Matthew Lynch

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

Technology and Mentorship: Addressing the Problem of Urban Students

Students in urban schools tend to have stereotypes attached to them. Rather than see these students as individual learners, many urban kids and their schools are often thrown into the “lost cause” category. Problems like deteriorating buildings and overcrowding often become too overwhelming for reformers.

In a 2009 article in the Harvard Political Review, writers Tiffany Wen and Jyoti Jasrasaria discuss the “myths of urban education.” The article points out that many people are quick to label urban schools as lost causes without actually investigating individual issues or how they can be resolved. The authors also shed light on the juxtaposition of the basic American ideal that anyone from anywhere can make it big with some hard work and the reality of urban schools. If urban students are truly not at a disadvantage, per the American dream, then why do they graduate from high school at a rate of nearly 20 percent lower than their suburban counterparts?

Overcrowding as enemy

In an Education Week guest blog post, urban music teacher Mike Albertson said that “overcrowded classrooms are one of the most common qualities of urban schools.”

He went on to say that the students themselves are not the actual problem in urban schools but that the overcrowded conditions are to blame for many perceived behavior issues and academic disengagement. More likely, it is a combination of high student-to-teacher ratios and behavior problems.

Studies have found a correlation between overcrowding and lower math and reading scores. Teachers also cite overcrowding as a definite contributor to student behavior problems. Too many kids in classrooms means too little individual instruction. It also means that academic time is spent dealing with issues that distract from education. Overcrowding is only one problem that contributes to urban student disadvantages but one that deserves the spotlight.

Bridging the Urban-Suburban Gap

As with all aspects of K-12 improvement, finding the answers to higher achievement for urban students is a complicated process. I believe that technology can work to teacher and student advantages though. The implications of mobile technology in K-12 classrooms are still being realized but one thing is certain: more individualized learning is now possible. In cases where overcrowding is detrimental to learning experiences, mobile technology can serve as a placeholder teacher in terms of directing students and keeping them engaged in learning when the physical teacher is unavailable.

More student guidance is also necessary. Statistics tell us that not only do urban students more often come from tumultuous home lives, but they are often punished more harshly for the same infractions than suburban peers. Over 68 percent of all incarcerated adult American men do not have a high school diploma.

Removal from school, while potentially the easiest short term solution, feeds the school-to-prison cycle that is built primarily in urban schools. Mentorship programs would go a long way toward directing urban students toward higher academic engagement and graduation rates. Many colleges have implemented mentorship programs for at-risk students, like first-generation college students, so why can’t K-12 schools do the same?

With budget cuts a perennial complaint, though, more money for K-12 mentorship initiatives is unlikely. The bottom line is that urban students need more individual attention in order for their academic outlooks to improve. Technology has the potential to reach a wider number of students but the human connection is what will have a lasting positive impact on urban students.

What is the key to urban school improvement?

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Matthew Lynch published in Matthew Lynch, Policy & Reform

New Models and Trends in Resource Allocation

Many investigators have requested new methods to determine spending to gain a better understanding of priorities, organizational investments, proposed strategies, and to measure the distribution of resources . Completely new expenditure models have been pioneered by manufacturing theorists, including activity and program-based costs, which help form fiscal data to make it easier to compare to strategic decision-making. In education, several reports have demanded new methods of expense record-keeping as a way to modify district strategy; mostly to verify the real expenses involved in individual schools, programs, or services.

Though the models demonstrate some differences regarding the terms of the categories used, all of them propose assigning a larger percentage of costs to specific types of students and schools. For those interested in resource data in relation to the context of educating students, it makes sense to review central and indirect costs associated with joint district resources, as well as resources that are typically school-based. Less important costs are associated with district leadership, other operations, and non-educational services like transportation, food services, school facilities, and maintenance systems.

Reforms related to accountability have placed a focus on performance inequalities between white students and students from minority group backgrounds, and also between students having needs that result from disability, poverty, or limitation in English proficiency. Many policymakers stress that the first stage in tackling these achievement gaps is to align fiscal policy with student needs. But as policymakers change their established funding formulas to fulfill the needs of different students, they do so without evidence. In the first instance, there is little explanation of the way resources are currently allotted to different subgroups.

Basically, for a state policymaker attempting to allocate funds to particular student types, no baseline data exists on current expenditure to each type of student within their own districts, or schools within other districts. School districts in most states do not fully track costs by student type or to the school level. Even where these data are tracked, they are not published for policymakers trying to pin answers down.

