Suggestions for Administrators Interested in Assessing Innovative Practices at Their Schools

This week I am with leaders of schools in Manhattan at Alan November’s Building Learning Communities conference. During the conference we are reflecting on the question “What am I going to do to become a transformational leader?” To help frame the question conference organizer Alan November has shared these questions for administrators to keep in mind as they are thinking about their schools and how they are assessing the implementation of innovative practices that will build capacity and enrich teaching and learning at their schools.

As you read the below suggestions, reflect on what you are doing. Leaders what will you self-prescribe to be a transformational leader? Educators, what would you prescribe for leaders in your school? Is anything missing?

• Does technology serve to create new opportunities for teaching and learning that were not available before, or is the computer simply serving as a $1000 pencil merely automating standard assignments?
• Are students thinking critically about the information they access online? Are they gathering their content from multiple resources? Are they cross-referencing information and bringing in content that provide opposing or alternative points of view?
• Are the boundaries of social discourse being expanded? Is collaboration a point of emphasis? For example, are foreign language students being connected with native speakers, or are science classes connecting with the local crime scene investigation team?
• What opportunities are being taken to build school/home/community connections?
• Is content being developed and published to authentic audiences or only consumed?
• Are students being exposed to a broad range of skills and applications or are teachers focusing too much on too few? Are they being taught to create podcasts, engage in digital storytelling activities, utilize social bookmarks, collaborate with others using VOIP tools, etc.?
• Are students providing support to teachers in areas they are familiar with, or is technology use limited only to what the teachers know?
• Are faculty development sessions addressing curriculum with as much intensity as the tools being used, or are the tools the sole purpose? Are faculty development sessions being offered online and in different formats to engage teachers at different levels? Is support available to all staff members in an efficient and productive manner?
• Are students working in teams and individually to meet the goals and expectations set by themselves and the teachers? Are all team members contributing to meet the goals of the group? In group settings, are these groups mixed in ways for everyone to receive equal opportunities?
• Do teachers have the ability to override school filters with a password to utilize appropriate resources that have inadvertently been blocked?
• Does the current allocation of technology within the school meet current needs? Are pioneering teachers being encouraged and rewarded for their work? Are these teachers being utilized as role models for those who are still trying to figure out how to leverage it all?
• Has your school’s Acceptable Use Policy been reviewed recently? Does it address newer technologies, student safety and ethical considerations? Are students acting in a socially responsible manner, and are they demonstrating respect and appreciation of others? Are students aware of protecting their identity and the identity of others?

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Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License
Courtesy Alan November. Expanding the boundaries of learning novemberlearning.com

What Might a 21st Century School Look Like?

As innovative educator Peggy Sheehy’s students recently explained in their video, No Future Left Behind, “Education really needs an upgrade!” A 21st Century school, unlike other schools wouldn’t be a place Rip Van Winkle would recognize after his 100 year slumber. Sheehy’s students complain, “I can't create my future with the tools of your past.” “The future is trying to get in, but you’ve blocked it.” “Let the future in. We want to talk to the world.” Marc Prensky of “Engage Me or Enrage Me! ” fame would applaud these students for so articulately sharing the concerns of others around the world. An evangelist of student-centered instruction and decision making Prensky advises, that we should accept “the students, not the teachers, should be leading the charge with using technology.” As I think about the advice of my personal learning network, what I take from this is that we are moving toward a time when the teacher’s role will become more of a personal learning facilitator who’s role is to help students exist in what Sir Ken Robinson refers to as their “Element,” a place where natural talent meets personal passion.

So, how does this take place? In Disrupting Class, the authors share that 50% of all high school classes will be delivered online by the year 2019. The expansion of this type of alternative delivery of instruction provides unique opportunities not previously available to students. For instance online delivery of instruction could enable students to access less popular or more advanced areas of study then would be possible at a single school campus. It provides opportunities for students who may not be able to participate in school due to illness, familial obligations or pregnancy. It allows students to connect with others in a niche area of study.

