Pedagogue Blog

Matthew Lynch published in Education Leadership

3 Reasons Educators Are Opting for the Distributed Leadership Style

Nowadays, it is becoming more popular in schools for leadership duties to be spread out among educators, rather than concentrated in the hands of a few. This concept is known as distributed leadership, and it’s worth knowing why this leadership style has become the style of choice for some schools and districts.

For one, the “charismatic hero” leadership style associated with transformational leadership can be hit or miss. Furthermore, distributed leadership allows school leaders to handle tasks of much greater complexity. After all, it is not the heroic leader who makes an organization function well, but rather the “mundane,” everyday activities that matter.

Aside from that, there are a few more reasons that a school might adopt a distributed leadership style. Consider that:

1. Distributed leadership is well within the broader policy spectrum for public services.
In a government’s emerging model for public services, we see three major types of leadership that the government favors. These are hierarchy, market, and network. Now, if we overlay the school setup on the government model, then we see where the schools’ “capability and capacity” fits in relation to the network regime of governance, where distributed leadership is positioned.

Distributed leadership can therefore be said to be similar to the broader policy process, since government will construct a goal that would require both school actors and non-school actors to distribute their efforts between organizations and/or within organizations to achieve this end. It also provides a cultural reference to the official structural similarities of two traditionally separate organizations.

2. Distributed leadership promotes collaboration between organizations. Distributed leadership fits well with the merging or networking of work-based activities according to current trends on inter-agency working in schools; with the joint production of personalized needs and solutions; and finally with the changing workforce . All these efforts seek to merge the professional cultures of different groups.

With the above in mind, the emergence of distributed leadership is not only a reaction to the recent policy shifts; it also reflects changes in contemporary culture. Organizations can no longer control their workers through the so-called rational or bureaucratic structures of the past. Those out-of-date methods inhibit the kind of independent work that relies on solidarity, respect, or mutual trust, since all they end up doing is bringing about authority conflicts.

3. Distributed leadership is a result of changing attitudes toward organizational culture.

The present focus on distributed leadership is not so much related to the cultural turn toward taking emotions into account, like transformational leadership, but is more of an example of management theory resonating with a contemporary shift toward the weakening of traditional logic. Organized social structure, as a result, has given way to a “network culture.”

These new changes also indicate a change in the knowledge economy. We have begun to see a form of “socialism” in education, proven by the use of terms such as “universal education” to symbolize the trend toward viewing education as something other than a market commodity in this age. Governments around the world are now keen to set up a policy that ensures that literacy is achieved by all, with no regard to social status. The role of the school leader is therefore shifting from economic management to social management.

Distributed leadership is emerging as an alternative to the hierarchy we have seen in organizations in the past. What do you think are some reasons for the growing popularity of this leadership style? Leave your comments in the section below.

References

Distributed leadership is a theory of leadership that was developed by Peter Gronn, and has been written about by many other scholars since then. To read more of his work on distributed leadership and other topics, click here to visit his Amazon.com page.

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Matthew Lynch published in Higher Education, list, Matthew Lynch

5 Things You Should Know about the College Gender Gap

If you have been following education hot button issues for any length of time, you’ve likely read about the nationwide push to better encourage girls in areas like science, technology, engineering and math (STEM). The thought is that by showing young women that these topics are just as appropriate for them as their male peers, more women will find lasting careers in these traditionally male-dominated fields.

I’m all for more women in the STEM workplace but with all this focus in one area, are educators neglecting an even larger gender gap issue?

Nationally, over 57 percent of college attendees are female when public and private school stats are combined. Female students have been consistently edging ahead of their male classmates since the late 1970s when the percentages flip-flopped. Aside from all-female schools, there are others that have marked disproportionate numbers. Pacific Oaks College in Pasadena has nearly 96 percent females in attendance, and the University of Tennessee Health Sciences Center in Memphis has over 93 percent. At Indiana University Northwest, located just outside Gary, 67 percent of the student population is female.

I’m glad women are becoming more and more educated, but the gender gap is problematic. Here are some things you should know about the college gender gap.

  1. The college gender gap is not an accident.

There are a few reasons why more young women than men are choosing a college education. The first is that there are more trades that do not require a college degree that appeal to men. The second is that economically speaking, women earn a better living with a college degree than without one in comparison to men. Though there is still a wage gap (in 2012, women earned just 80.9 percent of the salaries of their male counterparts), women see the value their earning potential can gain from achieving a college diploma.

I hear people asking this question all the time: What are K-12 educators doing wrong when it comes to preparing young women for STEM careers? It’s a valid one.

But based on the statistics I’ve listed here, shouldn’t we also be asking this question: What are K-12 educators doing when it comes to preparing young men for a college education?

  1. This can lead to financial trade-offs for men down the line.

It all comes down to the weight we assign to the worth of a college education. If a diploma is simply a way to earn more money over a lifetime, then perhaps men are doing the intelligent thing by launching into the workforce early and without student loan debt. That logic is flawed, however, when taking into account the fact that blue-collar jobs are declining in favor of white-collar ones. A young man making a lifelong career decision today simply cannot predict what educational demands will be placed on his field in another 10, 20 or 30 years.

  1. The educational disparity that results is bad for marriage.

Money aside, there are other pitfalls in a disproportionate number of men going to college. Statistics show that marriages where the couples have differing education levels more often end in divorce than couples with the same educational achievements. And even before divorce is an option, women who set college educational goals may not want to settle for men with less motivation – at least when it comes to academics. If this trend continues, social dynamics may be impacted.

