Do it as a component of your district’s technology or personalized education implementation plan.

Do it to improve your own personal and professional skills.

I have been using Google products for years.  But I also learned a lot during the training and exams.  And I think you will, too.

Want access to some super education resources to aid in your work? Get my free ebook on Blended Learning and other materials in my Resource Library here.

2 Productivity and Collaboration Tips

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Easy agendas and note-taking for meetings

photo of two people collaborating
Photo by Amy Hirschi on Unsplash

Increase your productivity and collaboration

If you are a typical central office administrator, you probably find yourself in meetings quite often.  How can you increase productivity and collaboration at your meetings?  

I am sharing with you two ways that I have found to boost productivity and collaboration for teams.

If you work in a small district, you might find that your day is mostly meetings since your duties probably cover many departments.  

I long for a day with no meetings.  It is difficult to imagine a day where I don’t have to rely on my calendar to get me to the next meeting on time.  

(I was about to type, “It is difficult to imagine a day when I can actually work instead of attend meetings.”  The problem with that is that the meeting is the work.  Meetings should be productive and move the district forward.  But that’s another article entirely.)

Here are my top 2 methods for boosting productivity and collaboration at meetings.

1. Collaborative Agenda and Note-taking Document (2 for 1 on this one!)

Two heads are better than one, right?  What about the minds of all your team members?  This is what method 1 involves.

Many districts utilize some type of online tools that lend themselves to collaboration.  For example, some districts have adopted Google’s G Suite; others might use Office 365.  

Whatever your platform, if you are not already doing so, use it to build agendas and note-taking documents.  This is especially helpful when you have recurring meetings with the same group of people.  

How to do this

Create your agenda in the online document, such as Google Docs, making sure to leave space for note-taking.  I like to use a two column table for this. Share it with all participants, asking them to bring their device (e.g., laptop, tablet) to the meeting and take notes in the document.

By having everyone taking notes, each person has a rich record of the meeting.  No more “what did Roxane say about X at our last meeting?” What Roxane – and everyone else – said will be captured in the collaborative document.

The hard part?  

Getting the few people who don’t always bring a device with them to meetings to start bringing them and adding their notes. 

The next step?  

Once you have everyone comfortable with collaborative note-taking, you can ask them to help you build a collaborative agenda for the meeting.  

You will need to start it and share it with the meeting participants early enough to allow them time to add items before the meeting.  Doing so will boost the productivity and collaboration for everyone at the meeting.

The beauty of building collaborative agendas is that participants add items to an agenda that are mostly for information purposes.  

But they add the information they need to share, people read it before the meeting starts, and so no time is used DURING the meeting for information sharing.

This means that your meeting time is actually used for working – that is, moving your district forward. For example, without information-sharing taking up all the meeting time, perhaps your team can work on root cause analysis or discuss next action steps in your realizing your strategic plan.

Marvelous.

2.One Document vs. Multiple Documents

I have used Google Drive – both personally and professionally – for a long time.  It can get cluttered up, even when you use folders to organize all your ‘stuff.’

Someone in my district had asked me how to accomplish a task in Google sheets.  I had been mulling over possible solutions for a couple of days, but with no luck.

During this time, I attended a conference and ran into a colleague from Mooresville Graded School District (MGSD), Dr. Scott Smith.  As a technology expert, I knew Scott would be able to help.

Turns out, Sheets didn’t have the capability to do what we wanted it to do.  But Scott did show me another way to accomplish our goal.

That’s what I am sharing with you here.

Notes, Notes

When I have a team that I meet with regularly, we always have an agenda (see #1 above) and notes.  Over the course of a year, all those separate documents get cumbersome.

Scott showed me how to use ONE – yes, just one – document to contain all the agendas and notes for the team, BUT make it easy to quickly locate just the notes I (or any of my team members) need.

Focus on Goals

I loved the way Scott’s team had started their document with their district’s vision and mission.  For one of my teams, I included our district’s vision and mission statements, along with our strategic priorities.  