There is also difficulty in accessing comparisons from other states regarding spending. Accurate ways of defining or reporting expenses influenced by student needs are not available, which makes it impossible to compare data between states. Furthermore, policymakers have not determined how to flow funds from one level of government to the next. For example, funds may be designated by the federal government for students living in poverty, with the goal of enhancing resources at schools having high concentrations of poverty.

However, by the time funds are dispersed through state and local streams, they may not reach their intended target. Finally, only limited documentation exists on different decisions for assigning funds, and the way those decisions relate to policy goals. Allocations meant for students with limited English proficiency (LEP) might be realized as a fixed dollar amount per LEP student, reimbursements for spending on bilingual education services, distribution of staff full-time equivalents (FTEs) to high-needs schools, or as funds for other areas. Research has not yet described the ways these different decisions influence either what is finally spent per pupil, or how efficiently that funding reaches the intended students. It is obvious that a more efficient system is needed for tracking funds after they reach their intended destination. With thorough record keeping and well-defined guidelines for how money should be spent, this murky territory will become much clearer.

 

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

 

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Matthew Lynch published in Matthew Lynch, Policy & Reform

Creating and Sustaining Educational Change 101

Edpolicy, edreform, school reform, put kids first,

When considering school reform, it may be advantageous for administrators to think of their schools as businesses. If the structure of the school were to reflect the business model, we would work from the assumption that students in the school system are customers, schools are the businesses, teachers are the employees/supervisors, and the administrators are the CEO’s.

In any business, the customers needs always come first. The reputation for customer service is the best advertising a business can receive. Keeping this savvy business strategy in mind, the business of the school should be to create learning opportunities that lead to greater academic achievement. If educators make lessons fun while adhering to the curriculum, the graduation rate will increase dramatically. If children feel safe and entertained, they will want to come to school. It is the educator’s task to make sure students learn to love to learn, while it is the administration’s task to support their efforts.

The most critical question administrators must confront is: where do we begin? Beginning reform by tackling several goals at once is noble, but not recommended. When trying to start reform in a complex environment such as a school, administrators need to focus on one task at a time. When making decisions, the administration needs to be sure to complete all steps of the reform in sequential order, using a strategic way of thinking.

In some cases goals can be independently accomplished. Departments will be able to achieve short-term goals while accomplishing the larger goals. In education, the improvements that matter the most are those that directly concern children. In order to create the necessary improvements, school districts must be reformed in ways that will sustain change. The ability of a school district to sustain reform should be of the utmost importance to the superintendent and the board of education.

Three conditions must be present in order to sustain reform. First, administrators must come to an agreement concerning the issues that have made it necessary for school reform to take place. They must be open and honest and refrain from blaming others for the issues that exist. All individuals directly and indirectly involved in the school reform must share a common vision.

Administrators should try to come to a consensus regarding the purpose of education and the roles of the faculty and staff.  They also need to agree on the rules and guidelines that will support the implementation of the reform, while respecting cultural beliefs of the faculty, staff, and students. Finally, administrators must communicate the current issues of the school and the vision for the future to stakeholders. Those who support and participate in reform need a clear vision of the common goal. Administrators must paint a reform picture that alleviates fears, and entice all to buy into the vision.

Communication is the key to running and sustaining a successful school when creating concrete reform. All participants and key administrators must agree to communicate with each other their understanding of the school reform, including their concerns. The administrators and participants must have a shared understanding of the issues the district faces, as they must learn to articulate, analyze, and explain the issues in a similar way.

There needs to be a common vision concerning students, schools, and the allocation of resources. Administrators must also anticipate new trends and issues preventing reform. Once the obstacles have been identified, it is the duty of the administrator to articulate these trends and issues to the powers that be, i.e., superintendents and school board members. Finally, the most important communication between administrators and staff is how to create reform that provides a quality education for all students.

Communication must also take place among the school district, superintendents, and the board of education in an intentional and ongoing manner. They must continuously reflect in an open and honest way on the effectiveness of the reform, and successfully communicate between departments in the case of promotions, retirements, or sudden resignation.

When creating school reform, administrators should consider communicating with community members. Community members and parents have a lot to contribute when it comes to school reform and they should be encouraged and allowed to do so. Parents and educators undoubtedly have a genuine concern for the needs of students. Why not place the important decisions concerning our students in the hands of the people that have the children’s best interests at heart?