  1. The path to the college gender gap begins before college.

According to Dr. Leonard Sax, too many boys are struggling in schools today. Sax proposes that five factors are responsible for the decline in school performance among boys: video games, prescription drugs, endocrine disruptors, devaluation of masculinity in popular culture, and teaching methods.  Sax and many others believe that video games disengage boys from real-world pursuits. Mind-numbing keyboards and flashing images have a seductive effect on the brain.  Medication for ADHD may be damaging motivational centers in boy’s brains, and the harmful effects of estrogens from food and plastic containers are upsetting the balance of boys’ endocrine systems.  The athletic, scholarly male TV heroes of the 1950s, 1960s and 1970s have been replaced with Bart Simpson. These and other shifts in modern culture are responsible for devaluing traditional masculine strengths.  Additionally, Sax claims that the ways in which children are being educated today simply turn boys off from schooling.

Men who are completing a four year degree take longer than women to do so, and tend to socialize more in college, study less than women, and have poorer grades. The difference in male-female college/university enrollment reflects performance differences that are evident well before college attendance.

  1. Minority men fare even worse with this trend.

The problem escalates when race is taken into account.  Recently, the Black Star Project published findings that just 10 percent of eighth-grade Black boys in the U.S. are considered “proficient” in reading. In urban areas like Chicago and Detroit, that number was even lower. By contrast, the 2013 National Assessment of Education Progress found that 46 percent of white students are adequate readers by eighth grade, and 17 percent of Black students as a whole are too. The achievement gap between the two races is startling, but the difference between the NAEP report on Black students as a whole and the Black Star findings of just Black boys is troubling too. It is not simply Black children in general who appear to be failing in the basics – like literacy; it is the boys.

We must ask ourselves why boys and young men seem to be falling behind academically.  More importantly, what steps need to be taken in order to reverse this trend?

Click here to read all our posts concerning the Achievement Gap.

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Matthew Lynch published in Education Leadership, list, Matthew Lynch

6 Reasons Why You Should Become a Transformational Leader

A transformational school leader ensures students focus on their studies by being considerate of individuality, being charismatic in influencing them, and inspiring them. Instead of using set problem-solving techniques, he or she involves students and teachers to come up with solutions to problems as they arise. Transformational leaders in a school setting quickly identify areas in need of improvement, seeking out-of-the-box solutions. The leader identifies cynicism and intentions to quit among teachers, through consultation and individualized consideration. Realigning their values and goals to resonate with those of the school, the leader reassures teachers that they are needed and valued.

Becoming a transformational leader is not that easy, though. Transformational leadership is all about perception. It only works if it is able to influence the core—the follower’s feelings. Charismatic and inspiring, transformational leaders are well versed the power of language and imagery. “Transformational characteristics” are included in training courses, but the personal effort of the leader determines whether transformational leadership is achievable.

Here are some reasons for you to consider adopting a transformational leadership style:

  1. Transformational leadership is so crucial that organizations often suffer without it. The positive connection between transformational leadership and job characteristics is so strong, we should almost expect an opposite result in organizations that do not employ it. When switching to a transformational style of leadership, a principal or dean must understand how he or she is to influence task perception. The shaping of daily tasks in a transformational manner helps foster positive perceptions among followers.
  2. Transformational leadership makes work meaningful. Meta-analytic research has produced evidence of a positive relationship between transformational leadership and work-related results. These findings demonstrate that transformational leaders make work meaningful by providing autonomy. Followers of transformational leaders feel strongly that their work is esteemed and self-congruent.
  3. Transformational leadership makes workers feel more empowered. Transformational leadership encourages a feeling of empowerment in all followers. There is an inverse relationship between cynicism and transformational leadership, because persons under a highly transformational leader are usually intellectually stimulated and constantly challenged to be open-minded. Various studies have demonstrated relationships between follower empowerment and job satisfaction, decreased anger and frustration, and a sense of organizational attachment.
  4. Transformational leadership allows workers to feel connected to their organization. Transformational leaders motivate by increasing self-efficacy in followers, by facilitating social identification within a group, and by linking organizational values to follower values. This allows followers to feel more determined in their work and augments their perceived empowerment.
  5. Transformational leadership makes workers want to stay around. While cynicism and intentions to quit are widely considered symptoms of employee negativity, initial research in organizational behaviors has considered them to be generalized traits. Recent studies found cynicism to be a specific construct; a reflection of the followers’ perception of the leader. Cynicism is a product of ineffective leadership and lack of participation and consultation in decision making. Intention to quit (ITQ) is another form of employee’s negative reaction to poor leadership. Factors that have been linked to ITQ include poor pay, and lack of job satisfaction and goal commitment. Employees are unlikely to have ITQ toward an organization where their need for efficacy is met in their respective job responsibilities. Highly resilient followers are more likely to adapt after setbacks at work, rather than leave the organization.
  1. Transformational leadership is universal. A study by Boehnke, Bontis, Distefano, and Distefano investigated the existence of universally consistent behaviors. They sampled 145 senior executives in two divisions of a global petroleum company and its subsidiaries around the world.  One of the major findings of the study was that the basic dimensions of leadership that produce extraordinary performance are universal, with little variation in the six different parts of the world sampled. However, some leadership differences were attributed to the different corporate cultures in the two company divisions.

In the final result, transformational leadership is identified as consistent with a clear majority of sampled behaviors, as provided in the executives’ descriptions of their version of exceptional organizational performance. Terms such as visioning, intellectual stimulation, team building, coaching, and inspiring behavior appeared in 68% or more of the responses. All those attributes refer to a transformational style of leadership.

It is intriguing to note that the only non-transformational characteristic in more than half of the reports was “recognizing and rewarding,” at 62%, which is an element of the transactional style of leadership. It is apparent that transformational leadership is widely accepted as an exceptional leadership technique. It is applicable in all kinds of organizations, including the school setting. Whether you are a practicing leader or someone who aspires to become one, you would be well advised to add transformational leadership to your repertoire.