For other teams, I used different strategic documents and “why” statements that guide our work.  

So how does it look and work?

It’s All in the Table

In addition to the statements mentioned above, I also build in a table with two rows, two columns on the first page.  

The first column contains the date of the current meeting.  The column on the right eventually contains the dates of all the previous meetings.

The first page contains just the statements and the small table with dates.  

The second page begins the collaborative agenda and notes.  I type in the date and team name, then on the next line, I insert another two column table for my agenda.  

I add at least 10-11 rows, knowing that I (or any member of the team) can add more if it becomes necessary during the course of the meeting.

Side-note:  I used this two column note-taking strategy when I was completing my doctorate.  For more on what that experience was like check out my two posts The Realities of Being a Doctoral Student and Should You Start a Doctoral Program.

Beautiful Bookmarks

The key to this first page is to put a bookmark beside the date of the meeting.  

Once you have created the bookmark, go back to your first page, and type in the date of the meeting in the current meeting agenda cell.  Link that date to the bookmark that you created on the second page.  

If this is your first meeting of the year, you might be wondering how is this helpful.  

2 ways to increase productivity and collaboration at meetings

Good question.

Where this design becomes truly helpful is after you have a few meetings under your belt.  

With each successive meeting, you will add another page to the end of your document and build a collaborative agenda on it.  That is, you will add the date and insert a two column table.  

Bookmark the meeting date.  Then return to page one, copy and paste the last meeting date (which in the left column, Current Meeting) into the right column, Previous Meetings.  Your link should also copy and paste.  

Next type your current meeting date in the left column and link it to the new bookmark you created.  

If you keep adding the agendas, bookmarks, and links to the document over the year (or quarter, or month), then you will create one document that houses all the meeting notes AND is easily searchable.  

The collaborative note-taking document creates a running record for your team’s work.

No more going through various folders and individual files looking for information shared in a meeting. 

Your productivity increases because you are no longer searching endlessly for notes.  And because of the collaboration, you have ALL the notes.

With the bookmarked Doc, if you know the information was shared in the August meeting, then you only need to click the link for the August meeting to find what you need.

It is a thing of beauty – just like my Drive, whose folders are less cluttered with files.  

Bonus tip:  In Google Docs, you can assign tasks to individuals using the Comment function and their email address.  The task is automatically emailed to the individual.  

Recap

Just remember – to increase productivity and to encourage more collaboration during meetings:

  • Develop a collaborative and integrated agenda and note document.
  • Make it a running record of all your meetings or work sessions.
  • Utilize bookmarks 

If you would like more help on setting up this type of collaborative agenda and note-taking document, I have created a tutorial, complete with numerous screen shots.  The tutorial will guide you through each step, so that you can increase your team’s productivity and collaboration.  To access it and all the cool things in the Central Matters Resource Library, click here.

TPACK: Making a District’s Digital Conversion Easier

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TPACK Model

Alrighty, central office administrator.  Your role is to lead your district through a digital conversion or to lead your Blended Learning project.  If you are like me, this responsibility probably excites you!  Woohoo, right?

 

But as you start planning, you might realize that this could be a heavy lift, depending on how ready your faculty are to make the shift.  

Education, Blended Learning, Administration, TPACK, Digital Conversion
Leading your district’s digital conversion effort can be a heavy lift.

Maybe you’ve even heard a few veteran teachers bemoan the fact that now students are going to sit in front of a computer all day.  Some teachers might have decided to “wait it out,”  thinking – sometimes aloud – that “this, too, shall pass.”  

 

If you’ve been in central office very long, you have probably found yourself in this situation.  Your job now is to move these less than motivated colleagues to a new perspective.  

 

You want them to do what is right for students.  And you don’t want to sink the district’s program, either.  

 

Blended Learning or technology integration should not be just another thing that teachers have to do.  It should be what they do.

 

Provide a Foundation

You know that the only way to convert the reluctant is through high quality professional development.  So where do you start with the professional development?  