Administrators should also consider teachers as a major part of school reform. Reform is considered a success or a failure based on the students’ performance, but teacher performance is inextricably linked to student performance. Through positive teacher-student relationships, genuine learning can take place in the classroom. Teachers know their students and the educational practices that work best in their classroom.

In schools across the nation, the people in the best positions to create positive outcomes have little to no control over the changes that are made and how they are implemented. Too often, the most critical decisions concerning the educational system are made by people without the capacity to understand the inner workings of the individual school and what it takes to ensure no child is left behind.

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Matthew Lynch published in Education Leadership, Matthew Lynch

Social Constructivism and Leadership

While most current literature is directed toward the use of social constructivism in educational organizations, it can be used by leaders of organizations both inside and outside of the educational sphere to bring about growth and communication. One example of this is in the use of metaphors to further the understanding of followers, which allows them to build their own knowledge base as individual learners, and adapt to new and expanding concepts.

Metaphors are a force through which people create meaning. This is done by using one element of experience to understand another. Metaphors in this sense include anything symbolic to a person, which can be used to better their understanding and enable them acquire new ideas or concepts.

The active use of metaphors can also help the leader move the organization toward social constructivism. Through the constructive use of language, the leader can explore the communication practices of followers and their individual roles in the building of meaning, through the process of social interaction.

Individuals in the organization make sense of things when they communicate; that communication is viewed in retrospect, sense is made out of it, and the meaning is kept as knowledge and used to achieve organizational effectiveness. The brain normally forms thoughts as outlines, prototypes, conceptual metaphors, conceptual frames, and conceptual blends. As a result, the thinking process is not just the systematic use of symbols; it is the brain’s process.

People find it hard to identify examples of rational practices within the organization, find rational practices that have worked out as well as predicted, or feel that the existing rational practices explain what goes on in the organization. Making the connection between organizational structure and its processes is done through process leadership, which is defined as that earned by any member of an organization to lead the organization or its parts forward.

Metaphors can facilitate change by providing a bridge from what followers are familiar with to the vision of the leader. They are particularly useful because they represent the existing organizational view as seen by individuals within the organization. Discovering the views of followers will help leaders learn which policies and facets of the organization are seen in a negative way. Armed with this information, all stakeholders can compromise and work together toward building an organization that meets their shared expectations.

 

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Matthew Lynch published in Ask An Expert, list, Matthew Lynch, Policy & Reform

3 Ways to End Anti-Gay Bullying

With the Supreme Court’s decision this year to recognize same-sex marriage and promote marriage equality, it is clear that attitudes toward individuals who are LGBT are changing. However, anti-gay bullying is still an issue today, and is a major concern especially with cyber-bullying on the rise.

Furthermore, biased and homophobic comments are rampant in many schools, with a staggering 90 percent of LGBT students experiencing verbal harassment related to their sexual orientation.

Regardless of a teacher’s personal ideology, as educators we are bound to uphold a code of tolerance and acceptance. Here are three ways to ensure that LGBT students feel safer and more accepted at school:

  1. Disallow discrimination based on sexual orientation. The National Education Association, the American Federation of Teachers, and the Association for Supervision and Curriculum Development have all passed resolutions asking their members and all school districts to step forward to improve the educational experiences of LGBT students. These resolutions call for providing a safe environment, support groups, and counseling options for LGBT students and by employing anti-harassment rules and practices.  In nine states, the state government has instituted legislation prohibiting the harassment and discrimination of LGBT students. We need to continue this trend until every state has these rules in place, in every district and school – no exceptions.
  2. Expand “inclusion” policies.  There are some schools in which LGBT students are accepted and accommodated.   Same-sex couples are invited to school dances and there are unisex washrooms for transgender students.  School districts in some states include LGBT students in non-discrimination policies with the goal of making schools safe places for all students, parents, faculty and staff.  However, there are also states where it is illegal to even utter the word homosexual and in which the word homosexual (or lesbian, gay, bisexual or transgender) can only be portrayed in a negative light within the classroom.  This makes it difficult for teachers to teach about sexual orientation diversity or to make their classrooms and school environment safe and accepting of LGBT students.  Regardless of location, teachers can explain to students that they don’t have to agree it is okay to be gay or lesbian, but they do have to agree that it is not okay to discriminate against them.
  3. Promote LGBT student groups.  It is important that all students, regardless of who they are or their sexual orientation, have a safe environment in which to learn and grow as an individual.  Gay and lesbian organizations have been at the forefront of trying to create safe and accepting environments for LGBT students.  Students have also taken up the cause and student groups have begun springing up in schools all over the country.  There are currently approximately 4,000 Gay-Straight Alliance Groups registered with the Gay, Lesbian & Straight Education Network (GLSEN).  These groups are alliances between straight and LGBT. They work together to support each other and promote education as a means for ending homophobia.