References

Transformational leadership is a theory of leadership that was developed by James Burns (1978), and has been written about by many other scholars since then. To read more of James Burns’ work on transformational leadership and other topics, click here to visit his Amazon.com page.

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Matthew Lynch published in Ask An Expert, Diversity, Equity, Matthew Lynch, Teachers

Ask An Expert: A Change in K-12 Teaching Education

Question: For 22 years I have been a elementary school principal in Minnesota. With each passing year I notice that our students are changing, as they gain more and more access to information prior to starting school. However, the teachers that we employ seem to be evolving at a slower pace. What can be done to better train our teachers? Lilith P.

Answer: Modern classrooms are full of sophisticated youngsters that show up with a detailed view of the world formed from more than home life experiences. Instant access to knowledge from the age a child can press a touchscreen on a Smartphone and widespread socialization from as young as six weeks old in the form of childcare atmospheres mean that kids arrive at Kindergarten with less naivety than previous generations. Teachers are not handed a clean slate but rather one that is already cluttered with random knowledge that must be fostered or remediated.

It stands to reason that if students are changing, teachers need to change too. More specifically, the education that teachers receive needs to be modified to meet the modern needs of K – 12 classrooms. There are policy and practice changes taking place all over the world – many driven by teachers – that address the cultural shifts in the classroom. Some that show a lot of promise include:

• Subject-specific recruiting by colleges and universities. The book Teaching 2030, written by 13 experts in K-12 classroom pedagogy, calls for education schools to stop letting in any and every education major in the broad sense of the subject area. Instead, the experts suggest that colleges become more selective to meet the demand of actual student need. Young people that are interested in teaching high-demand subject areas like mathematics, bilingual education, physical science and special education should be viewed as more valuable to institutions of higher learning. This needs-based philosophy addresses actual voids in the industry and better equips schools to meet students’ needs.

• Virtual learning options. Though colleges often get all of the attention when it comes to online learning programs, K-12 education is also shifting more toward distance learning options. During the 2010-2011 school year, 1.8 million students in grades K-12 were enrolled in some type of distance learning program. That is up from just 50,000 in the 2000-2001 school year, according to the International Association for K-12 Online Learning. This is a trend that teachers-to-be simply cannot ignore. Virtual learning is not reserved for only those that can afford it; 40 U.S. states have state-run online programs and 30 of those states provide statewide, full-time K-12 schools. The University of Central Florida is one of the only schools to offer a virtual-school emphasis for education majors that lets students apprentice with Florida Virtual School instructors.

• Continued classroom learning for administrators. Since the people at the top are generally the decision-makers, they should be required to return to the field every now and then. On the other hand, the teachers that are actually in the student trenches should be empowered to help change educational policy based on the reality of the modern classroom. The Center for Quality Teaching supports a “teacherpreneur” program that would “blur the lines… between those who teach… and those who lead.” Actionable strides toward closing the public education gap between teachers and administrators are necessary for real, effective change to take place in K-12 classrooms.

Public education in America needs teachers that are better trained to meet the needs of specific student populations, those that understand the necessary role of distance learning, and those that are willing to speak up to facilitate classroom change. Without these teachers, effective reform to meet global demand is not possible.

 

 

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Matthew Lynch published in Diversity, Equity

We cannot teach race without addressing what it means to be ‘white’

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

Jennifer Harvey, Drake University

We have steeped ourselves in higher education today in a framework for understanding difference that insists we should “value diversity.” Even then, in terms of realizing a robust multiracial environment in colleges across the nation, we have a very long way to go.

We know higher education’s commitment to diversity is not mere window-dressing.

For instance, the Higher Learning Commission (HLC), an independent corporation founded in 1895 that grants accreditation to post-secondary educational institutions in 19 states, requires a commitment to diversity.

But the skyrocketing costs of college, which make access difficult for the more economically marginalized, and an incarceration crisis that sees young black men and women imprisoned at astronomical rates, are only two of many factors that create racialized outcomes when it comes to higher education.

Colleges and universities bear institutional responsibility for taking such racialized outcomes seriously (as the HLC accreditation processes insist). One small but important piece of such responsibility means considering how discussions of race take place in classrooms.

Some of the questions that arise in this discussion are: how can academics help students engage meaningfully in the public discussion now riveted on race and racial violence? What is missing in our current understanding of diversity? And is our current paradigm of diversity adequate for including challenging issues that get raised in regard to white racial identity?

These are important questions to ask, especially since events in Ferguson, Missouri last August that have been followed by numerous killings of African American men, women and children — first by the police and now by a 21-year-old white male in Emanuel AME Church in Charleston, South Carolina.

As a professor of religion and ethics who writes extensively about the role of faith communities in challenging racial injustice, I’ve been grappling with these issues as they show up in my classroom for many years. How do we effectively teach the next generation of young people such that they are better prepared to make a desperately needed impact on the US racial climate?

White racial identity

When 70% of blacks cite problems with policing relative to race and only 17% of whites do the same, we, as academics, know that able teaching on racial difference is essential for students.

But the very way in which diversity is framed creates a serious logjam when it comes to race in the college classroom. The premise of diversity is not merely that we are all different (and that students need to learn about that), but that our differences are goods to be celebrated and embraced.

We tout the innate value of diversity for college life: citing the importance of learning in diverse environments to equip our students to navigate a pluralistic world.

But there’s a major gap that goes unaddressed in this framing.

The particular difference “white” racial identity and experience represents in the context of US history and current climate makes it hard to “celebrate” the “goodness” of whiteness.