Teachers at a 21st Century school would all have laptops, projectors, and video recorders and would engage in innovative practices like Richard Buckland who teachers a regular class to students, but also tapes all of his classes and allows students who are not physically present to receive credit upon watching the video and completing assignments. His students have the added bonus of being able to rate and comment on his lectures giving their teacher and each other feedback that is currently not existent in most classrooms. They can also watch segments of the class over if there is something they missed or skip past information they already know. This addresses an area Sir Kenneth Robinson recently spoke about when he asked, “If everyone agrees we learn at different paces, why in school are we expected to teach everyone at the same pace?” He adds, “Why is the date of manufacture the single most important thing educators think kids have in common?” Digital learning opportunities could allow students who are having difficulty in a subject to spend more time in areas of need, and those who are advanced to continue on. The students mentioned above in Richard Buckland’s college class by the way are high school students hungry for more challenging coursework not available to them at their school site. That said, it should be a given that students attending a 21st Century school would have the basic technology necessary to succeed in the social or professional connected world in which they live which includes having a reliable internet connection, a keyboard enabled device in which to access it, and an onsite student support team to ensure it’s effective and efficient use.

Peggy Sheehy’s students also hit upon another important ingredient lacking in many schools when they complained, “You don’t know me. You don’t trust me. You don’t believe in me.” The 21st Century school would be created as an environment for personal success. Every student in a 21st Century school would have a personal learning profile and plan for student success using tools like the Renzulli Learning System and Personal Success Plan. At many schools teachers don’t really know the whole child, so it is difficult to teach the whole child and nearly impossible to group students for instruction or provide truly customized, personalized instruction. If all students are profiled, they become more than just a name but rather teachers can instantly find out information like the following and align the work they do to their unique interests, learning styles, abilities, and expression styles.

Here is an excerpt from my learning profile:

Lisa has specific preferred instructional styles. Learning or instructional styles are the ways students like to learn and the strategies parents and teachers use to help them learn. Lisa has very clearly defined learning preferences. Her preferred instructional style is through technology. Her second choice of learning style is discussions that happen when two or more students talk with their teacher or in small groups about issues and topics by discussing facts and opinions and discussing them. Lisa also enjoys learning games that enable her to learn content by playing games or participating in activities with cards, board games, or even electronic games.

If only my teachers had let me learn based on this information, education would have been a much more valuable experience for me. However, it is not only important to be in touch with students interests while they are students in the 21st Century school. As Geoffrey Canada founder of the renowned Harlem Children’s Zone recently shared, “I refuse to let kids disappear into the abyss after they leave me.” This would not be a possibility for 21st Century school students who would be involved not only in the school’s instructional online network, but would also have the opportunity to stay in touch with their 21st Century school teachers and classmates through the Facebook accounts and groups they safely, appropriately, and responsibly participated in with their teachers. It is through these types of connected learning environments that educators and classmates would continue to support and share successes with one another.

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Note: This post was originally published in The Innovative Educator blog

Manhattan Principals Invited to Witness a Truly Differentiated Approach to Instruction at the School of One

Today, principals were invited to join the Manhattan Office of Instructional Technology on a learning walk at the School of One at M.S. 131 in Manhattan. The school is pioneering a new way to learn in school by implementing an approach to truly provide differentiated instruction each day for each students by creating individualized daily plans (Playlists) for each student based on student assessments, individualized learning styles, interests, expressions, abilities, and more. When students enter school their schedule is posted on a digital display (think flight schedule screen at the airport) and this schedule is based on their assessments from the previous day using an assessment algorithm. Every day, students study skills from their personalized Playlist and then take a Playlist Update (assessment) at the end of each of day. The next day they receive a new and different schedule. Student classes take place in the School of One Mission Room that has been created in the school library.

Manhattan principals are fortunate to be invited to visits to innovative schools throughout the year. Our visit was certainly a timely one as the day of our visit, the school was featured in The New York Times Education Article: Laptop? Check. Student Playlist? Check. Classroom of the Future? Check by JENNIFER MEDINA.

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To learn more about the School of One:
Download the School of One Student Handbook.ppt
Read 5 Innovative Ways to Differentiate Instruction as Witnessed During My Visit to the School of One

An Opportunity to Support Leaders Interested in Realizing the Promise of the 21st Century School

Innovative educators will often share that one of the best ways to discover and implement innovative practices is by learning from others who are doing this work. Hearing about and seeing promising practices from those who are engaged in them is powerful. School leaders interested in hearing from others who are on the path to Realizing the Promise of the 21st Century School are encouraged to attend Teaching Matters annual school leader forum: A Roadmap for Innovation which takes place Wednesday, July 15, 2009 from 2:00 pm - 4:00 pm at 475 Riverside Drive with a special breakout session for Manhattan Title 2D principals from 4:00 - 5:00.

