Central Matters

HelpDesk for the Central Office Administrator

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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.

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!

SAMR: Getting Started Guide for Central Office Administrators

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SAMR, Technology Integration, Education

Isn’t it nice to discover something that allows you to make sense of new information?  It is a great feeling, isn’t it?  Something (e.g., understanding) clicks in my brain and produces warm, fuzzy feelings (aka feelings of self-efficacy). That’s how I felt a few years ago when I first learned about SAMR.

 

As my district continues its Blended Learning journey, my understanding and self-efficacy are reinforced.  SAMR is my technology integration coat tree, and I can hang my hat on it!

 

The ‘Who’

SAMR was developed by Ruben Puentedura as a structure for examining how technology is used in classrooms and schools.

 

School districts use the SAMR model when introducing Blended Learning  or technology integration to their teachers and administrators.  Teachers find it useful when planning and reflecting on lessons and units.

 

The basic ‘What’

The four levels of SAMR include

  • Substitution
  • Augmentation
  • Modification
  • Redefinition

 

The first two levels – Substitution and Augmentation – are typically where we see technology used to enhance learning.  The third and fourth levels – Modification and Redefinition – is where we see technology transforming learning.

 

Tim Holt from EPISD introduces SAMR on this Digital Discoveries video.

More ‘What’

Substitution

At the Substitution level, technology is used as a substitute in a traditional lesson or activity.  For example, traditionally teachers have assigned students to write essays and papers on various topics.  

 

If employing SAMR at the Substitution level, then the teacher may ask students to use a word processing program to type their papers.  So while technology has enhanced the assignment, it has not transformed learning.

 

SAMR, Technology Integration, Education

Substitution is where most, if not all, teachers and principals (and central office folks, too) begin their technology integration journeys.  And that is great!  For those less comfortable with technology, this is a safe place.  The danger is that we might get a liiiitle too comfortable here and want to stay.

 

Augmentation

Augmentation takes the enhancement one step further.  In this stage of SAMR, the assignment or activity still involves substitution, but with functional improvement.

 

Continuing with the example above, the teacher requires that the students use a program like Microsoft Word or Google Docs to complete the assignment and also asks them to include relevant images or graphics in the document as well.  Technology has enhanced the assignment through the addition of media.

 

And like above, we – teachers and administrators – do not want our lessons and activities to get stuck at this level.  Nope.

 

Modification

With Modification, the SAMR model begins to transform learning in beautiful ways.  At the Modification level, we see significant task redesign.  Student work products are often for real-world audiences at this level.

 

Instead of a paper written only for the teacher to read, a student might write a blog post shared with a larger audience.  

 

One characteristic of lessons and tasks at the Modification level is the difficulty of completing the assignment without the use of technology.  In our current example, a student would find it extremely difficult to write for a larger audience without the use of technology for publishing.  

 

Redefinition

Redefinition transforms learning even more.  At this level, new tasks are created and the work is shared out to the world (authentic audience).  The assignment cannot be completed without the use of technology at the Redefinition level.

 

At the Redefinition level of SAMR, the traditional essay morphs into a podcast episode, complete with script and show notes.  

 

Notice how, as you move through the SAMR levels, content creation increases as does the size of the audience.  

 

The ‘When’

When should educators be utilizing the SAMR model?  Every day, I think.  Now I don’t expect that teachers should have a lesson at the Modification or Redefinition level ready to go each day.  

 

But remember that SAMR is a tool to examine how technology is used in the classroom.  If that is the case, then educators should be analyzing how they are using technology each day.  Here are a few questions to ask when examining our lessons:

 

  • How have I integrated technology in this lesson?
  • Is this the best way to use technology in this lesson?
  • What other way could technology be used to support student learning of the standards?
  • Do I even need to use technology with this lesson?

 

Notice the last question.  If your district has adopted the SAMR model, that does not mean that every lesson must utilize technology.  Sometimes, low-tech or no-tech is still the best way.  For example, it might be better to use sticky notes instead of PollAnywhere.  

 

The ‘Why’

Why do we need SAMR?  Is it the next big thing?  Might it fade away as so many movements in education tend to do?  In other words, can we wait it out?

 

No, we can’t wait this one out.  And why should we?  Technology integration supports teaching, too – not just student learning.

 

Think about the future – post-secondary training and education, jobs, and careers – that we are preparing students for.  How many of those situations will include no technology?

 

I often think about my own work.  On the rare occasions when we lose internet or my computer crashes, my work can come to a screeching halt.  Sure, I can continue with some of my responsibilities, but I am much more inefficient.  And some of my responsibilities are nearly impossible to continue until the tech is restored.