How far is white racial identity considered in discussions?
greg lilly, CC BY-NC

Students know this. I regularly help my students explore the failure of the diversity paradigm by asking them whether a group of black students carrying signs that read “Black is beautiful” is the equivalent of a group of white students carrying signs that read “White is beautiful.” They quickly shake their heads and tell me “no.”

“Why not?” I ask. “Shouldn’t valuing diversity include all diversity? If we can’t equally celebrate both of these scenes, then what are missing?”

They typically can’t explain why these two scenes are not the same. But, they know they are different. And understanding the reasons the scenes are different becomes a critical starting point for us to think about the historical, ethical and moral challenges of “whiteness” in the United States.

Inadequate framing of race

I believe our “diversity” paradigm is failing because it does not give us the tools to unpack and explore this conundrum.

The need to ably teach matters of race difference and historical as well as contemporary racial realities in the US could hardly be more urgent. But our ability to engage, discuss and home in on “whiteness” is stymied by a paradigm that cannot help students understand the difference between the two scenes just described.

Such inadequate framing of race certainly does not help us engage white students in the room, for whom the conundrums evident in the difference between these two scenes are embedded in their actual racial identities as “white people.” (Ask students of color in the room to talk about their racial identity and most can do it. Ask white students to do it and you get an uncomfortable silence.)

So, the diversity paradigm needs something more that can help faculty and students alike directly engage the complexities “white” poses for thinking about race.

How to engage white students

Academics are recognizing this and finding different ways to address these challenges. At a recent gathering of the National Conference of Race and Ethnicity in American Higher Education (NCORE), several workshops focused on the distinct challenges of engaging white students on race.

Psychologists who study racial identity development have helped educators think about the ways racial identity is formed in response to racial environment.

Such studies explain a great deal about the reactions of white students to racial conversations. For example, if you are taught to genuinely believe in “equality” but experience “white privilege,” the high level of cognitive dissonance that it generates has to be first addressed. Only then can any effective teaching take place about race and racial injustice.

Through race theories and historical work, academics are enabling students to understand how race and racial identities are constructed. These tools help students see the many challenges of a white racial identity as well as that of black or Latino. This can be a potentially transformative education for students today.

Lean in to move forward

There’s an irony here, of course.

It’s people of color who are most negatively impacted by the racialized outcomes of higher education and the structural violence of our national landscape. Yet, the gap educators are starting to address puts greater focus on the study of “white.”

So, let me be clear. The point is not that academics believe white students should get even more resources and attention. The point here is that we are coming to recognize that our racial destinies are completely bound up together.

We need to lean in, and explicitly take up the challenges of whiteness if we are to produce teaching and learning that can adequately impact the lives of all, in this racially plural, white hierarchy that is the United States.

____________The Conversation

Jennifer Harvey is Professor of Religion at Drake University.

This article was originally published on The Conversation.
Read the original article.

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Matthew Lynch published in EdTech & Innovation

4 Types of Media That Schools Should Use to Tell Their Stories

Whether local, national, or social, each type of outlet serves a distinct purpose.

Guest post by Christopher Piehler

In the first part of this two-part series, I wrote that “Schools Should Shout Their Success Stories from the Rooftops.” This time around, I will take a look at the benefits of telling those stories in a variety of media outlets.

Local media is the best place to start. Whether your local news coverage comes from a massive daily newspaper and three TV stations or just a website run out of someone’s spare room, outlets that focus on your community are vital to telling your story to the people whose votes can change how you do your job. Yes, it’s nice for people in your immediate area to know about the great teaching and learning that happens every day at your school. But on a more practical note, the local media can be a crucial ally to a district that is presenting a bond measure to the public. If you aren’t working with them to tell your story, you are leaving it up to them to hopefully “get it right”.

I recently spoke to a superintendent in a district that serves 32,000 residents, more than 50 percent of whom don’t have kids in the school system. When he introduced a bond measure in 2015, he started his outreach to those non-parent voters by building an ongoing relationship with the local media—which in his case consisted of one local news site. As a result of this and other efforts (which I’ll get to later), he succeeded in passing a $67.5 million bond. And now, when he wants to share his district’s challenges and successes with those non-parents, he knows he has a place where his voice will be heard.

National media can be a harder nut to crack, but it’s worth the effort. If there’s a glaring need in your district, the more people you ask for help, the better chance you have that someone will help. For example, a teacher I know was trying to crowdfund four classroom audio systems for her school. She was far short of her goal—and then The Rachael Ray Show found out about her quest and devotion to her students. The next thing she knew she was on TV, answering the door to a mailman who delivered the donated audio systems.

Of course, national media coverage is about more than just pointing out a need and getting free stuff. Having a positive story about your school or district told by a high-profile TV show, magazine, or newspaper puts a powerful seal of approval on the work that you’re doing for your students and community. It’s also a great morale-builder for teachers and staff. As a bonus, the fact that a local school was featured in the national media will often become its own local news story, with a heartwarming headline like “Celebrity chef Rachael Ray gives teacher an on-air technology gift.”

One tip about approaching national media outlets: The bigger the organization, the more likely it is to have an education specialist. Find that person and follow his or her work for a few months before pitching your story.

B2B or trade publications are not as glamorous as The Rachael Ray Show or as widely read as Time magazine, but having your story showcased in Scholastic Administrator or eSchool News has both short- and long-term benefits.

In the short-term, sharing your story with your fellow educators around the country opens the door to fruitful collaborations. In the long term, developing a reputation for innovation serves as a job recruitment tool for educators who may be moving to your area.

Social media and community portals: In part 1 of this series, I wrote about the power of Twitter, so I won’t go over that again, but I will say that social media is an indispensable part of every school’s storytelling operation. On Facebook, Twitter, and Instagram, you have complete control over the text, images, and timing of everything you post. These are fantastic places to solidify your brand with your community, parents, and staff. And because most people have personal social media accounts, they’re familiar with how the platforms work, so pretty much everyone can help their district maintain a positive social media presence.

