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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.
It thrives under the guidance of a passionate, skilled educator who is constantly evolving alongside their students. Nevertheless, just like their students, educators thrive in personalized learning experiences. A shift to personalized professional learning can change this dynamic.
As we navigate the shifting currents of the educational landscape, it's clear that transformative change is not just necessary—it's inevitable. To foster an environment where every student thrives, we must reimagine our approach to education from the ground up. SET grounds everything we do at Aspire Change EDU.
Education is currently at a crossroads as traditional methods and tools are changing as a result of advances in technology and learning theory. Image credit: [link] Even as we are seeing more schools and educators transform the way they teach and learn with technology, many more are not. Cross-posted at teach.com.
This reason alone is why careful thought and attention have to be made as to how schools and educators are evaluated. As a result, the learning culture does not evolve or becomes stagnant for both learners and educators. A question that typically will materialize is why to change if we are already doing so well.
The COVID19 pandemic unearthed many harsh realities for education across the globe. Inadequate WIFI and the availability of computers at home for kids to use for learning caught many educators off guard. Most of all, the learning culture will most certainly be different, and it will be a travesty if it is not.
Cross-posted at The Educator''s Royal Treatment. As I mentioned in a previous post I have been working on a educational technology presentation for principals in a NJ school district. 21st Century Leadership Shift Happens (must see video for any educator unfamiliar with the tends and impacts associated with technology and social media.
Inclusion is essential for special education (SPED) because it promotes the social and academic development of students with disabilities, fosters a sense of belonging, and prepares them for life outside of school. It aligns with legal and ethical imperatives, is often cost-effective, and encourages teacher development.
No matter your position in education, you have gone through some form of professionaldevelopment. In many cases, the act of being “developed” comes in a variety of standard types such as workshops, mandated PD days, presentations, conferences, book studies, or keynotes. Below are a few lessons learned.
Ask yourself why you or someone you know chose a profession in education for a living. If you answered no and are committed to working tirelessly to ensure that all children learn and are successful at it then why do you not have a place at the education reform table? Quite frankly it takes a special person to be an educator.
“The educators who had the greatest impact on me as a youth recognized my personhood by actively developing a relationship with me, challenged their explicit and implicit biases in visible ways, and valued multiple perspectives within their classroom.” – Maima Chea Simmons, Black Girls’ Literacies.
With the suggestions in hand, the leaders were empowered to review what we had seen and my recommendations to determine the focus for an upcoming professionaldevelopment day I would be facilitating. Feedback is a critical catalyst for professional learning and growth.
In my opinion that is the case in education. Educators and stakeholders alike have been brainwashed into thinking that a successful school or district is one who achieves through quantitative measures. If it doesn’t, then why is precious time spent on developing and enforcing it? What supporting evidence do we have?
I am extremely excited that August is Connected Educator month. In my opinion, being a connected learner, leader, and/or educator is no longer an option. My personal and professional journey in this area is well documented and something that I regularly present on. Access to a wealth of free resources.
During my ten years as a school leader I dreaded professionaldevelopment days in my district. I am not sure any educator looks forward to these monotonous experiences (developed under the guise of learning!) I attended many of these events just to meet the required hours of professionaldevelopment.
The pandemic has really put a strain on educators, yet they continue to rise to the occasion on behalf of kids. The majority of educators fall into the latter. If you can't, consider developing a schedule where administrators and other support staff can fill them in lieu of teachers. Something has to give.
Change in education seems to be as illusive as the Loch Ness Monster. Through my work over the years as a teacher, educational administrator, and learner through I have identified common roadblocks to the change process. There is more talk about change in the field of education than actual change.
Acknowledge that these are common problems and that we all find things difficult or get things wrong which helps to create a culture of error among staff. Evidence Based Education blog. Review of Education, rev3.3226. Journal of Teacher Education, 67. Contemporary Educational Psychology, 61. Enser, M. &
We live in exciting times as unprecedented access to knowledge, research, and effective strategies at our fingertips can assist educators in creating meaningful experiences for students that align with both needs and strengths. This is yet another testament to the culture of learning that has been established. The rest is now history.
I recently read this Education Week post by Jill Berkowicz and Ann Myers titled We Have 21st Century Learners Who Need 21st Century Leaders. They go on the summarize the following: "Essentially, the 21st century leader has to develop a renewed understanding of how children are learning now. I couldn''t agree more.
So many exciting things have happened recently as a result of my own learning and growth in educational technology and leadership. As a result, I have seen my own knowledge increase in these areas, participated in exciting professionaldevelopment opportunities, presented at both my school and at other events on web 2.0,
On a professional level excuses can, and often do, have dramatic negative impacts when it comes to change on many levels. If education is good for one thing, it is for making excuses not to move forward. The feeling is that our system of education has worked so well during this time why change now.
For the better part of my educational career, I always referred to any type of learning to assist me as a teacher or administrator as professionaldevelopment (PD). The experiences where I had some level of choice were the most meaningful to me and resulted in real changes to my educational practice.