 

TPACK to the Rescue

Using TPACK gives teachers a framework to think about how to integrate technology and how that complements what they already know about their content and how to teach it.

 

Although I typically prefer to differentiate my professional development, I think at the beginning of a huge and important project like Blended Learning, that providing everyone with the same foundation will pay dividends later.  Teachers will undoubtedly have other professional development opportunities with the project, and those sessions could be differentiated.

 

This initial training should be simple and straightforward.  Plan the professional development through the TPACK lens, so that you are “walking the talk,” and modeling what you expect teachers to do.   I suggest two components to the training session – one is informative, one is application.

TPACK Model, technology integration, blended learning
Give teachers the gift of TPACK as a framework for technology integration.

Component one:  Introduce the TPACK model

 

First,  introduce TPACK, providing teachers with clear information and explanations.  Use simple diagrams, preferably the TPACK Venn diagram.  Everyone loves a good visual aid, right?  Could technology improve teacher engagement during this segment?

 

I believe that it is important for teachers to experience early success, so I would be intentional in how I presented the different types of knowledge.  Start with where they already excel.

 

Pedagogical Knowledge

The Pedagogical Knowledge component is one where most teachers will find that early success.  Teachers (and central office administrators) are more comfortable with this component because this is their sandbox.  This is where they “play” most of the day.

 

They have a toolbox of instructional strategies and knowledge and experience with creating and delivering lessons and managing classrooms.  Pedagogy is the “how” of teaching – the methodology that we use in our classroom.  What is the best strategy to teach a specific standard or skill?

 

Teachers are experts in the methods involved in teaching their particular content.  A science teacher may design a lab experiment for a specific topic in a unit of study.  Because of her training, knowledge, and experience, she knows how to design lab work to ensure the best learning experience for her students.

 

To promote an organized discussion about a topic in a social studies class, a teacher may utilize a convo line.  This allows students to discuss pertinent topics with different classmates.  

 

Both the use of the lab and the convo line are examples of pedagogical decisions made by the teacher as she or he was designing a lesson or unit.  Teachers make these decisions every time the plan a lesson.  Because of their expertise and experience, teachers have routinize this decision-making process.

 

Content Knowledge

Another component is Content Knowledge.  Like Pedagogical Knowledge, teachers are more comfortable with this component because this is where their expertise lies.  Secondary teachers especially have deep knowledge of their content and the best ways to learn the subject matter.

 

A Chemistry teacher will have a thorough knowledge of the discipline and the various frameworks utilized in learning the content.  Primary teachers have expertise in teaching reading to young children.

 

Technological Knowledge

As we introduce TPACK to our faculty, the T component may be the component that brings the most grief to teachers.  In this component we are looking at Technological knowledge, specifically the products and processes related to technology.  

 

What is our big picture understanding of technology?  How does it work in both our personal and professional lives?  Technology is used in all parts of our lives to enhance our productivity.  How can we utilize that knowledge of technology productivity in teaching and learning?

 

An example of the technology component is the use of email.  While we certainly do not need email to communicate with the world, the use of email allows us greater flexibility in when, how, to whom we communicate.

 

These three components intersect to form three subcomponents or subdomains that provide additional perspectives on the types of knowledge.  While we can provide definitions and descriptions for the three main types of knowledge (the TPC), most of the time we are discussing how two types of knowledge interact.

TPACK Model, technology integration, blended learning
Reproduced by permission of the publisher, © 2012 by tpack.org

Exploring the subdomains

Technological Pedagogical Knowledge

Technological Pedagogical Knowledge, for example, explores how the addition of technology can change a teacher’s pedagogy.  Using technology for a particular activity may necessitate a different choice of pedagogy.   

 

There is some trial and error involved, here, I think.  When teachers are just learning a new tech tool, it is difficult to always know how its use will affect an activity or lesson.  As teachers learn additional technology, it becomes easier to predict how its use will affect a lesson.  