At the forum they’ll be asking, What is a 21st century school? For the most part technology is radically changing every sector of our society, yet schools remain largely unchanged. However, there are schools that are breaking the mold and engaging in innovative practices to engage learners and prepare them for the world in which they live. The forum will provide participants with the opportunity to hear from a panel of innovative NYC school leaders on the vanguard of rethinking urban education. They will speak about their experiences regarding what is important, the challenges and what's possible! Featured guests include:
• Alisa Berger: Principal, NYC iSchool
• Sarah Scrogin: Principal, East Bronx Academy for the Future
• Gregg Korrol: Principal, PS 101
• Julian Cohen: Director, New School Development

Teaching Matters will also provide a new and simple assessment tool for gauging where your school lies on a continuum of the 21st century school outcomes. It will help you evaluate your school's readiness and offer a roadmap of ideas for innovation in those areas you deem most critical.

This event is free to school leaders who can attend by rsvping to lmorris@teachingmatters.org or calling 2128703505. Wine and cheese will be served and all principals who attend will be eligible to enter a raffle to jump-start a 21st century classroom with: 15 FREE Flip Video Cameras or 5 FREE Netbooks.

To get an idea of what happens at these 21st century schools, check out the students at PS 5 in the Port Morris section of the Bronx and their amazing documentary about the history and impact of Nicholas Negroponte’s ground breaking XO pilot project in their school.


XO Project Documentary - Class 501 - Port Morris School
by jelbin

You can read about some innovative schools I’ve had the pleasure of visiting below.
X's & O's for the OLPC XO - A View from the Classroom
Immunization for an Uninteresting Curriculum Found at the iSchool
The Power of 21st Century Teaching and Learning Brought to Life at Bronx Middle School CIS 339’s Open House
You Can Get a Dalton Education at a NYC Public School
Bridging The Digital Divide in NYC, Science Leadership Academy – Lessons Learned

Welcome to NYC 21C

This blog will serve as a forum for 21st century educators in New York City to share thoughts, ideas, reflection and feedback on topics of interest to others around the globe who are working to effectively prepare students for the 21st century.

Immunization for an Uninteresting Curriculum Found at the iSchool

Here I sit in this boring class

Oh how slowly the time does pass

A wasted hour every day

Doing busy work, but receiving no pay.

-Excerpt from a poem I wrote in science class at age 14

As I shared in my first post when I launched this blog, the primary reason I began working in education was to address the issues of boredom and irrelevance which I had experienced in schools. This is my constant reminder as I see other kids like me who are literally bored to tears in class. My teachers, some who threatened to quit if I were to remain in their classes, had to deal with kids like me who screamed out in Marc Prensky-fashion, “Engage Me or Enrage Me!!!” I demanded my teachers make class relevant, stimulating, fun. Unfortunately back then such spirited outbursts usually fell on deaf ears or landed me in the principal’s office. Alternatives were sparse as there was little opportunity for my voice to be heard. Today, as Sir Kenneth Robinson shares, kids like me would fall victim to a more current epidemic…the rate of children who are diagnosed (and prescribed medication for) ADD/ADHD. His opinion is that students are being diagnosed and drugged to cope with an uninteresting curriculum. I agree and provide for you a prescription to treat kids suffering from the uninteresting curriculum syndrome…

The iSchool

At the iSchool all students are involved in real-world, authentic curriculum where they are involved with addressing actual societal needs. The school has interesting, high profile “clients” throughout New York City and the students are working on exciting projects. For instance, one of the projects students are working on as part of their global studies program is assisting in designing a teen exhibit at the future September 11^th museum at ground zero. The students are perfectly suited to the task of being in touch with what teens know and want to see, but here’s the interesting part. When you think of who is visiting this museum, sure, it’s the local kids, but in Manhattan there are kids from around the world. So these teens have to research perspective of September 11^th from teens around world. What might an Iraqi student be interested in seeing, or student from London who experienced the subway bombing? These are the questions these students are figuring out answers to, and then designing a museum exhibit to meet their needs.

In addition to the school-directed projects, students have the opportunity to explore a wide range of options. They work with their advisors to set goals, select courses, and design independent studies that meet their personal interests and needs. These may include art, foreign language, music, technology, and roboticts. There are also student run organizations driven by student interest and may include athletics, school newsletter, student government, or the student computer support team. The school also supports students in experiencing a variety of career fields through problem-based courses and internships.