If social media is the cake, community portals are the icing. Back to that superintendent in the district of 32,000: At the same time he was telling the story of his bond to the local media, he added a button to his district’s website that let anyone in the community ask a question, which would then be promptly answered by the appropriate person.

The superintendent said that this one-on-one communication played a big part in clarifying the benefits of the bond and ultimately getting it passed. Districts around the country are using various portals to connect with their communities, and they’re learning an important lesson: Sometimes the most important part of telling your story is listening first.

_________

Christopher Piehler is the Lead Storyteller at PR with Panache! The former editor-in-chief of THE Journal, he has worked for a variety of consumer and B2B publications. He has been an ed tech commentator on both TV and radio, has served as a CODiE award judge, and has been a speaker at the FETC and CoSN conferences.

Read all of our posts about EdTech and Innovation by clicking here. 

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Matthew Lynch published in Matthew Lynch, Policy & Reform

High School Dropouts: More than Loss of Money

It seems that every time the issue of high school dropouts is discussed it all centers around money. U.S. Census Statistics tell us that 38 percent of high school dropouts fall below the poverty line, compared with 18 percent of total households in every demographic. Dropouts are also 40 percent more likely to rent their residences and spend $450 less per month on housing costs than the overall population. Only around 60 percent of dropouts own vehicles and they spend over $300 less on entertainment annually than average Americans. It’s clear that a high school diploma is in fact the ticket to higher earnings, at least on a collective level

I wonder, however, if our cultural obsession with the financial implications of dropping out of high school sends the wrong message to teenagers. Earning a proper living is certainly valuable but what about all the other great reasons to finish the K-12 academic course, and potentially college-level learning following it? Money is not everything and is certainly only one piece of the value of a high school diploma. Some other areas of focus when it comes to the pitfalls of dropping out of high school should include:

Value of a career versus a job. Over 68 percent of high school graduates begin college coursework the following fall. Students who earn high school diplomas are that much more inspired to continue their academic journey and seek out a lifelong career match, not just clock hours at a “job” until retirement. The fulfillment people receive from a job they enjoy should not be underestimated. Studies have found that happier people are healthier and are even able to better fight off common illnesses like colds and the flu. Considering more time is spent working than in any other pursuit, job satisfaction plays a major role in overall happiness. The value of careers go beyond individual satisfaction, however. As a nation, everyone benefits from well-educated workers who earn a living in areas where they possess natural talent too.

Social strength. The childhood years go by so quickly and high school represents the last stage before adulthood. The social opportunities that high school provides are not duplicated anywhere else, with the exception of a college setting and high school dropouts miss out on both. What’s more, high school dropouts tend to get into more trouble than their in-school peers. The National Dropout Prevention Center reports that 82 percent of U.S. prisoners are high school dropouts. The life lessons found in the later years of high school are more valuable than they get credit for and the peer-level socialization is a vital part of late-childhood development.

Learning for its own sake. In our material society, it is difficult to explain the intangible value of things like intellectualism, particularly to young people. Until greater value is placed on obtaining knowledge for no other reason than to broaden individual and societal wisdom, students will continue to drop out of high school. After all, how can the economic importance of a high school diploma really be explained to children who have never had to earn their own living? Even those in dire socio-economic conditions do not have a grounded concept of what money means in quality of life and long-term happiness.

The negative financial ramifications of dropping out of high school cannot be denied but the way they are over-emphasized seems like a worn-out tactic to me. To really reach today’s students and encourage them to finish at least a high school education, they should be valued as learners and not simply earners.

 

 

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Matthew Lynch published in list, Matthew Lynch, Policy & Reform

3 Entities That Rebelled Against Standardized Testing in the US

Standardized testing in K-12 education is a perennial hot button issue. Proponents feel that measuring knowledge in these rigid ways helps lift the entire educational system. But critics say the measurements do nothing but encourage “teach to the test” methods and narrow the scope of what instructors are able to teach if they want to have acceptable test results.

This article will look at three groups of people who have urged us to reconsider standardized testing in our country. Here they are:

  1. Maya Angelou and other authors. Along with 120 other children’s book authors, beloved poet and activist Maya Angelou (now deceased) called President Obama on the carpet for his “testing overuse and abuse.” The authors said that the pressure on children to learn narrow testing materials, and then perform well, robs them of a love for learning. Among the authors on the list are Ruth Spiro, Whitney Stewart and Alma Flor Ada.

The letter, addressed to President Obama himself, scolded the Administration’s role in heightening standardized test ramifications and therefore putting more pressure on students and teachers to perform. Some highlights of the letter include:

“Our public school students spend far too much time preparing for reading tests and too little time curling up with books that fire their imaginations.” 

“Students spend time on test practice instead of perusing books. Too many schools devote their library budgets to test-prep materials, depriving students of access to real literature. Without this access, children also lack exposure to our country’s rich cultural range.”

“We offer our full support for a national campaign to change the way we assess learning so that schools nurture creativity, exploration, and a love of literature from the first day of school through high school graduation.”

While many teachers, parents and education experts (like Diane Ravitch) have spoken out about their concerns with teaching-to-the-test, and most recently the Common Core Standards, this was the first time such a list of “who’s who” has come out against reading and testing culture. Angelou had always been a strong and vocal supporter of Obama.

  1. School districts in Florida. Some school districts passed motions against standardized testing and certain parent groups have tried to opt their children out of various exams.

As a result, last year, The Florida Department of Education announced plans to review the state’s standardized testing. The announcement came after a year of criticism of testing policies and opposition toward the new standards.