Historically, however, professionaldevelopment has been limited to periodic workshops and training that focus mostly on administrative, operational, and compliance issues. Research has consistently shown that professional learning that leads to school improvement and meaningful changes to practice is ongoing and job-embedded.
Abstract Collaboration between teachers and principals is essential for creating thriving educational communities that enhance student achievement and teacher performance. Through data-driven decision-making and a relentless pursuit of excellence, educators can create a legacy of success that inspires future generations.
The desire to increase agency in the form of voice, choice, and advocacy should be viewed as just as important for educators (teachers and administrators) as it is for students. For sustainable change and innovative practices to take hold let’s evaluate the level of educator agency in our schools. Image credit: www.peoplematters.in
When it comes to education, we see many practices that fall into this category, but more on these later. Below is a list of five things that I believe need to be overcome if meaningful change and improvement in education is the goal. Will you challenge the status quo to improve the educational experience for your learners?
Change is a word that is thrown around in education circles more and more each day. We are made to think that education is in a downward spiral and that students are ill prepared to succeed in college and/or careers that require students to think and apply learning differently. Image credit: [link] ?The Forced change rarely works.
As part of the PDK International Emerging Leader Award , I had the opportunity to attend an amazing professionaldevelopment experience in Washington DC. Here are some aspects that called out to me: Culture of trust and moral/social responsibility. All students attend higher education for FREE.
During my years as a teacher and principal, I would spend countless hours planning, researching, and attending professional learning events to hone my craft in order to become a better educator. I established hiring practices that resulted in the hiring of a lot of smart educators.
Continue to advance learning and equity in your schools with professionaldevelopment. We have seen so many educators innovative their practice in such a short period of time, especially regarding the purposeful use of technology. Prioritize time, standards, and SEL needs. Know and appreciate the impact you have.
Change in the field of education is as elusive as the Lock Ness Monster. The fact of the matter is that nothing in life comes easy, let alone transformation change in education. Educators must be willing to take risks, learn from mistakes, and put in the time. Dedicated educators make the time because it is their job!
With all of the disruption we see as a result of the 4th Industrial Revolution, changes to how we educate kids have to be considered. The result has been districts, schools, and educators making a great deal of investment in an array of ideas, strategies, and solutions with the goal of improving learning for all kids.
In a sense, I wasn’t pushed to be innovative or bring about substantive changes that genuinely impact school culture in powerful ways. However, we must understand that opportunities will not just drop in our laps if a culture of possibility is not developed. Challenges morphed into excuses, and in the end, nothing changed.
One must realize that change is really hard and a commitment to see the process through is vital if the end goal is cultural transformation that sticks. From that point on several change initiatives were implemented and sustained resulting in a culture that worked better for our students and staff.
Equity There have always been issues with equity when it comes to education. Then think about strategies to inform and educate families as to what their kids can expect. Success hinges upon taking and applying the key focus areas listed above and aligning them with your respective classroom, school, or district culture.
Image credit: [link] It was our desire and quest to create a school culture and learning environments that were more reminiscent of the real world that our learners would soon be a part of that drove change in this area. This is fairly significant as we only have 650 students and 53 staff members.
It represents a sound piece of advice for any leader, especially in the field of education. Additionally, they engage in ongoing learning conversations with fellow administrators while seeking out the best professionaldevelopment opportunities for staff. We have all heard the saying don’t put all your eggs in one basket.
This past April I was fortunate enough to have been asked to speak at the Moanalua High School ProfessionalDevelopment Conference in Honolulu, HI. It was an incredible opportunity to get back to Hawaii for a professional event as opposed to a vacation. Talk about making a commitment to grow and get better!
For starters, I have now been going on four years since transitioning from high school principal to Senior Fellow with the International Center for Leadership in Education (ICLE). Personalized and blended learning pathways were proclaimed to be the future of education. Leadership is leadership ladies and gentlemen.
Research shows that 68% of new teachers feel unprepared to address the cultural needs of their students effectively. It has led to three significant impacts on culturally responsive and general teaching practices: Improved self-awareness: Teachers became more aware of their cultural responsiveness and adjusted their methods accordingly.
Pillar #7 - Opportunity The interconnectedness of the Pillars of Digital Leadership leads to continuous improvements in school culture and professional practice. All of this can be done in a relatively cost-effective fashion while improving all facets of education. To view the entire series click HERE.
I often think back to my early years as an educational leader in order to gain a better perspective on how much I have grown. More time and emphasis was placed on managerial tasks rather than those that could transform the culture of the school. It really clicked after I applied what I had learned to transform the culture of NMHS.
In the post-COVID pandemic educational setting, assessment offers ways to gain crucial insights into student thinking and learning and the areas requiring support for progress toward learning goals. The first step is to consider the idea of school culture and how it underpins the related concept of assessment culture.
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