By schools taking the reins on this issue, real change will eventually be realized.

What are you suggestions on how we can improve the school environment for LGBT students?

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Matthew Lynch published in Diversity, Higher Education, Matthew Lynch

5 trends in college diversity to look for in 2016

Student protests. Strikes by football teams. High-profile officials resigning. In 2015, equality and fair representation on college campuses saw the media spotlight and people across the nation took note. The past year set the foundation for potentially big strides in diversity, inclusion and equality on college campuses in 2016 – but only if advocates take advantage of the spotlight for good.

Take a look at five ways I think diversity can, and will, improve on college campuses in 2016:

More student input.

2015 was a pivotal year of college students being vocal about their treatment, and that of their peers, by university administration. An interesting (yet obvious) lesson emerged: Colleges that do not take the complaints of their students seriously will face the consequences.

Case in point: The University of Oklahoma versus the University of Missouri. At Oklahoma, when students publicly called out a fellow student for chanting racial slurs in an online video that went viral, the university’s president acted quickly to expel the student and speak out publicly against what the video portrayed. At the University of Missouri, however, there were months of unrest after racial slurs were allegedly used by some white students, that launched other accusations of university discrimination. It took student protests, hunger strikes, and a threatened strike by the football team before some peace among students was reached. As a result, two administrators (including university president Tim Wolfe) resigned.

Colleges have to find the balance between acting too quickly and simply appearing to not care. The University of Missouri was guilty of the latter. Expect student complaints regarding equality on campus and other student-treatment issues to be taken more seriously in 2016 and for diversity to improve as a result.

Broader definition of diversity.

Cultivating diversity on college campuses is not just about race and ethnicity. It encompasses gender, age and life stage. Colleges will continue to increase the recruitment of first-generation, LGBTQ+, non-traditional, out-of-state, and international students to create a more diverse atmosphere. This will include a more conscious effort on the part of admitting officials but will also require more targeted recruitment.

Chief Diversity Officers.

The University of Connecticut and Ithaca College made headlines in 2015 when they added a new position to their executive suite: Chief Diversity Officer. While universities have long had diversity task forces and even full-time staff members who work to improve diversity on campus, the move to add such a prominent position is promising.

As more colleges follow suit, the position needs to be more than a figurehead. An editorial for UConn’s The Daily Campus sums it up by saying:

“The hope is that these recommendations hit their mark and help increase diversity in both the student body and faculty. The effort the administration is employing is seen and appreciated. The expectation now is that these efforts are fruitful, and bring meaningful change.”

Earlier recruitment.

Colleges are realizing that if minorities, first-generation students, and other pupils who are considered at-risk are target demographics for their upcoming graduating classes, then recruitment needs to start early. Think middle school, or even earlier. Waiting until junior or senior year of high school presents the risk that the students have already ruled out the possibility of college. Guiding younger students through what it takes to get into college, from grade expectations to community service requirements, ensures that more of the students who give up on college before they have even tried get a real shot at going, and graduating.

Expect more colleges to join the Coalition for Access, Affordability and Success which replaces the Common Application with a portfolio process for college acceptance that starts in 9th grade.

Data for retention.

Getting a diverse group of students on campus is just the first step in maintaining a multi-faceted population. Retention, especially among at-risk groups, is a big problem for universities. Many are turning to technology to anticipate problems and reach out to students at risk for dropping out long before they do. Virginia Commonwealth University is one example of a school reaching out to a tech consulting firm to learn more about its students and help struggling students before they withdraw.

Data is used for so many aspects of college life – expect to see more schools tapping it to recruit and maintain diverse student bodies.

 

What trends are hoping to see in college diversity in 2016?

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Matthew Lynch published in Equity, Higher Education, Matthew Lynch

Diverse Conversations: Mentoring Minority Faculty

Minority faculty find themselves at a huge disadvantage at institutions controlled by people of European descent. To discuss some of the ways in which institutions can ensure that minority faculty members are properly mentored and guided, I recently sat down with Olympia Duhart, Co-President of the Society of American Law Teachers (SALT), which has been hugely instrumental in promoting programs to address this important issue.