Florida Education Commissioner Pam Stewart stated that in addition to the plans to review the testing, she was establishing a Keep Florida Learning Committee. The Committee would examine areas where the state could deregulate the school system, boost parental involvement, review instructional material and track the introduction of Florida Standards throughout the upcoming year.

“At the Department of Education, we are committed to ensuring our education system has appropriate policies and procedures in place to help Florida’s students excel,” Stewart said.

“I am proud to lead these efforts, which I am confident will help us better understand students’ needs so we can better prepare them for colleges and careers,” added Stewart.

Stewart said that there was no plan to stop the end-of-course exams or the Florida Standards Assessment, which was due to begin last spring.

  1. Education officials across the US. Due to growing complaints from the public, education officials offered to re-examine standardized testing in the U.S. last year. The general consensus is that students pre-kindergarten to 12th grade are taking too many exams.

Michael Casserly, executive director of the Council of Great City Schools said, “Testing is an important part of education, and of life. But it’s time that we step back and see if the tail is wagging the dog.” The Council of Great City Schools represents 67 urban school systems.

The Council of Chief State School Officers, which represents education commissioners in every state, also joined in on the effort.

Teachers have always administered tests; but exams became a federal mandate in 2002 under the No Child Left Behind Act. It requires states to test students annually in math and reading, starting in grades 3 through 8 and ending with high school.

In the past few years, four states delayed or repealed graduation testing requirements. Four other states, including Texas, where the idea of using these tests began, reduced the number of exams required or decreased their consequences.

In addition to federally required tests, states have added on more assessments, many that mandate exams such as an exit test to graduate high school.

On average, students in large urban school districts take 113 standardized tests between pre-K and 12th grade.

The number of standardized tests that U.S. students take is too high. While I feel that the idea to use tests to hold schools accountable is a good one, the frequency and redundancy of standardized testing has gone too far. It is essential to measure student achievement, but I hope that further analysis of standardized testing will lead to ways to relieve some of the burden that these tests bring to our students.

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Matthew Lynch published in EdTech & Innovation, Equity, Matthew Lynch

Technology and Graduation Rate: A Direct Correlation

There is a lot of talk out there about ways to raise the graduation rate. U.S. Secretary of Education Arne Duncan proudly wore #80 in the NBA All-Star celebrity game to tout the highest graduation rate the country has seen since 1974. Educators are collectively working harder to help students make it to the high school finish line and get prepared for college and the workforce. There is a lot of credit to be handed out for the successful graduation rates around the country (of course, there are still plenty of areas for improvement) but I think one shining area deserves a lot of the praise: technology.

The website DropoutPrevention.org singles out technology as a leader in high school graduation upsurge. The site states:
“Educational technology is needed for a variety of reasons. It provides an alternative method of learning for those who struggle to learn using traditional methods.

Technology can be used to address multiple intelligences and also to provide authentic learning experiences for students.”
In other words, technology has made it possible for students who fall off the traditional path to jump back on and finish what they spent most of their childhood working towards. This may be in the form of taking remote classes from home, remedial classes in on-campus computer labs or even by enrolling in full-time online schools, public or private. The technology available for these options benefits students who face difficulties with a normal school schedule including teenage parents, students with short-term or long-term illnesses, teens with substance abuse struggles, or those who had poor academic performance due to learning disabilities or bullying.

Equality through Technology

Technology is also a great equalizer in K-12 classrooms. Students have the same access as their peers to whatever technology is available in their district and specific classroom. While there is certainly some technology discrepancies between one district and another, often based on the socioeconomic status of the families within that district, within each one students have fair access to technology. In a way, things like computers and mobile devices in classrooms usher in the technology of the outside world and give students who may not otherwise have access a chance to use it for learning purposes.

Having in-classroom technology more directly impacts the graduation rate by providing customized learning experiences. A student who needs extra help on a particular topic need not hold up the entire class, or feel embarrassed asking for that help, when there are computer modules and tablet apps available for individual learning experiences. Teachers who spot a trouble area with a particular student can gear that teen towards more exercises to master the topic. Of course technology is not the magic wand to fix all problems, but it does allow for more flexibility of the learning process which in turn makes it easier for a wider group of students to stay in classrooms until the end of the K-12 journey.

College Prep

K-12 educators used to have the goal of helping their students reach high school graduation, but now the pressure is on to create students who go on to achieve college goals too. No matter how advanced the technology options in a particular school district, they are dwarfed by the reliance on and widespread use of technology on college campuses. High school students who become acquainted with technology for things like course selection, class management and actual learning modules are better prepared when they arrive on college campuses. There is very little hand-holding when it comes to higher education (perhaps too little based on college dropout rates) and students need to be self-sufficient in life skills and technology ones when they cross the bridge to college life.

How big of a role do you think technology has played in high school graduation rates?

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Matthew Lynch published in Equity, HBCU's, Higher Education, Matthew Lynch

Retirement in Presidential College Ranks Opens Diversity Door

College presidents must be able to multitask. Though not in the official job descriptions, these administrative leaders must be figureheads, court the general public, delegate effectively and always keep an eye on the horizon to guide their ships to bigger, better waters. It is a tough job and like many high-profile ones, comes with its share of scrutiny in the public eye.

As the latest wave of college presidents looks towards retirement, the higher education community has the opportunity to promote a more diverse presidential core. The next five years will set the tone for college leadership at the highest level for the coming decades and really for the entire student population too.

Just the Facts

• 61. Average age of college presidents in 2011.
• 92. Percentage of college presidents aged in the mid-50s to mid-70s.
• 14. Average number of years retiring college presidents first serve in the role.
• 40. Normal number of new college presidents in the American Association of State Colleges and Universities every year.
• 109. Actual number of new college presidents from April 2011 to August 2012.
• 6. Number of new college presidents this school year in the California State system alone.
• 13. Percentage of college presidents who are racial or ethnic minorities, as of 2012.
• 14. Percentage of college presidents who were racial or ethnic minorities in 2006.
• 26. Percentage of women college presidents.