 

Teachers like to see strategies and tools in action.  If possible, share examples from lessons you’ve seen from your teacher leaders.  

 

Technological Content Knowledge

The question to ask is how does the addition of technology affect how we teach our content? Technological Content Knowledge requires that teachers have an understanding of which technology resources best fit with their content, and how the addition of technology may affect the content.  

 

Pedagogical Content Knowledge

Pedagogical Content Knowledge is perhaps the easiest for teachers because – again – this is their playground or sandbox. Teachers know what they are teacher – Content Knowledge – and the best ways to teach it – Pedagogical Knowledge.  

 

Going back to an earlier example, the content the Chemistry teacher uses and how she teaches it will differ dramatically from how a primary teacher will teach a child to read.

 

TPACK

Technological Pedagogical Content Knowledge occurs when all three of these types of knowledge overlap.  This intersection of Knowledge types results in learning of concepts through strong strategies and enhanced with the addition of technology.  

TPACK Model

Component Two –  Provide opportunities for application of TPACK

This is where being in the classroom observing and conducting walkthroughs can be helpful.  Look for authentic examples that you can use during training to explain each of the Knowledge components.  This provides teachers with real applications, it demonstrates that real teachers – teachers they know – are already good at some part of their new learning.

 

As the trainer, provide these examples during your discussion, but also include an activity where teachers collaborate to determine the types of knowledge used in classroom vignettes.  Again, it is helpful to pull examples you’ve observed during your time in teachers’ classrooms.

 

Prior to the training ask teachers to bring one or two lesson plans with them.  After teachers have used the vignettes to identify and discuss the types of TPACK in each, have them to work with a partner or in a group to analyze each other’s lesson plans to identify TPACK.  

 

Homework from the training is for teachers to plan a lesson using the TPACK lens and teach it within the next week or two.  At their next PLC meeting, teachers should share their experience with both the lesson planning and execution of the plan.  The PLC will then use the same protocol from training to analyze the lesson for TPACK.  

 

I have provided a sample protocol below.  Notice that the first question echoes one of the critical questions for PLCs from the work of the DuFours.

 

  • What are students supposed to learn?  (Content Knowledge)
  • How will students learn this content? (Pedagogical Knowledge)
  • Where is technology being used?  (Technological Knowledge)
  • How can technology enhance the learning of the content?  (TPACK)

 

So what do you do if you can’t find an hour or two to have the training?  Time is the resource in shortest supply for all of us, I think.  This is a good time for we central office administrators to put on our TPACK hat and find a better way.  In these situations, I ask myself how can technology make this easier (or more effective).  

 

You could push brief videos of each of the TPACK components each day.  Principals could follow-up during staff meetings with analysis of a few lessons.  Certain PLC days could be dedicated to analyzing additional lesson plans.  

 

Common Sense Media has a good introduction video.  Punya Mishra has a website with various TPACK videos.

 

Remember that your role is to provide leadership for this initiative, and you will want to make the transition as painless as possible for teachers.  Build in early success and utilize teachers’ expertise and current effective TPACK lessons.

 

Has your district already begun its digital conversion or Blended Learning initiative?  How did you begin?  If TPACK was a part of your project, what went well?  What suggestions do you have for those who are just beginning?  Please let me know in the comments.  I would love to learn from you!

 

Resources:  

TPACK.org

 

Introduction to the TPACK model – a short video by Common Sense Education

 

TPACK for Classroom Planning Resources – a site created by North Carolina Department of Public Instruction (NCDPI)

 

Using the SORT Function in Spreadsheets: a Tutorial for Educational Administrators

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SORT function, spsreadsheet, education, educational administrator

When I first transitioned from the classroom to the central office, I did not know much about spreadsheets.  As a new testing coordinator, I quickly learned that I would be using spreadsheets often, and I needed to get on really friendly terms with them.  Fourteen years of central office life later and I can say that rarely do I have a day when I am not involved in some type of spreadsheet.