 

If technology is here to stay, then we need a mechanism by which to analyze how it works in schools and classrooms.  SAMR is that mechanism.  And it is easy to use.

The ‘How’

This is where you, the central office person, comes into play.  You might be a curriculum director or professional learning coordinator who must train teachers and principals in the SAMR model.  Maybe you are the central office person who is tasked with leading the district’s Blended Learning initiative, and SAMR is a component of the roll-out.

 

First off, you need to make sure that you have a solid understanding of the model and how it can be useful to teachers and principals.  I have included some resources below to help you with that.

 

After a brief introduction of SAMR, I think it is a good idea to provide teachers and principals with time to explore the topic on their own.  Utilize the resources below.  

 

Educators can also benefit by applying the framework to lessons.  Provide teachers with a set of lessons (real or made up) and ask them to work with a partner or small group to determine which level of SAMR is best represented in each lesson.  

 

The next step is to have teachers to bring in one or two of their own lessons which include some type of technology integration.  Ask them, either individually or in a small group, to analyze their lessons through the lens of SAMR.  

 

This activity can be eye-opening for teachers and principals.  The analysis of their own lessons can reassure many teachers that they are on the right track.  It might reassure them that maybe, just maybe, this blended learning/tech integration thing isn’t so bad.  

 

This activity might also be a wake-up call for the “tech expert” teacher.  Be gentle with these souls.  Realizing your pet project – the one you’ve received accolades for – is not at the Redefinition level can be  a difficult to pill to swallow.

 

But SAMR can also be the salve these teachers need because it can provide them with a structure for reflecting on how to redesign the pet lesson for better, more authentic technology integration.

 

When leading this activity, stress that SAMR is a tool that teachers and principals can use to improve their practice.  Point out that SAMR provides a way for teachers to begin their technology integration journey (Substitution and Augmentation).  And SAMR provides educators with the knowledge to take their lessons to a different level (Modification and Redefinition).

 

I’ve intentionally mentioned principals in this post.  I think SAMR can benefit them just as much as it benefits teachers.  With knowledge of SAMR, a principal can be more effective in her walkthrough feedback.  

 

We all know how important it is for administrators to attend teacher professional learning, but with SAMR it is vital.  Teachers and administrators will speak the same language when principals have an understanding of SAMR.

 

When working with teachers on initiatives that may require huge shifts in perspectives, I want to do what I can to alleviate the overwhelm that some may feel.  I stress that it is perfectly fine to begin with Substitution.  Make sure the expectation is clear that the teachers must grow and begin creating lessons at the other levels of SAMR.  

 

I also let them know that while I hope that eventually most lessons with be at the  Modification and Redefinition levels, the goal is NOT to have all Redefinition lessons.  

 

Some standards do not need a lesson designed at Modification or Redefinition.  In fact, sometimes a low-tech or no-tech approach is best. Teachers will have to use their professional judgment – as they do every day – but now they have SAMR as an additional tool to support those decisions.

SAMR, technology integration, education, blended learning

 

Some of the articles on SAMR discuss the line that is drawn between the Augmentation level and the Modification level.  This line indicates the movement from using technology to enhance learning to using it to transform learning.  

 

I like to view SAMR more as a circle (everything tries to be round, right?) or a process.  As teachers design lessons and units, they will move back and forth through the SAMR levels.

 

I hope you’ve found this long introduction to SAMR helpful.  Has your district implemented SAMR?  If so, how did go?  How have you seen it benefit your teachers and principals?  Let me know if the Comments section.  I want to hear from you!

 

Resources:

Hippasus – Ruben Puentedura’s SAMR blog.

Tara Gander’s SAMR SMORE – Tara is a skilled instructional coach and expert trainer.  Her SAMR SMORE is chock full of videos and other resources that will be helpful to teachers and to those who must provide SAMR training.  

Digital Discoveries – YouTube channel by Tim Holt from EPISD.  This site contains SAMR related videos, but also other technology-related videos.  Great for independent learning for for use during group professional learning.

SAMR and Bloom’s Taxonomy from common sense education

 

Don’t forget to leave a comment about your SAMR experience!

Making Changes

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Change Management, Education, Technology, Innovation

When I was still in the classroom, I wanted to be the best teacher I could be.  I spent a lot of time reading about new strategies and new philosophies, developing units, lessons, and activities based on this research.

 

This morning a family member, who is also a teacher, shared on Facebook an excerpt from a book by Perille Ripp that was posted on Mind/Shift a few years ago.  The article focused on the author’s desire to be a better teacher and how that meant changing how she did things.  I haven’t read the book, but I understood the desire expressed by Ripp to do the best job possible for my students.

