One of the questions that I am frequently asked is, what does a good teacher look like? I respond by mentioning my 10th-grade Biology teacher, Mrs. Minor, and listing the attributes that made her the archetype of a great teacher.
One of the questions that I am frequently asked is, what does a good teacher look like? I respond by mentioning my 10th-grade Biology teacher, Mrs. Minor, and listing the attributes that made her the archetype of a great teacher.
Building a culturally responsive classroom is hard. To help you along your journey, here is your guide to exploring and respecting the cultural backgrounds of your students while also using diversity as an asset. If you you listen to this episode of the podcast, and take my advice, you will have a culturally responsive classroom in no time.
References
Culturally responsive teaching is a theory of instruction that was developed by Dr. Gloria Ladson-Billings and has been written about by many other scholars since then. To read more of her work on culturally responsive teaching and other topics, click here to visit her Amazon.com page.
It seems that every year around this time, school districts around the country report not being able to fill all of their open teacher vacancies. Why do these cyclical teacher shortages occur? In this episode of the podcast, we will explore this topic in-depth.
As summer reaches its peak, and fall gears up to make its arrival, students, parents, teachers, and administrators are all preparing for the beginning of a new academic year. So many gains were made last year, and they are eager to build upon that success. When we talk about education stakeholders who are concerned with starting the school year off right, we rarely, if ever, talk about edtech companies. They too are an integral part of the school community, as they provide a valuable service.
So how do edtech companies stay on their “A” games to begin the new school year? Not to worry, we have you covered.
Hello, my name is Dr. Matthew Lynch and welcome to the second episode of The Edvocate Podcast. Today, we will discuss back to school tips that will help your edtech company get off to a running start and sustain that momentum until summer break comes around again.
Every day, technology innovations transform the way people learn and how educators teach. In the last few years, the edtech field has attracted a lot of talented people, all with excellent knowledge bases and ideas. Though the edtech industry has been around for a few decades now, the last few years, in particular, have seen a surge in investment from both school districts and investors.
The education market is currently worth around $5 trillion globally, and it is forecasted that edtech investment alone will reach $252 billion by the year 2020. This growing investment into edtech start-ups has created some exciting changes in the world of education. Naturally, with increasing capital, the number of edtech companies, products, and thought leaders is also growing. In that spirit of change and innovation, we present the Tech Edvocate Awards.
After 4 months of hard work, we’ve narrowed down the year’s top edtech companies, products, people and more. We solicited nominees from readers in June/July and held online voting from June 1, 2018 – August 21, 2018. The nominee’s performance during the online voting period was used to gauge their popularity, but in no way signaled that they would become a finalist or walk away with an award. The finalists and winners were ultimately selected by a panel comprised of two edtech thought leaders, two PreK-12 teachers, one college professor, two K-12 administrators, one college administrator and two PreK-12 parents. Here are our winners and finalists for 2018. Winners and finalists can access their award seals by clicking here.
Best Lesson Planning App or Tool
Winner: ClassFlow
Finalists:
Best Assessment App or Tool
Winner: MobyMax
Finalists:
Evo Social/Emotional by Aperture Education
Best Early Childhood Education App or Tool
Winner: HeadSprout
Finalists:
KIBO – The STEAM Robot Kit for Children 4 – 7
Canticos Los Pollitos (Little Chickies) App
Best Literacy App or Tool
Winner: Lexia Core5 Reading
Finalists:
Best Math App or Tool
Winner: MATHia
Finalists:
ExploreLearning Reflex
Best STEM/STEAM Education App or Tool
Winner: Vernier Go Direct® Sensors with Graphical Analysis™ 4 @VernierST
Finalists:
FlinnSTEM Powered by IMSA Fusion
Best Language Learning App or Tool
Winner: Sprig Learning
Finalists:
Best Virtual or Augmented Reality App or Tool
Winner: HoloLAB Champions
Finalists:
Best Personalized/Adaptive Learning App or Tool
Winner: Nearpod
Finalists:
AVer CP3Series Interactive Flat Panel
Curriculum Associates i-Ready Mathematics and Reading
Best Coding App or Tool
Winner: CoderZ by Intelitek
Finalists:
Best Gamification App or Tool
Winner: Kahoot!
