To rethink and redesign learning for students, we as educators need to practice new ways of thinking and approaching challenges. A few weeks ago, I participated in a Design Thinking Bootcamp facilitated by Greg Bamford (@gregbamford), Carla Silver (@carla_r_silver) and Alyssa Gallagher (@am_gallagher) from Leadership and Design. Powerful learning stretches us beyond our boundaries, pushes us out of comfort zone, and leads us to new insights. This is exactly what I experienced. Here are my top five take-aways from the Design Thinking Bootcamp: Continue reading
Last week I had the opportunity to participate in a round table discussion with George Couros, the Division Principal of Innovative Teaching and Learning for Parkland School Division, at the Marin County Office of Education (@MCOEPD). George has been inspirational to me. He’s challenged me to take risks in my own professional learning and provided gentle nudges to stick with the process. I was delighted to be able to meet him in person and talk about his ideas about how to grow a culture of innovation.
With his personable style and passion, George focused our attention on a key question for educational leaders: How do we move from pockets of innovation to a culture of innovation? He provide much food for thought that is summarized very well by Eric Saibel, Assistant Principal at Sir Francis Drake High School, in his post, Stepping Beyond the Cage of the Unknown. George has also outlined these ideas in the Leading Innovative Change series on his blog, The Principal of Change.
While I came away from the discussion and presentation with my head spinning — lots to think about — I’d like to focus on a few of the key ideas that resonate with my work. Continue reading
Sometimes inspiration comes at just the right moment. Lately, I have been moving at warp speed. At times, I get so caught up in the “doing” that it is difficult to slow down and reflect.
Earlier this school year, I signed up to participate in an innovative program launched by George Couros (@gcouros), the School Administrator Virtual Mentor Program (#SAVMP). I have been fortunate to connect and learn with committed educators who are sorting through how to lead the way forward to innovative learning in our schools and communities. And, I have had a tough time juggling the competing demands of doing the work and reflecting on the work. I tend to lean more in the direction of the “doing” part (the slowing down part, not so much).
So, this week when George provided a “gentle nudge” to program participants to take time to stop and reflect and share our learning through blogging and tweeting, I was inspired to take stock. In his blog post, You can Close the Door (Sometimes), George offers a timely reminder that it is “high priority work” for educational leaders to stop and reflect and share as a key component of creating an open culture of learning among educators.
At first his post struck me as an interesting counterpoint to my recent post on the power of connections by “opening our doors” by sharing our professional practices. The juxtaposition of open and closed doors made me think — both are necessary to our continued growth and learning.
It is only by closing our door (sometimes) that we are able to truly reflect on not only what we’re doing, but why it is important to our larger purpose. Running on empty does not really promote deep thinking or learning. Without our best thinking, it is virtually impossible to focus our energy on taking the next right steps to move forward. Taking the time to reflect enhances our ability to engage more meaningfully with others. It seems to me that both are essential to building a collaborative culture that promotes deeper learning and purposeful action toward our common goal.
What are your thoughts on how to slow down and take time for deeper reflection?
My work as an educator has been guided by a firm belief in the power of the collective wisdom of groups to engage in their own professional learning and work collaboratively to improve learning for all students. Richard and Becky DuFour, Michael Fullan and others have promoted this idea as a key to educational change.
Yet, this simple idea has remained elusive. Working together is tougher than it would seem. Educators struggle with how to make their collaborative work with colleagues productive, engaging and transformative. Throughout my own career, I have had two kinds of experiences. I have participated in lively discussions with colleagues, asking tough questions and really pushing to make our classrooms engaging places for students to learn. I have also been a part of other group or team efforts that are nothing more than an exercise of going through the motions — filling out a meeting log, following a perfunctory protocol, and having stilted conversations. I have wondered what makes the difference between these two very different team processes. Continue reading