 

At first, it can be daunting to create one or manipulate one that you have downloaded from a program that your district uses.  I get it.  Excel is a sophisticated program, and I learn how to do new things in it every year.   

 

Increase Efficiency

So from time to time, I will be sharing my favorite excel functions and formulas – the ones that I help me more efficient and effective.  I am not a spreadsheet expert.  I have not taken a class.  I am just sharing what I have learned on my own. These are the functions and formulas that I use  to make me better at my work and save my sanity (not kidding).  

 

Today, I am going to share with you a basic excel function that I use when I need quick information.  It is the Excel SORT function.  Those of you who are spreadsheet wizards, well bye-bye.  I know this tutorial won’t interest you.  But for those of you who are not familiar with spreadsheets, stay with me!  

 

A Quick Tutorial

Okay, let’s get started!  Click on the video below for the SORT tutorial.  

 

In case you prefer written instructions and screenshots, then I have included the tutorial steps I demonstrate in the video below.  The script explores three examples or scenarios.   Keep reading!

 

Script:

 

Let’s take scenario 1.  I have a data file with many student records.  The data file contains several fields including student last names, first names, scores, teacher names, etc.  Let’s say I have a need for these student records to be sorted alphabetically.  Not doing that manually.  No way.  So here is what we do.

Step 1:  Click on the Sort and Filter icon on the ribbon.  Choose Custom Sort.

Step 2:  In the dialogue box, you want to make sure that the ‘My data has headers’ box is CHECKED.

 

Step 3:  Under Column, Sort by, click on the dropdown arrow and choose Last Name.

Step 4:  Click OK.

 

Now I have a sorted sheet, but notice the I have a few students with the same last name, and I want the sheet to be alphabetized by first name, too.  No problem.  

Step 5:  Go back to the Sort and Filter icon on the ribbon and choose Custom Sort.

Step 6:  Click Add Level and notice that a Then by was added under your Sort by Last Name.

 

Step 7:  Use the dropdown arrow for Then by to add First Name.

Step 8:  Click OK.

 

You can use these steps to keep finessing your data.  For example, let’s say that although you still need the data alphabetized by name, you also need it sorted by grade level first.  You can do this easily by changing your dropdown options.

Step 9:  Sort and Filter > Custom Filter.

Step 10:  In the first dropdown, change Last Name to Grade.

Step 11:  In the second dropdown, change First Name to Last Name.

Step 12:  Click Add Level and then choose First Name in the dropdown.

Step 13:  Click OK.

And the list is now (wonderfully!) sorted first by grade, then last name, then first name.

 

Scenario 2 is a variation on the last example.  In this scenario, let’s say that we need to see the data sorted by teacher.  Maybe we still want the data sorted by grade and name, too.

Step 1:  Sort & Filter > Custom Sort

Step 2:  Change the Sort by Grade to Sort by Teacher_LN.

 

Step 3:  If you don’t need the students sorted by grade, click OK.  Student names are still alphabetized.  

OR

If you want to keep the sorting by Grade, Last Name, First Name, then follow Steps 10-13 above (scenario 1).

SORT function, spreadsheet, education, district administrator

Scenario 3 is a bit different, but the sorting steps remain the same.  Instead of dealing with names, what if we needed our data sorted by score.  Let’s use the Reading achievement level as our example.  That is the column named Read AL.

We start the same way.

Step 1:  Sort & Filter > Custom Sort.

Step 2: Change Sort by Teacher_LN to ReadAL.

Step 3:  In the Order column on the right, you can choose how you want the data sorted.  I will choose Largest to Smallest.

 

Step 4:  I can click OK now, if I want to and preserve my other levels of sort.  Or I can delete those levels easily by moving to that level and then choosing Delete Level and then OK.

 

If you want a handy reference, bookmark this page or download the Excel SORT tutorial PDF.

 

Let me know if you found this tutorial helpful by sharing in the Comments section.   What spreadsheet functions and formulas do you use?  What other tutorials would you like to see?  Let me know in the Comments section!