Who Is in Your PLN?

Unless you are a technology junkie like me, I think this title probably has some folks scratching their heads. What IS a PLN? A PLN is your Personal Learning Network.

Ask yourself where you would go to learn? A decade ago, your answer would have been the “library” or possibly “a college class” or “buy a book like Paddleboarding for Dummies,” etc. Well, with the internet, we can easily Get Connected  and learn from all of our contacts across the globe. For example, I rely on Twitter, ITunes University, Blogs, Wikis, YouTube, Skype, Facebook, various online news networks, and many, many more connections to do my learning.

Your Personal Learning Network should consist of * n. – the entire collection of people with whom you engage and exchange information, usually online. The usually online part is the best, because you can be a passive learner -- just watching others. I read several BLOGs during the week from other Principals, and EVERY week I learn something new or get a great idea. I also subscribe to several YouTube Channels such as TED Ed and khanacademy. AND, I also have my own YouTube Channel where I post all of my favorite videos so that I can pull them up easily for professional development with our school faculty and staff – any time and any place.

Here is a perfect example of how the PLN works:

I was searching Twitter for info. about first year principals. I located someone I follow, and she had a book recommendation. So, I clicked over to Amazon and ordered the book. I tweeted that I had ordered the book, and the book’s author (sitting out there somewhere in the twittersphere) tweeted me a “thanks” for purchasing his book. Wow. That was waaaay cool!

Another time, I had prepared a presentation for our LOL Academy (leadership academy hosted by our district HR director, Sharon Michalik). I used EdCanvas to host and present my presentation. Sure enough, EdCanvas began tweeting about my presentation, and then other people who followed EdCanvas were able to look at my technology leadership tips, passively and online. It is sooo risk-free. I love my PLN.

But, I can’t forget the face-to-face elements of PLN!  I have several people with whom I engage and exchange information. I have mentioned in a previous BLOG entry the one group I refer to as Team Willis. I rely on these fellow principals to explore good ideas, dump bad ones, to master current educational research and to simply feel the empathy of the challenges we all face. The pictures here are of us digging into the current research on feedback--notice the books strewn all over the restaurant table. I truly appreciate Denise, Glenda, Susan, and Lendy.

Who is in your PLN?

* Definition credited to: onceateacher.wordpress.com/

Practice What You Preach

Practice What You Preach
                                                    

As a first year principal this year, I set out with a lofty list of goals to move the school vision forward. Now, as I am nearing the close of the school year, I am beginning to reflect on how close I have come to the targets I set for myself and for the school. We have come very far in a short amount of time. I am beaming with pride about many areas where I have grown personally and where I have seen my faculty grow as well. While it is true, that some goals were not met, I feel confident that growth was made and that we will pick up where we leave off this year and continue to pursue advancement with the ultimate goal of student achievement in mind!

One area where we have ALL grown exponentially is in the area of data analysis. Technology has advanced to the level that I can track and analyze data on just about anything. Through various initiatives this year, my faculty has begun to analyze data regularly to the point of asking for more data on their students and designing student assessments based on student need. Further, many of our teachers are now triangulating data as a best practice. It has been so exciting to watch this growth. I even have one team of teachers who have requested planning days this summer to begin creating common assessments in order to better assess student progress with the newly implemented Common Core State Standards. The great part about this request is that the team asked me for leadership support instead of me asking them to “get on board” with a specific initiative. This is what makes leadership enjoyable…seeing your teacher leaders driving change.

I think the most unexpected growth I have seen this year is in the “thirst” for data analysis occurring all over campus. I have been modeling data analysis at every opportunity. For example, I place bar graphs of diagnostic data and mid-year data in our Cheetah Chronicle (our internal Monday memo) and in grade chair and School Advisory Council Meetings. Next, I embed behavioral data analysis graphs in most every faculty meeting. I also demonstrate to the faculty any time that I make a decision based on data. We had a bus/dismissal situation in the afternoons that I was able to use specific behavioral data collected from bus discipline referrals to convene a meeting with the transportation staff. We plead an effective case because our data was so strong. And…I monitor data on everything: enrollment data, student session results from the computer lab programs, behavioral data, achievement data of every kind, attendance data, lesson planning data, and even energy conservation data (quantitative data). I conduct data chats with the teachers and have them reflect on their own student data. Lastly, I survey the students and the teachers constantly (qualitative data). We just completed a bullying survey and are currently collecting data with a cross-section of teachers in a lesson planning survey. Analyzing the results and making sound decisions based on their interpretation is critical to our success. 

The teachers see me “practice what I preach”. Perhaps this makes them feel empowered that they can also analyze data to make sound decisions. Whatever the case, there appears to be a layer of data analysis on our campus that was not there when I first came to campus. As a matter of fact, I knew we were making progress when one of my teacher leaders asked to train the faculty on the use of reports in the SuccessMaker program. She was conducting her training about analyzing the data, and she said, “You know we are all about data here.” I know I was grinning from ear to ear when she said that.

Where will this take us for next school year? I firmly believe that next year we will begin to closely examine the results of data and make interpretations based exclusively on what works BEST for our students. For instance, the questions should become very narrow: “Is the intervention I am using increasing student achievement?” OR “Is there a better intervention for increasing achievement?” Data is a part of the educator’s life. Data provides powerful tools to help us fine tune our craft, and it is absolutely critical that the leader is examining the data for the school’s progress continually. My advice….PRACTICE WHAT YOU PREACH.