Q: Minority faculty have a particularly hard time in traditional universities – what has been your experience in terms of the specific reasons for this?

A: Difficulties experienced by traditionally underrepresented faculty members can often be traced to the lack of both institutional and informal support systems in place. Both schools and faculty members should be intentional and explicit about offering support for minority faculty. Often, colleagues with good intentions have no perspective or context for the additional difficulties faced by faculty of color. Someone has to start the conversation.

Q: What are some of the specific challenges for minority faculty and some of the symptoms of their struggle? There was an article recently in Diverse (in 2012) that suggested minority faculty experience higher levels of job related stress. Have you observed these kinds of trends in your experience? If so, what strategies have worked to combat these types of problems?

A: Given the multiple responsibilities imposed on faculty members and the increasing workload many of us are juggling today, it is not surprising that faculty members are often struggling with job-related stress. Adding an extra layer of otherness to those duties – and the especially low numbers of faculty of color in the law school arena – makes things even more challenging. Even faculty members who do not deal with institutional bias are coping on a regular basis with microaggressions in the form of bias in student evaluations, slights by colleagues and an expectation that we have to be more qualified than our non-minority counterparts. In my own experience, I have also struggled with “imposter syndrome” – fueled in large part by the novelty of being a woman of color from a low socio-economic background without so-called fancy credentials. Thanks in large part to mentoring and support I’ve received from colleagues – of all backgrounds – I’ve reframed my story. I take great pride in bringing a unique perspective to the table, and I am even more proud to do my part to inspire students who share my background.

Q: Shifting emphasis slightly, what are some of the strategies used at the Society of American Law Teachers to mentor minority faculty?

A: One of SALT’s core values is diversity. It informs our work within and beyond the classroom. It also drives us to create programming that will increase minority representation on both sides of the podium. We strive to promote education equality in all arenas. This translates to our formal mentoring program, “Breaking In” programs designed to increase the numbers of minority law teachers, tips for new teachers at our teaching conference, programing for diversity in law school leadership and BA to JD Pipeline Programs held throughout the country to increase access to law school for students of color. After all, a diverse law school student population is the foundation for more diversity among law faculty. But one of our most successful strategies has been the network we sustain through our members. Each SALT member is committed to offering support to underrepresented faculty members. Sometimes the support means advocating on their behalf to protect tenure and security of position. Other times that support means sharing a syllabus. And sometimes it means taking the time to listen and offer some advice.

Q: Which of these strategies has been the most successful?
A: The national network of law professors available through the engagement with SALT has been invaluable for many people. For me, it truly opened up a world of mentors, advisors and friends who have made this profession rewarding. It’s also given me a chance to play my part in honoring the special social responsibilities that come with the practice of law. Furthermore, I was also very lucky to have so many people in place at my home institution (Nova Southeastern University) who embraced me. One of the most important lessons I’ve learned is to take advantage of the mentoring opportunities available to you. And it is very important to think about the mentor you select. For me, it has always been important to connect with people who engage with the world around them.

Q: What do you feel are the most effective strategies for mentoring minority faculty in general? Would you say what works at Nova Southeastern University is representative and consistent with what works at most other types of institutions?

A: It’s not a mystery. We need more representation. Isolation can have a negative impact on anyone’s ability to thrive. The “critical mass” we talk about among the student body is also important among faculty. A diverse faculty is essential for a robust classroom and effective legal advocacy. Most importantly, it is a crucial component of training students to succeed in a diverse society. At Nova Southeastern University’s Shepard Broad Law Center, we are very fortunate to have a Director of Faculty Development who provides a structured support system for all faculty members through scholarship critique, one-on-one advice and a no-risk environment for teaching development. In my role as Director of the Lawyering Skills and Value Program, I have also worked deliberately to showcase diversity in our skills program. For instance, for the first-year oral arguments we made a dedicated effort to reach out to voluntary bar associations to judge the competition. It was important to expose the students to practicing attorneys from the Muslim Bar, the Gay and Lesbian Lawyers Network, the Cuban American Bar Association and the Caribbean Bar Association, among others, to dispel their assumptions about what a lawyer looks like. This type of support serves the students, but it is also empowering to minority faculty. In addition, faculty members benefit tremendously from informal support. People have helped me by talking me through a tough time, dropping an email and treating me with me respect. They have invited me over for dinner, collaborated with me in the classroom and challenged me when I needed it. I also do my best to mentor others by reaching out to junior faculty, offering to moot a presentation, read a paper or work through a teaching idea. We get to carry each other.

