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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. It all begins with leadership, whether at the district, building, or classroom level. Digital Leadership Learning Patrick Larkin PIllars of Digital Leadership Student engagement'
My facilitation partner from KDE, Ben Maynard, has been incredible at using Google Jamboard for participants to upload artifacts, ask questions, and brainstorm strategies that the leaders hope to implement in the near future. The artifact above was one of many that have been shared during the longitudinal work with KDE.
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.
A combination of data and artifacts will tell you and anyone else whether or not goals were met. The more we take a critical lens to the efficacy of our work, the more collective goals we have for education, learning, and leadership can be achieved. We must constantly push ourselves to be better and strive for continuous improvement.
The digital world allows all educators to become the storyteller-in-chief, something that I first discussed in detail in Digital Leadership years ago. Along with video , pictures were one of the most potent artifacts that I used to tell our story through greater context.
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.
Image credit: [link] The number one responsibility and challenge for digital leaders is to create a relevant, meaningful, and authentic learning culture that allows students to create learning artifacts to demonstrate conceptual mastery. The tenets of leadership still apply. Of course it helps, but it is not a necessity.
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.
At NMHS we place a great deal of emphasis on creating artifacts to demonstrate conceptual mastery. NJED Bill Ferriter Digital Leadership educational technology Mike Marotta New Milford High School' Technology can become a nice pedagogical fit when viewed this way. I welcome your thoughts on this.
First and foremost, we must always keep sound pedagogy in mind, something that I discuss at length in Digital Leadership. Content consumption does not equate to the construction of new knowledge, discourse, answering questions, solving a problem, or creating a learning artifact. Now I am not saying that teachers shouldn’t do this.
I am proud to say that this is the foundation of our digital work at the International Center for Leadership in Education (ICLE). I for one want students empowered to own their learning, create artifacts, to demonstrate conceptual mastery, use their voice, be responsible in online spaces, and connect with the world in authentic ways.
When technology is integrated with purpose, students can create artifacts to demonstrate conceptual mastery, apply an array of acquired skills, illustrate the construction of new knowledge, and be empowered to take ownership over their learning. Digital Leadership digital learning Professional Development professional learning'
I reinforced this point in Digital Leadership. In each case, an activity can be designed to get kids using the IWB to collaborate, manipulate, solve problems, and create artifacts of learning. Thus it is incumbent upon schools and educators to ensure they are used in ways that they were designed for.
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'
School should allow students to follow their passions, use real world tools to solve real world problems, develop and apply essential skill sets, think divergently, create artifacts of learning to demonstrate conceptual mastery, and foster creativity. Change Digital Leadership Innovation TED talks TEDx transformation'
Are they creating a learning product/artifact? Digital Leadership digital learning Digital Learning Day educational technology Student engagement' What are the learning objectives/outcomes? Are students demonstrating the construction of new knowledge?
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.
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. Image credit: [link] Meaningful change has and always will begin at the individual level. This is the point where all educators and students must realize that they have the capacity to lead change.
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.
It begins with a focus on improving teaching, learning, and leadership followed by utilizing an array of digital assets at every educator’s disposal to share and amplify. Artifacts such as assessments, lesson plans, unit plans, projects, and examples of student work can easily be converted to a sharable link using Google Docs.
Even though my science teaching days are long behind me, the scientific method has always stuck with me, as there are direct applications to leadership. I think I refuted more hypotheses then validated, but the learning experience kept driving me to pursue eventual degrees and a teaching certificate in the sciences.
This is what instructional leadership is all about. Create mechanisms for educators to share work through artifacts and portfolios. Taking a critical lens to your observation protocols can go a long way to ensuring efficacy by raising the bar across your system.
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'
During each virtual coaching session, they were pushed to bring artifacts from their respective cohort. During my recent work with the Kentucky Department of Education (KDE), I had the honor of sharing what I have learned from the field while helping them look at and analyze evidence from their change efforts during our time together.
Image credit Instructional leadership should always be a top priority for any administrator regardless of his or her position. Allow the teacher to align artifacts that show the entire picture. No matter the reason for animosity, a need for shared ownership to improve the process might be needed. Stay the entire lesson.