 

As a central office administrator, I feel the same urgency to do what is best for students, but now instead of concentrating on creating better units, lessons, and activities for a classroom, I research and share best practices for improving and innovating schools and districts.

 

Reading this article just a week after my post about personalized learning felt serendipitous.  I believe that personalized learning is a way that districts, schools, and teachers can make changes in education that will improve the school day experience for students.

 

As a teacher, if my strategy or lesson was not providing me and my students with the results that we sought, then I wanted to do something differently.  We all know the cliché about insanity – doing the same thing over and over again, but expecting different results.  If I wanted my results to be different, then I had to change something.

 

The Central Office Perspective

 

Being in the central office is no different, except that our perspective has widened.  No longer are we focused on one class of students.  Let’s think about how we are running our departments and programs, how we are supporting schools.  Are we getting the results we want?  If yes, great.  If that is the case, we need to keep on, keepin’ on.

 

If, however, we are not getting the results we want, we must ask ourselves, are we willing to change?  Are we willing to do what we ask our principals and teachers to do?

 

education, innovation, technology, change management

If we need different results for our teachers, our schools, our programs, the entire district, then we must be willing to change what we are doing.  If we are asking that our teachers implement blended learning, then are we willing to learn new technology?  Incorporate new applications into our daily work?  Model new programs?

 

For the sake of our students, I sure hope so.  

 

Change is easy

Sometimes, I find the change easy.  I support our district’s move to Google for Education by modeling the use of Google apps during my work.  If I need to survey teachers, I use Google Forms.  If I develop a district calendar, I share it with everyone in the district through Google’s calendar.  I use shared folders in Google Drive for collaborative projects.

 

Change is hard

 

Sometimes, though, implementing the change is not so easy.  Twitter is a good example.  I know that many educators use Twitter to share information, contribute to Twitter chats, and participate in professional development.  I need a presence there.  But, this social media platform is not a natural fit for me.  It is not as intuitive as other platforms.  

 

I know I have to up my Twitter game, so I work on it.  I share my blog posts via the platform.  I tweet when at professional conferences, workshops, and meetings.  I re-tweet interesting education articles.  I set up a tweetdeck to help me follow specific conversations.  

 

I don’t like it, but I know it is because I don’t have the familiarity with it that I need.  Yet.  One day I will be comfortable with it.  

 

Modeling change

 

Meanwhile, I model the struggle that often comes with change.  And maybe, maybe my struggle will help someone else begin a change or help someone to hang in there when making a change that they believe is best for their students.

Technology, Innovation
My Star Trek lunchbox given to me by my husband.

As a central office administrator, how do you support principals and teachers when the district requires a shift or change?  What are some of the areas where you have struggled with change?  Share your thoughts in the Comments section.  

 

Oh yeah.  You can follow me on Twitter @BevPayne05.

Personalized Education Means Good Core Instruction

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Personalized Education, Educational Leadership, Education, Curriculum, Instruction, School

I remember early in my career when the term ‘personalized education’ was being bandied around the teacher table at lunch.  Being new to the profession, I stayed quiet, hoping to learn what this might mean for me and my classroom.  

 

Some colleagues discussed how personalized education meant that teachers would have to write detailed plans, personalized education plans (PEP) – similar to Individualized Education Plan (IEP), for every student.  As a new teacher, this notion was scary.

 

How was I to write and follow 80 plans?  The perfectionist in me panicked a bit.  

 

Other colleagues mentioned how students would have individual learning paths, a prescriptive program just for them.  This sounded extremely boring to me a teacher, so I could not imagine how a student might feel, knowing they were going to be following these paths in every classroom, all day.  I probably needed someone to talk me down from the ledge about that time.

 

While doubting my career choice, I listened to some of my more traditional colleagues state emphatically that they just wouldn’t do personalized education.  Some of the others were more fatalistic, believing that we should prepare ourselves since it was coming whether we liked it or not.

 

Thinking back on these depressing – and somewhat crazy – conversations, I am glad that none of the scenarios discussed actually materialized.

 

I shake my head, remembering how little I knew about my profession at that point.  I am glad, however, that decades later I and my profession know a bit more about what personalized education is and is not.

 

While we know more know about personalization, a universal definition is still somewhat elusive.  Here is my description of personalized education, which I am constantly refining:

 

Personalized education means that students have voice and choice in their academic lives, shaping curriculum, assessment, and products.  Personalization means that students can pursue their passions, but within a framework or structure that is provided by the teacher.  Project-based learning and technology integration figure prominently in the frameworks.

 

Now some educators would probably find fault with my definition, and that is fine.  As I said, I am constantly refining my belief as learn more about personalization.  It is somewhat difficult to put a finger on it and say, “This is it.  This is personalized education.”