Q: What advice would you give to administrators and those in charge of mentoring minority faculty?

A: First, start a conversation. It is important to keep the discussions open about the hurdles that still exist. Until we can talk honestly about the barriers still in place because of racism, sexism, homophobia, and other types of bigotry, we can’t even begin to start thinking critically about correcting those disparities. But more importantly, follow up the talk with action. Place minority faculty members in leadership roles. Confront the biases that still infect the classroom. Support efforts to educate faculty about the importance of cultural competency. Connect diversity in the classroom to the broader issue of social justice. Create a culture in your institution that encourages diverse viewpoints.

Q: What are some of the strategies for recruiting minority faculty and helping them integrate into the existing faculty and administrative organization of an institution?

A: It always surprises me when people say they can’t find any minority faculty members or administrators. I see excellent candidates for teaching and leadership positions all the time. However, one constant obstacle I’ve observed is the need for “experience.” That, of course, is key. But elevating traditional experience into a super-factor is often a tool for eliminating stellar candidates to teach or lead. Exclusions based on factors that appear to be race or gender-neutral often operate to the exclusion of underrepresented minority groups. Until the academy becomes more diverse, the over emphasis on traditional experience will often eliminate large segments of the population. Institutions should challenge themselves to think more expansively about the type of faculty and administrators they want to support. And what kind of experience they want to value.

Q: What resources have you found to be most useful to support the mentoring of minority faculty?

A: Just talking about diversity is never enough. The best resources move beyond messaging into movement. At the university level, there are a few avenues to consider. Is there an organized, concerted effort to promote inclusion? Is there a financial commitment to diversity initiatives? Is diversity a recognized and promoted value for the university? Is there training for minority faculty? Is there education of the larger faculty, students and community about the value of diversity? Is there a culture that encourages mentoring? Is there a sense of community and collaboration in the university setting? On the broader level – such as through organizations such as SALT – those avenues change. Through volunteer efforts by dedicated law teachers who are willing to give up their valuable time to mentor others, we have made great strides in supporting minority faculty. We are proud of the progress we have made, but there is still so much work to do. The most useful tools to advance the mentoring of minority faculty bolster diversity through specific acts, creative ideas and hard work.

This concludes our interview. Thank you to Professor Olympia Duhart, J.D., for participating in this interview.

 

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Matthew Lynch published in Education Leadership, Matthew Lynch

The Seven Principles of Sustainable Leadership

The main responsibility that all education leaders have created a learning system that engages students intellectually, emotionally, and socially. Sustainable leadership therefore goes beyond the temporary gains in achievement scores to create long-lasting, meaningful improvements in learning processes. Let us look at the particular principles that define sustainable leadership:

1. Sustainable Leadership Lasts

One of the major characteristics of sustainable leadership is that it involves planning and preparing for succession – not just as an afterthought, but from the first day of the school leader’s appointment. Sustainable leadership requires that leaders pay serious attention to leadership succession. This can be achieved through grooming successors for them to continue with reforms, and keeping successful leaders in schools much longer, especially if they are making great strides in promoting learning. It also involves resisting the urge to search for “irreplaceable charismatic heroes” to become the saviors of schools, including succession in all district and school improvement plans, and slowing the rate of principal turnover.

2. Sustainable Leadership Spreads

A suitable way for leaders to leave a lasting legacy in their schools is to ensure that they share and help develop their vision with other school actors. Leadership succession in this sense therefore means more than grooming one’s successor. It actually means distributing leadership throughout the school through its professional community so that others can carry the torch of school improvement after the current principal is gone.
Sustainable leadership cannot just be the responsibility of one person. The school is a highly complex institution, and no one leader can control everything without assistance. In summary, sustainable leadership is and must be a shared responsibility, if it is to be carried out with success.

3. Sustainable Leadership Is Socially Just

Another aspect of sustainable leadership is that it aims to benefit all students and schools. Sustainable leadership is conscious of the fact that the magnet, lighthouse, and charter schools and their leaders effect surrounding schools. It is also sensitive to privileged communities “poaching” from the local leadership pool. Sustainable leadership recognizes and takes full responsibility for the fact that schools affect each other in interlinked webs of mutual influence. In this aspect, and in knowing the above facts, sustainability is tied to social justice.