The Elation of Eight

Today I had the opportunity to sit in some refresher professional development. It was awesome and really got my mind moving in the direction of possibilities. The training was on the Common Core State Standards 8 Mathematical Practices. As I reflect about the things that I thought were exceptional about the training I would say:

1. The trainer  -- Cylle Rowell, our District Math Coach, is highly motivating. She has such a passion about math and a love for students that she makes me feel as if I want to go back to the classroom and teach again just to try some of the exciting strategies she is showing us. However, Cylle tells me that the change to impact student achievement starts with the school leadership. I just need to "look for" these awesome practices when I am observing instruction in the classroom. Also, I need to train the teachers and support them as they learn these 8 practices for themselves.
2. Resources -- While doing our "reporting out" in small groups, we were discussing key concepts of the practices, and I (Self-Proclaimed SmartPhone junkie) was Google-ing this and that to support our conversations. I came across an amazing, DID I SAY AMAZING, website that has videos of each of the practices and what they look like in the classroom. Each of the 8 practices is described as it appears for students and as it appears for teachers. The site is www.insidemathematics.org
3. Knowledge -- I had attended Common Core State Standards training at a CCSS Summer Institute, a Jacksonville one-day professional development and several minor sessions. Yet, I had been paying attention to the new ELA standards and not the math. Our district has been coaching me on the math standards, and I feel more confident about them each time I am exposed to them. But TODAY, I really felt like I made a huge leap in my understanding of the 8 mathematical practices and all the benefits of students learning in this manner. I feel empowered to help our students!
4. Ideas -- It just so happens that I have been working with my school CCSS team to try and build awareness of the standards for our entire faculty. One of my super epic teachers has suggested the idea of presenting a CCSS best practice at each of our remaining faculty meetings. We have been exploring how to do this, and then EUREKA, today I walked away from this training with at least 7 (I missed the chance to use 8 again- LOL) different ideas how to create awareness that start at the faculty meetings and go even further.

As you can see, I am ELATED about EIGHT. I am grateful for a district that invests in its leaders and its teachers, and I am excited about next steps in moving my faculty toward the CCSS goals. I encourage you to experience the Elation of Eight!

A Good to Great Remembrance

As I explained in an earlier post, I am trying to stretch my wings a bit and model the use of technology as a leader for my school. I am certainly enjoying the fun that Blogging has become for me. It is a good opportunity to reflect on my own learning as I grow a little more each day.

One struggle that I am having is MAKING the time to post the blogs weekly. Every day, I will think to myself, I need to post my latest Blog, and it gets pushed down the to-do list until I conclude my long day, head for the house, and go to sleep thinking..."I will do that tomorrow. I promise myself. I will."

My gap between posts has been weeks. Now that I am finally sitting down to do it, I think I feel guilty doing something so creative when there is so much real work to be done. What am I thinking? I have to cater to my creativity and the gift of ideation (A term from Strengthfinders). Even more important, I need to always reflect on the growth I am making--the progress toward my goals and how to make the move from Good to Great. I just ordered that book this week after hearing it referenced three different times by other educational leaders. It rolled in today from Amazon, and I couldn't put it down.

It describes effective leaders as those who look outside themselves for factors to credit when things go well--a mix of personal humility and professional will. I think back to the first real message I sent to my faculty, and it was through a VLOG or Video Log. I made one version and then made another and another. I labored over what to include in the video because I was so uncomfortable talking about myself, but I wanted to introduce myself to the faculty in a cool, technology-driven, and engaging way. In retrospective, I am glad that I have to exert myself to be out in front, because as this book tells me, it is okay to be humble. I should always credit others, even if it is purely good luck AND I should always accept responsibility.

As I close out this third Blog posting, I will post my video for a remembrance of that feeling of strain I sensed while doing something that could have been viewed as promoting myself. It was not self-promotion, but it was an undertaking of what I am doing tonight....modeling the use of technology as I etch my citizenship in the digital world.

True Grit

As an educational leader, I am certainly asking that my teachers continue to stretch themselves and learn continually. With advances in brain research and all the data that accountability has provided us, teachers can truly examine their craft with an eye toward improvement. Since I place this demand on my faculty, I will also demand this of myself.

To help me continue to improve my craft, I have two projects that I am working on at this time. First, as I have transitioned to my new school, I sent out a SurveyMonkey (http://www.surveymonkey.com/) 17 question survey to my staff. The survey was called "The New Principal Wants to Know." The data that came from this survey was exceptional and has helped to confirm many of the notions I have developed about the school I am tasked with leading. For example, I asked them to rank the top 3 things they most want from their principal. Here is just one instance of the excellent data I have gathered to help me navigate the waters that lie ahead.

Another learning project that I am in involved in is a book study with other principals. I have privately named it Team Willis after one of the principals in the group who is the de facto leader. I learn a lot from the books we read, but I learn even more from the conversations we have at each meeting. Currently we are reading, Frey and Fisher's, The Formative Assessment Action Plan. The book describes on page 23 the value of "grit." This concept is described as "...one's persistence and passion for long-term goals..." The book further goes on to say that, "Interestingly, grit has been found to be a primary factor in National Spelling Bee finalists, West Point graduates, and successful teachers (Duckworth, Petersen, Matthews & Kelly, 2007).

Our book study leader challenged us to take the Grit Scale that is available online. There are numerous versions, but after taking the 12-Item Grit Scale, I rated a 4.6 out of 5. This probably results from my having experienced colon cancer at age 41 and from some other set backs early in life that I had to "push through the pain" to overcome. 

What is my take-away from both of these learning experiences? I know that 1) Now my task is to really listen and learn from what my staff tell me through the survey. I should then make some decisions and lead. 2) I do have the strength to do this job based on my GRIT.....even when it feels like I am completely overwhelmed and faltering. I DO have the determination to do the very best job for my faculty, my leadership team, my students, and my community.