 

Recently, I found time to read ASCD’s (www.ascd.org) March 2017 issue of Educational Leadership, whose theme is ‘Getting Personalization Right.’  I know, I know – the issue is several months old now!  I am so far behind on my professional reading, but better late than never, I suppose!  If you are behind on your reading, too, I would suggest that you start with this issue of Educational Leadership journal, the next opportunity you find to catch up.

 

Several of the articles in this issue provided similar definitions or descriptions to mine for personalization.  What I like about this issue of EL is that the articles provide specific examples of what it might look like in classrooms and schools.

 

Many of us realize that a one-size-fits-all approach or a ‘teach to the middle’ strategy just doesn’t work any more (if it ever really did).  Nor is it equitable for students.  

 

Personalized learning allows us to provide high quality instruction for all students.

 

I see teachers working their hearts out all the time, but they are not seeing the results they want to see.  Often, these hardworking teachers are caught in the one-size-fits-all trap.  It is understandable.  Many teachers were taught with this same approach, and so they find it natural to use what they know.  

 

Personalized Education Good Core Instruction

I have said many times that if the approach you are using is not giving you the results that you want, then it might be time to try something different.  (I believe this is good advice for other professions, too, and good advice for life generally).  As central office administrators, we must provide help in the form of training and information for the ‘something different’ that we want teachers to try.  

 

DIfferentiation is an area in which many teachers struggle.  Personalized learning allows teachers to differentiate for their students without having to spend time creating individual assignments.  Indeed, using a project-based learning approach allows teachers and students to differentiate topics and/or products.  Teachers can utilize project-based learning for individual students or for small groups of students.

 

Differentiation in personalized education may also take the form of student goal setting.  Together, teachers and instructors may develop student profiles, analysis student work and student data, set goals, and provide opportunities for student reflection.  

 

Many people believe that personalization means that a school or district must roll out a 1:1 student to device (e.g., laptop or tablet) initiative.  In reality, personalized education can be accomplished with little to no technology.  However, technology integration can mean easier implementation of personalization.  And, more significantly, using technology appropriately in a personalized setting can mean richer student learning.   

 

I believe the best chance of success with personalized education is when district and school leaders and teachers plan the personalization intentionally.  None of this ‘let’s just try this and see if it works’ mentality.

 

If this is a significant shift for your district, I would suggest implementing some type of pilot program before a wholesale conversion.  In most districts, a few teachers are most likely already working toward a personalized model in their classrooms.  To gain momentum for personalized education in districts where only a few are dabbling in personalized education,  a cohort model can be the best method of implementation.  Oftentimes, a district’s early adopters can provide the enthusiasm and the fire in the belly to fuel successive waves of cohorts.

 

My guess is that many of our best teachers are already personalizing education for their students to some degree.  Many of the teachers I know involve their students in goal-setting and utilize various types of learner profiles, for example.

 

And many teachers provide project-based learning (PBL) opportunities for students.  PBL offers students possibilities for pursuing their specific interests within a framework developed by their teacher or maybe in collaboration with their teacher.

 

I think to take personalization to the next level, though, we must understand why we are making this shift in our classrooms and schools.  And we must be intentional in our implementation.

 

As a central office administrator, I believe the district office can assist schools and teachers to understand why this move is appropriate.  Often, we can see a bigger picture – larger data sets, community and business stakeholders, future workforce needs – that can inform the reasons for the shift at the district level.

 

It is important to gather input from all stakeholders, using the methods that work in your district.  For ideas on how to gather feedback through community focus groups, see my previous post, “Planning a Successful Community Event.”

 

Once the district vision is formed and articulated, principals and teachers have an easier time translating that vision for their schools and classrooms.

 

But understanding and communicating the district’s reasons for moving to personalized education is just the beginning of the work.  Intentionality takes time to plan and implement.  But often this is the work that I find the most enjoyable!

 

If you haven’t already read ASCD’s (www.ascd.org) March 2017 issue of Educational Leadership, I encourage you to do so.  I think it is invaluable if your district is implementing personalization or a Blended Learning model (more on this later).  And no, I am not getting paid by ASCD to promote their journal.  I truly believe this issue of the journal could be helpful to central office administrators who are involved in implementing or supporting a personalized education initiative.

Infographic: A few thoughts on what personalized education is...and is not.
Infographic: A few thoughts on what personalized education is…and is not.

Checkout the infographic I created that summarizes some of what personalization is and is not that I gleaned from ASCD’s (www.ascd.org) March 2017 issue of Educational Leadership, complete with references.

 

Have you found other great resources on personalized education?  If so, please share in the comments section.  As personalized education becomes more prominent in districts across the county, I am eager to learn more, and I am sure others are, too.