Sustainable leadership is not just about maintaining improvement in one’s own school,. School leaders who truly care about sustainability should accept responsibility for the schools and students and be aware that their actions have an effect on the wider environment.

4. Sustainable Leadership Is Resourceful

The systems of sustainable leadership provide certain intrinsic rewards while at the same time offering external incentives that attract, motivate, and retain the best and brightest in the leadership pool. These systems provide time and opportunity for school leaders to network, support, and learn from one another, while at the same time coaching and mentoring their successors. Sustainable leadership carefully utilizes its resources to develop the talents of its educators, instead of lavishing rewards on selected proven leaders. The systems of sustainable leadership take care of leaders while encouraging them to take care of themselves. Eventually, leadership is only sustainable when it sustains the leaders themselves.

5. Sustainable Leadership Promotes Diversity

Leaders who promote sustainability prepare and recreate environments that stimulate continuous improvement on a broad level. They enable people to adapt and prosper in increasingly complex environments by learning from each other’s diverse practices. Most innovative schools create and promote this diversity.
Sustainable leadership does not impose standardized templates on entire communities.

6. Sustainable Leadership Is Activist

Standardization has increased the problems that traditional schools had. Moreover, formerly innovative schools have lost their edge. In an unhelpful environment, sustainable leadership must include some sort of activism. Leaders must be willing to pursue improvement for their schools, even if it means being labeled as difficult.

7. Systems Must Support Sustainable Leadership

Most inspiring school leaders do more than manage change – they actively pursue and model a form of sustainable leadership. The measure of developing sustainability is the commitment to and protection of deep learning in schools by attempting to ensure that school improvements last over time, especially after the charismatic leaders have left. by distributing leadership and responsibility, considering the impact of their leadership on schools and communities in their neighborhood, avoiding stress and burnout, promoting and bringing about diverse approaches to school reform , and activism, leaders develop sustainability.

While most school leaders want to achieve the goals that matter and inspire others so as to leave a lasting legacy, they are often not responsible for their school’s failure. Most of the blame rests with the systems in which they lead. To institute change that matters, spreads, and lasts, we must ensure that the systems in which leaders work make sustainability a priority.

 

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Matthew Lynch published in Ask An Expert, Matthew Lynch

New Teacher Tip: Avoid Procrastination

Procrastination works as a virus that slowly engulfs you. It can have devastating effects on your growth and career. Putting off any task that you have to accomplish is a habit that can actually make you lose a lot of time.

When you put off a task, you are leaving something incomplete. The feeling that you have not successfully completed something can nag you subconsciously. This can become a feeling that does not allow you to concentrate completely on the task at hand. While this phenomenon may not be obvious, procrastination does lead to bad time management as well.

As the work piles up, stress levels also increase. So whether it is calling a parent and discussing a difficult child, writing the narratives on the report card, or a long-term project like planning a school event, it is a good idea to take the bull by the horns and begin the work. Here are some tips that can help you:

• Make a list of all the tasks that you have been postponing for some time. Try and identify whether these tasks have something in common. Doing this will help you determine the specific kind of jobs that you tend to postpone. Is it that you postpone tasks that have no deadline or those that involve doing something that you are uncomfortable with?
• Keep a list of all the tasks that you need to do and prioritize them. Tell yourself that jumping the priority list is not allowed.
• Finally, reward yourself with something that you like when you complete each task. Take a break and sip a hot refreshing cappuccino before you start the next thing, take a walk, or simply pause to look out the window; rewards, both big and small, can help you stay motivated and focused.

The biggest hurdle in tackling procrastination is identifying the root cause of the procrastination. Once you have identified the cause, you shall be able to address the issue directly and consciously.

 

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Matthew Lynch published in Higher Education, Matthew Lynch, OpEducation

Diverse Conversations: Online Universities and Underserved Student Populations

College attendance has become a necessity for entry into the contemporary workforce. This shift is a direct result of President Obama’s goal of having the largest percentage of college graduates out of all the countries in the world by 2020. With this edict has come an influx of students that may not have attended college as early as a decade ago. That being said, online colleges are taking the president’s challenge to heart and paving the way for underserved students to earn degrees and a better living. To find out more about this trend, I sat down with Cynthia G. Baum, Ph.D., president of Walden University. Cynthia has more than 20 years of leadership experience in postsecondary education, during which she has served as a campus president and regional vice president for a number of institutions.