Qualified Prospects

In the past, college presidents from other schools and college vice presidents have most often ascended the ranks to fill empty presidential seats. While this still happens about 19 and 25 percent of the time, respectively, other leaders like provosts and deans are increasingly being considered to fill the college president vacancies. Some schools even search outside the college community to find leaders from other industries that fit the bill. There is really no hiring formula that applies to all college president spots and a “qualified” candidate could feasibly jump several levels of hierarchy to claim the spot.

Encouraging Diversity in Presidential Ranks

The first step to building diversity at the highest college administrative level is simply recognizing the opportunity at hand. American institutions of higher education often consider how a diverse student, and even faculty, population should look but do not extend that to top-tier leadership roles. Colleges need to rethink that strategy. I believe the trickle-down diversity effect works well in college settings. Instead of starting with the largest group (students), start cultural change at the top of the pyramid. If a school has a well-balanced student population already in place, chances are that the faculty and administration reflect that fact too.

The next step is to actively include diversity in the search process. I’m not saying that white men with the right qualifications should be excluded from the running; I just mean that colleges with open president seats should make sure the short list of candidates has some variety in experience, ethnicity, sex and race. The Rooney Rule, established in 2003 by the NFL, mandates that at least one minority candidate be interviewed for all head coaching spots. I think colleges need to do that same with their academic leaders.

Those in lower to middle-level leadership roles in colleges that have presidential aspirations should get ready now. Make sure your name is associated with talks about the future of the college by getting yourself involved in the action. Get published. Envision yourself on the same plane as the college presidents that went before you but realize that you have a unique voice to lend to the college community you want to lead. Embrace the turning tides. Be an active part of the changes in college administration and you will in turn be part of the progress.

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Matthew Lynch published in EdTech & Innovation

Full involvement learning: A Jedi toolbox for the teaching of tomorrow

A guest column by Lucien Vattel

For too long, educators have focused on “what we learn” over “how we learn.” To unlock an understanding of how our consciousness most intuitively engages and comprehends, a thorough exploration of the learning process becomes key. Only then will we be able to fully understand the art of inducing electrified engagement, meaningful connections, deep illumination, awe, and even rapture through idealized modalities of learning.  Such explorations allow us to more reliably provide students with transformational encounters with their universe and themselves. In essence, we need a new kick-ass toolbox for facilitating the apex of cognitive ignition.

To pursue such a mission, we require a new taxonomy that supports a variety of high-engagement, deep-immersion methods, tools, and techniques.  In todays “edu-verse”, there are an infinite number of concepts for our minds to grasp and act upon. Moreover, there are a variety of ways to shine a light upon these various structures of knowledge. And so, the grand challenge becomes this: How can we shine the most illustrious, wavelength-appropriate, multispectral light upon these realities, art forms, scientific processes, stories, skills, and understandings of our age? What tools, what technologies, and what facilitations of experience best connect us to the content we intend to explore, to the ideas we wish to grasp, and to people we wish to know and understand? For each learning outcome, and within each educational domain, I believe that we will find certain “ways-in” (through teaching approaches, experiences, and technologies) that lend themselves most naturally to the attunement of each concept’s essence. What is the best and most fulfilling library of eureka moment potentiators? What’s in the “Jedi Toolbox” for teaching in the 21st century?

Five years ago, our company GameDesk, began experimenting with a variety of approaches, techniques, and technological tools to this end. We’ve explored at home, in-school, online, and in your pocket. We’ve gone high-tech, low-tech, and no-tech. Whether it is a chalkboard, lecture, game, video, story, experiment, simulation, buildable physical system, programmable environment, or role-played experience, each tool provided a unique lens of experience on the chosen subject of learning.

As we explored and developed,, we asked ourselves: What experiences enable learners to most intuitively and accurately grasp concepts? What visualizations, words and metaphors, narratives, objects, and interactions connect us most immediately and with the most perceptual fidelity to the subject at hand? What technologies best link certain actions and choices, interweave and intimately bind them to the world of knowledge? What learning modalities best allow for students to feel energized and focused, fully immersed in their involvement, and joyful in the process of the learning? Within these these methods, which work best for novices, journeymen, and experts?

To ground this exploration, let’s cite some examples. In our latest game experiences, Geomoto and Pangean, we linked specific hand movements through a consumer hand-tracking device (the Leap Motion controller) to continental and plate movements. This 1:1 movement relationship made learning about continental drift, tectonic plates, and their resulting phenomenon highly intuitive. Here, we leveraged the affordances of hand motion to naturally attune the mind to geoscience processes. As student observes that they could actually see and feel how the plates worked and the effects they had on the earth.

In another exploration called EDULARP, we used role-play to create deep engagement with historical systems. To help them learn history experientially, students role-played through various social classes that existed during different periods of ancient history. They became merchants, governors, astrologers, and priests. By both researching the social norms and practices of a specific culture and then interacting with one another in character, students fulfilled in-game objectives that provided them with an enriched and lasting understanding that persisted beyond the simulated reality. In this modality, role-play provides students with deep, personalized feelings and experiences of engaging in historical systems of thought, agriculture, culture, and politics.

Another tool is the ‘digital sandbox’. Sandbox technologies allows for creation-based simulations that students can manipulate to program and build objects, inventions, worlds, and even universes. Sandboxes, such as Minecraft, Scratch, Universe Sandbox, and the physics creator Algodoo, allow students to experiment and create their own mathematically driven architectural structures, galaxies, and physics-based inventions respectively. Within this learning vehicle, students are able to make predictions, design ideas, test hypotheses, and play out those predictions in simulated world environments.

