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Cultures of excellence are created and fostered when feedback is used to commend effort while providing considerations for growth regularly. During each virtual coaching session, they were pushed to bring artifacts from their respective cohort. In order for each of us to pave a path for success, there must be feedback along the way.
Image credit: [link] The right culture focuses on technology as a tool to enhance learning in a variety of ways. As with any holistic initiative, the key is sustainability and a resulting change that sees all aspects of digital learning become an embedded component of school culture. This is a problem.
This post is the fifth in a series that will outline the foundational elements of my new book, Digital Leadership: Changing Paradigms for Changing Times. Pillar #5: Student Engagement and Learning Many of us firmly believe in technology’s potential to transform the teaching and learning cultures of schools.
This is what instructional leadership is all about. Below are some strategies that I utilized to help create a culture where there was accountability for growth. Create mechanisms for educators to share work through artifacts and portfolios. Please note that not every contact point or conversation has to be evaluative.
The advent of social media introduced yet another responsibility into my already packed schedule: digital leadership. As a school administrator, one must be proficient in many different areas, but it's essential to maintain sight of the most crucial aspect of the role: pedagogical leadership.
It provides a baseline as to what has been found to really work when it comes to student learning and improving culture. Thriving cultures focus on empowerment, support, feedback, and autonomy to take risks to build self-efficacy. A combination of data and artifacts will tell you and anyone else whether or not goals were met.
It was this shift that got me thinking about how tools could be used to amplify the fantastic work of my teachers, administrators, and students to showcase efficacy in improving school culture. The digital world allows all educators to become the storyteller-in-chief, something that I first discussed in detail in Digital Leadership years ago.
All of these examples are at the core of essential skill sets that most schools "want" students to possess, but many schools do a poor job of creating a culture that integrates them across the curriculum. The tenets of leadership still apply. A common misconception is that you have to be "tech savvy" in order to be a digital leader.
Allowing students choice over which tools they will use to create artifacts of their learning that demonstrate conceptual mastery builds a greater appreciation for learning while simultaneously preparing them for the real world. Pedagogy first, technology second when appropriate.
Note: This post is directly related to my work at the International Center for Leadership in Education Efficacy has been on my mind a great deal as of late, and as a result, it has been reflected in my writing. During this reflective process, it is expected that school leadership teams collect and document aligned evidence for each item.
This makes a great sound bite, but the reality is that many individuals in a leadership position are not actually working directly with students. Leadership is about action, not position. education reform Leadership Opinion Students teachers TEDx' My recent TEDx talk provides insight into how this was accomplished.
This is also where it is sustained to the point that it becomes an embedded component of school or district culture. It does not rely on someone being in a leadership position in a traditional sense but more so on a desire to want to change professional practice.
As the CEO of Aspire Change EDU , I'm dedicated to research-driven, data-enhanced, and evidence-based services and resources to aid districts, schools, and organizations in transforming teaching, learning, and leadership. These methods are harmonized with the 7 Pillars of Digital Leadership & Learning.
The bottom line is that all educators yearn for quality professional learning as opposed to development that leads to sustained improvements in teaching, learning, and leadership. However, I would say an equal amount have found little to no benefit. Once an exemplar is shared, give educators time to reflect and then plan their activities.
Thriving cultures focus on empowerment, support, feedback, and autonomy to take risks to build self-efficacy. Understanding the critical role self and collective efficacy play in determining the successful attainment of goals lays out a path for achieving efficacy as a whole, something that I expand greatly on in my book Digital Leadership.
It hinges upon our ability to provide an environment and activities that unleash our students'' passion for learning and allows them to create artifacts of learning with the tools of their choice to demonstrate conceptual mastery. Authentic Learning Change Digital Leadership education reform Learning'
As a leader this is the type of teaching and learning culture that I want to foster and cultivate, one where creativity flourishes, students find relevancy and meaning in their learning, and teachers are given the support to be innovative. A teaching and learning culture powered by intrinsic motivation will achieve this.
In my opinion, schools that wish to create the most relevant and meaningful learning culture will go in one of these directions. 1:1 laptop program 21st Century Leadership 21st Century Learning BYOD Change Innovation Opinion educational technology' pencil and paper) if they wish.
I mention this, as it is important to note that it isn’t one particular action or person that ultimately moves an idea or initiative into something that positively impacts school culture. Collaborative discussion as a leadership team about what can be improved as well as timely feedback to teachers is both crucial for success.
Based on what we learned from challenge sessions, artifact reviews, and in-depth interviews with district leaders, we created the Challenge Map. Introducing the Challenge Map. This interactive tool features 36 specific challenges that are each broadly relevant, well-defined, and distinct from the others. Explore the Challenge Map.
In fall 1966 he took his young family to eastern Morelos state while he searched for sites with “Olmec”-style artifacts for his dissertation. That year he published an article in American Antiquity on the Olmec-style reliefs at one of those sites, Chalcatzingo, and he was invited to contribute to a Dumbarton Oaks conference on the Olmec.
The artifacts educators are collecting to demonstrate their skills and the narratives that are coming out of the classroom prove how micro-credentials support educators in ways that impact their students’ learning and their school communities.
It is important not to get sucked into the transformational aspects of the technology itself, but instead focus on the transformation of teaching, learning, and leadership. Leadership This element is critical in any type of change process. Thus, digital leadership goes without saying.
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