Q: How does online learning lead to success for first-generation and minority students?

A: Online education increases access to higher education, an attribute that is particularly relevant for first-generation and minority students. It provides an alternative for students who want to begin or continue their studies at any stage in their life, have family responsibilities to consider, or want or need to continue working while earning a degree. For many first-generation and minority students, an online learning environment helps make higher education possible.

As a first-generation college graduate myself, I know what my parents sacrificed to make sure that I could pursue the education I wanted. My parents were bright, hard-working people who had some college education but neither of them was able to complete their degree. There wasn’t a Walden University for them, where they could go to school and have a full-time job in order to support our family. Online institutions like Walden provide opportunities for students from all walks of life to get an education, advance their careers, and make an impact in their professions and communities.

Q: What are some of the benefits of online education for underrepresented populations?

A: The online learning environment allows students to network with classmates and faculty from across the country and around the world. In particular, for first-generation and minority students who may not have had the opportunity or experience to network with others beyond their local community, this presents an amazing opportunity to benefit from the practical experience and shared knowledge of their peers. Students learn to work with one another as part of a virtual team while gaining the skills and knowledge needed to succeed in the workforce. In many cases, students are given the opportunity to immediately put what they have learned into practice.

Another benefit is the asynchronous online environment. There is a saying in the online classroom—there is no back row. Due to the nature of online learning, greater emphasis is placed on participation. Students must participate in discussions through online postings in their classrooms. Because of the asynchronous environment, students don’t feel rushed and have time to think through and reflect on their responses. It also provides the opportunity to share ideas in a safe environment, which can be a confidence booster for minority and first-generation students.

Q: What types of support services do online institutions need to offer in order to help first-generation and minority students succeed?

A: As they enter their programs, students can benefit from a new student orientation that helps them understand how to engage in the online classroom, identifies university resources available to them, and helps them think through important life areas such as time management and how to solicit the support of their family and friends. Self-assessments in writing and math can also help direct students to the support they may need in those areas. Having access to a well-resourced virtual library, research support, and a career services center provides students with tools and resources they need to be successful, build their networks, and move into a thriving career.

At Walden, we find it valuable to have support teams available 24/7 through email, phone, and chat to guide students with technical issues and to answer questions in areas such as registration and financial aid. We also provide other resources—such as virtual communities where students can connect with other students with similar career interests, cultural and ethnic backgrounds, hobbies, etc.—to help create a sense of camaraderie and belonging to the institution. This can be extremely valuable for first-generation or minority students who benefit from connections with classmates who share similar experiences and challenges.

Q: How can online institutions help guide first-generation students or others who may be at risk for not graduating?

A: We know from research that the first year of any student’s program is critical to their long-term higher education success. Assigning an academic advisor to the student from day one provides them with guidance and the necessary tools and resources to support their long-term success. Programs of study that are sequenced help to “scaffold” learning—where later courses build upon the skills of earlier ones—and take the guesswork out of what courses to take next. With the flexibility of online programs, students can fit school into THEIR life, not the other way around.

Just like brick and mortar institutions, online institutions can also provide writing tutors, math tutors, academic advisors, and career services professionals to support students at every stage of their learning experience. Effective mentors and support staff not only help students adjust to the online classroom but also support them to be confident, active participants in higher education. And virtual communities help to provide peer support. These types of support may not be available in the day-to-day environments of many minority or first-generation students and could be the critical difference in their higher education success.

Q: What role should online institutions like Walden continue to play in providing quality higher education?

A: It is clear that the online environment offers flexibility and convenience that is critical to the ability of working professionals to pursue their dreams of higher education. But at Walden, we not only offer convenience, we develop our programs starting with the end in mind; that is, the knowledge and skills that are important not only in the discipline being studied but also to employers in the field. We seek employer input and involve both subject-matter and curriculum design experts in determining the curriculum and design of every course. By using standardized assessment techniques, we have a wealth of data on what our students are learning in order to make continuous quality improvements in how and what we teach.

By providing students with access to both higher education and a quality learning environment, online institutions can provide students the opportunity to pursue their dreams, reach their potential, and use what they learn to make a difference in their professions, communities, and society at large.

That concludes my interview with President Cynthia Baum. I would like to thank her for consenting to this interview and for her contributions to the field of higher education.

 

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