These projects last for 9 weeks each, 8 hours per week. Like all classes at the iSchool, all material exists online and includes clear goals, objectives, deadlines, and expectations. Part of what the students need to do when working on these projects is connect with an expert. For instance in the climate change project, every student is connected to expert scientists and science journalists. What’s also interesting is that in general, these 9^th grade students take the responsibility of finding and selecting their own experts. Since the school was built on the premise that access to technology is a right, not a privilege, this task is much easier as the experts can be of amazing support without having to physically be onsite. This is also fantastic because the walls of the school are broken down and students are connecting with students and expert adults around the world both online and through video conferencing.

Another philosophy the school’s co-principal, Alisa Berger shared that I found extremely interesting and enlightening was based on a white paper by Greg Nadeau about Virtual Education Spaces. Alisa contends based on her experience and research, that one-to-one isn’t quite the panacea it is touted to be. Instead, she argues that the key is a virtual education space. She believes student ownership of laptops, doesn’t provide all the assumed benefits. Instead, what’s important is that students can access “their” work, just like 21^st century employees who can log in from any computer including using vpn at home. She shares that providing ubiquitous access, but not one-to-one alleviates a plethora of issues. For instance, there are a lot of problems with reimaging because students with their own laptops love to customize them. Her laptops automatically reimage and it doesn’t matter. This results in the devices being indestructible. She doesn’t have to worry about inventory issues that have become a nightmare and burden for some one-to-one schools. Finally, she says she has piece of mind that she doesn’t have to worry about safety or breakage issues that can occur when devices move from school-to-home across a school. As Alisa shares, most kids today have some sort of computer at home. With this option it doesn’t have to be top of the line as the virtual education space provides access to all school software and resources as long as the student can find someway to obtain internet access. For the students with device or internet issues, Alisa and/or her staff figure out a way to either secure devices or figure out alternate internet access options (i.e. libraries, community centers, family members).

With all this technology, one might suspect the students may not be getting their physical-world needs addressed. Especially as you notice what was once the school gym has been turned into an area called the “Creative Commons” filled with bright light, thinking and conferring spaces, a video conference area where students recently connected with NASA scientists, and high-speed/power computer stations. Well, the school has developed a fascinating independent study program that replaces gym. Students must submit their own personal fitness plan which they carry out in the community aligned to their fitness goals and interests. Student options are limitless from plans that include shooting hoops, running, weight lifting and dancing. The students are empowered to become self-directed in determining options and interests that work for them and determining, with the guidance of school staff, how to meet those goals.

By this point you may be thinking this all sounds wonderful, but if kids don’t pass the regents they don’t graduate, so how do they account for that? There’s a plan for that, and coincidentally happens to be a plan that has been at the top of my mind lately. They offer online courses for all the regents. The tests are offered every 9 weeks and many students are motivated to complete their modules successfully in advance of the test. The model has proved extremely successful with all the kids who’ve opted to take the test early, passing. The school has designed their own online Regents classes, but not by choice. This is a tremendous undertaking and they would have much preferred an option to buy, however, none currently exist!!! They are still looking at options going forward for such partnerships. This, I believe, is an area of GREAT NEED across New York City from which all students can benefit.

If you’re an innovative New York City educator reading this, you may be wondering just what kind of students attend this school. The population is diverse on many levels from performance level, to race, to interests, to socio economic status. This year the school has sorted through 1500 applicants who completed their Online Admissions Activity that includes these three questions:

• Why do you think you would make a good iStudent?
• Which aspect of the program most appeals to you?
• At the end of the 10^th grade we ask students to identify a Focus of Study, this can be anything from Dance, Visual Arts, Computer Programming to Entrepreneurship to Scientific research. If you were asked to select this focus today (and it does not have to be from the list above – it can be anything) what do you think it would be and why?

Based on their application and personal interview, 110 students were selected who were thought most likely to be interested in this type of environment. Once at the school students are always striving to answer the question, “What is an expert?” and “How do I develop expertise?”

At the core the school’s philosophy is that more important than anything is the deep intrinsic belief system of not only their students, but also the teachers they hire. In fact the principal’s have even played with the idea of an eHarmony-type personality screening to accurately get at the heart and minds of each individual’s deep belief system and passions. They truly must believe that this way of non-traditional teaching is the best possible prescription for student’s achievement and success.