There’s of course more to fully educating a person than guiding them to mastery of the core K-12 curriculum. Consider, for example, the ability to be connected, empathetic, supportive, and compassionately communicative. Let us look at what physical environments and interactive activities most facilitate human connection. What experiences inspire the imagination and assist us in redefining the boundaries of our understanding and beliefs? What are the fastest and most fulfilling methods of developing self-awareness, persistence, and flexibility? These questions lead us to designing more full-spectrum learning tools and experiences; new methods deeply needed in a society with a severe deficit in social-emotional skills.

If our teaching culture were to address the questions presented here, make a claim about what kind of learning activities fit best, and build a practice of designing experiences in this way, what would our teaching become? With such a toolbox fully realized, teachers of the future will no longer be disseminators of facts, concepts, and memorized skills; rather, they will become “experience designers.” Like Yoda, they will design encounters and challenges that are deliberately constructed to reveal what our minds, bodies, and spirits are capable of. Such constructed experiences empower us to explore, to rethink broken systems, and cultivate a daily spirit of innovation. Albert Einstein once said, “I never teach my pupils, I create conditions in which they may learn.” We are the condition-creators, the dreamers of dreams. So rise teachers of tomorrow, become the magic makers you were born to be.

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Lucien Vattel s the founder and CEO of GameDesk, a 501(c)3 Research and Technology Development Institute whose mission is to develop the next generation model of education, revolutionizing the tools we use and the way we teach.

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Matthew Lynch published in EdTech & Innovation

Schools Should Shout Their Success Stories from the Rooftops

 

Consumer and social media are adept at sharing negative news about education. Here’s how administrators and teachers can get the good news out there, too.

A guest post by Christopher Piehler

When it comes to covering K-12 education, the consumer media does a fantastic job of telling the bad news. I understand why this is the case: Publications need to make money, and headlines like “FBI Seizes LAUSD Records Related to Troubled iPad Program” will always grab more readers’ eyeballs than, say, “Class Full of Happy Students Learns to Multiply.” But if you judged the success of this country’s public schools only by looking at “above the fold” articles in major newspapers and magazines, you would believe that K-12 education is nothing but one crisis after another. And from talking to educators and administrators around the country, I know that this is not true.

There is good news coming out of America’s classrooms every day. The challenge for schools and districts is to make their positive voices heard above the negative noise coming from consumer (and social) media. How can they do this? Here are four tips.

Know Your Story

Educational leaders need to shout their success stories from the rooftops, but before you speak up, you need to be clear about what your story is.

For example, through one of our clients I recently met Dr. Genevra Walters, the superintendent of Kankakee School District in Illinois, whose motto is “The transition to adulthood starts in preschool.” Dr. Walters backs this up by having each general ed grade in K-8 focus on a different career. So Kankakee’s story is clear: “We are the district that does everything we can to find the right career for our students, starting when they are five or six years old.”

Oh, and it doesn’t hurt that Dr. Walters herself is a graduate of Kankakee schools who rose to become superintendent of the district.

Have a Hook

Like I said before, “Class Full of Happy Students Learns to Multiply” is a nice story, but a tough sell for the media. To get your good news published, you need a hook—some aspect of the story that will grab editors’ and readers’ attention and keep them reading. In Kankakee’s case, there are two potential hooks. The first one is that the district starts career education when kids are so young. It’s unusual and unexpected, and it makes readers want to find out how the district does it.

The second hook is Dr. Walters herself, a classic “local girl made good.” Which brings me to another important point about storytelling for schools: People are better than programs. Yes, it’s amazing that your district has a teacher who is helping three- and four-year olds build a Mars rover, but who is that teacher? A former astronaut? A former “bad kid” who found his calling in the classroom? The “human interest” story is a cliché because it’s true. Humans are interested in other humans.

Connect Your Story to a Larger Narrative

Another great way to get positive attention from the media is to connect your school’s story to a larger national or international narrative. Right now, for example, the story of a Syrian refugee child who comes to a new school and teaches her classmates about Syrian culture would be a big hit. And it’s not just one-time events that you can connect with. Editors are always looking for stories that tie in with recurring events like presidential elections, the Olympics, or even the Super Bowl.

Tell Your Story Every Day

In today’s connected world, getting articles published in newspapers or magazines is only a part of telling your story. Whether you like it or not, part of your story is being told on social media every day, by students, parents, and pundits, all of whom have their own agenda. And though the temptation to respond to critics can be strong, I think we can all agree that engaging in a shouting match in the echo chamber of the Internet is worse than useless.

Instead, I suggest following the lead of Tom Murray, the State and District Digital Learning Policy and Advocacy Director at the Alliance for Excellent Education. In his former job as director of technology and cyber education in the Quakertown Community School District, Murray was in a meeting with 30 administrators who he wanted to enlist in telling the school’s story through Twitter. “Our goal,” he said, “became to highlight one great thing a teacher was doing and one great thing a student was doing each day, taking no more than five minutes.”

Two Tweets times 30 administrators times five days equaled 300 positive stories coming out of the district every week. Seeing how easy it was, teachers joined in, highlighting their successes on the district’s hashtag. With a little initiative and diligent follow-through, the Quakertown community collaborated to tell its story—one Tweet at a time.

__________

Christopher Piehler is the Lead Storyteller at PR with Panache! The former editor-in-chief of THE Journal, he has worked for a variety of consumer and B2B publications. He has been an ed tech commentator on both TV and radio, has served as a CODiE award judge, and has been a speaker at the FETC and CoSN conferences.

This is the first part of a two-part article. Part two will cover how schools can use local, national, and education-focused publications to tell their stories to a variety of audiences.

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