Students have access to technology and are using it on a daily basis to communicate, collaborate, create artifacts of learning, problem solve, think critically, become more technologically proficient, and develop a greater global awareness. The should most certainly be able to use it to replace more archaic forms of technology (i.e.
To help achieve an ROI we increased the number of formal observations and evaluations, collected learning artifacts (lesson plans, assessments, student work, etc.) It’s been a few years now since I left the principalship to pursue my new career as a Senior Fellow with the International Center for Leadership in Education (ICLE).
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. A combination of data and artifacts will tell you and anyone else whether or not goals were met.
Students don''t need resumes, they need to create artifacts of learning that provides detail as to what they can really do or know. Daniel Pink Drive education reform educational leadership Linchpin Seth Godin' Take the resume for example. Godin provides a compelling alternative to a traditional resume and hiring process.
As I work with leadership teams, many are struggling to engage their teachers in professional learning this year. Schools invested money in purchasing devices and improving access to reliable internet to meet the demands of the pandemic, and leadership teams want to keep the momentum going. Blended Learning Coaching Course.
Their unselfish work geared towards kids that is exemplified through sharing, conversation, and artifacts is what sets them apart from others. My perceived success and influence is only a result of the many connected educators who set the bar so high. To put people like this down perplexes me deeply. In life success is earned, not given out.
To better support all educators in creating powerful maker learning programs, we are unveiling our updated Digital Promise Maker Learning Leadership Framework. Originally launched in November 2017, the Maker Learning Leadership Framework supports educators’ maker learning programs.
In July 2018, Digital Promise launched a new Maker Learning Leadership Cohort dedicated to professional learning, peer connections, and school transformation in the Pittsburgh region. The walls and shelves of this 106-year-old building are covered with authentic student learning artifacts.
The Empowering Students as Creators micro-credential is designed to help all teacher librarians reflect, validate, and get feedback on their leadership and teaching in support of student design and creation in the library. Working through the Future Ready Librarians micro-credential forced me to look at my program through a different lens.
The ACT Network brings together shared school leadership teams—teachers, principals, central office staff who serve the schools, and community advocates—to analyze a school’s data sources, including demographic data, perception and survey data, learning data, and program data. Solving problems together with the ACT Network.
Evaluating the artifacts that teachers submit has had an invaluable impact on my ability to provide and craft feedback to teachers. My feedback to another educator’s submission: Please submit at least three sources of data (not to include your student centered plan–this serves as the artifact for the next requirement).
It’s up to those of us in leadership positions to prevent this. Bring all of these data sources to your leadership team, and begin to explore appropriate goals. With instant access to a coach, as well as tools to share, store and examine student artifacts of learning, teachers in your district can be more supported than ever.
Traditional transcripts don’t fully convey student’s achievements outside of the classroom, even if those achievements show leadership and were made in programs run through Morgan State, Alao says. “It wasn’t really giving students the credit they deserve.” It’s information Morgan State thinks employers would like to know.
Podcast – How to take our leadership and teaching to new levels. Connected Educator Month launches today. 5 videos on connected learning from the Digital Media and Learning Research Hub [VIDEOS]. The one question I’m asking at ISTE 2013.
To connect each painting to the broader story of the exhibit, the museum curator uses labels to highlight information about each artifact. For example, the coach can type a summary comment and then record “Advanced Proficiency” on “Check for Understanding” within the Teaching as Leadership framework.
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.
In fall 1966 he took his young family to eastern Morelos state while he searched for sites with “Olmec”-style artifacts for his dissertation. He took correspondence courses from UCLA to enter graduate school in anthropology in 1962, earning his MA in 1965. Throughout his active research career, he was a dedicated and well-beloved teacher.
Rather than sitting on the sidelines waiting for feedback, teachers can collect artifacts for their evaluation, showcasing a whole class period or specific strategy.”. Kim and other CEA members recently presented about Edthena at the 2017 CEA Leadership Conference in Breckenridge. To watch the presentation, click here.
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.
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