Finalists:
Best Learning Management System
Winner: NEO LMS
Finalists:
Best Blended/Flipped Learning App or Tool
Winner: FlinnPREP
Finalists:
Best Assistive Technology App or Tool
Winner: Robots4Autism
Finalists:
Best Parent-Teacher/School Communication App or Tool
Winner: Bloomz
Finalists:
Best Collaboration App or Tool
Winner: Boxlight MimioSpace
Finalists:
ADVANCEfeedback by Insight ADVANCE
Snowflake MultiTeach® (NUITEQ®)
Best Tutoring/Test Prep App or Tool
Winner: GradeSlam
Finalists:
Best Classroom/Behavior Management App or Tool
Winner: NetSupport School
Finalists:
Best Classroom Audio-Visual App or Tool
Winner: ActivPanel
Finalists:
Epson BrightLink 710Ui Interactive Laser Display
Best Higher Education Solution
Winner: Study.com
Finalists:
Best Learning Analytics/Data Mining App or Tool
Winner: Otus
Finalists:
Best Professional Development App or Tool
Winner: ADVANCEfeedback by Insight ADVANCE
Finalists:
Best Student Information System (SIS) App or Tool
Winner: Alma
Finalists:
Best Global EdTech Leader
Winner: Dr. Edward Tse
Finalists:
Best Global EdTech Company
Winner: MobyMax
Finalists:
Best Global EdTech Startup
Winner: Learnamic
Finalists:
Best K-12 School Leader
Winner: Dr. Adam Hartley, Fenton Area Public Schools, Genesee County, Michigan
Finalists:
Yvonne Mackey-Boyd, River Roads Lutheran School, St. Louis, MO
Shawn Wigg, Director of Mathematics, Duval County Public Schools
Best Higher Education Leader
Winner: Nichole Pinkard, Professor, Depaul University, Chicago, IL
Finalists:
Anant Agarwal, edx, Cambridge, MA
Best School District Technology Coordinator/Director
Finalists:
John Martin, Inter-Lakes School District, Meredith, NH
Best K-12 Teacher
Winner: Crystal Avila, Socorro High School, El Paso Texas
Finalists:
Cathy Haskett Morrison, Peel District School Board, Canada
Best College/University Professor
Winner: David J. Malan, Harvard University
Finalists:
Nicole Kraft, Ohio State University
Best EdTech PR Firm
Winner: PR With Pananche
Finalists:
J Harrison Public Relations Group
Conclusion
As you can see, there is no shortage of award winners in edtech. With these innovative edtech companies, products and people in mind, it becomes clear that the landscape of education is vast and technology is carving a new path for present and future educators. Well, that does it for the 2nd Annual Tech Edvocate Awards. We will be back, bigger and better in 2019.
Regardless of where you go in the world, teachers are the backbone of the education system. Without quality teachers, school districts cannot provide students with the skills that they need to be successful academically. Without teachers, the next generation will not be able to compete in the global economy. These are sureties, and you will find few people who would disagree.
If you have been studying the field of education closely, as we have, you know that it is undergoing a metamorphosis. Students no longer respond to the teacher-centered pedagogy that our forefathers did. No, today’s students are immersed in a technologically advanced world and possess attention spans that last only a few seconds.
Because of this, today’s teacher needs to add a new skill set to their repertoire to be successful. In this today’s podcast, we will discuss the 8 key attributes that successful digital age teachers possess.
As we find ourselves standing on the fault lines of shifting paradigms in education question about how we lead and will be lead seem to surface with between each mini quake and aftershock. The reoccurring rumbles to develop a mindset and culture that embraces failing, thinking outside the box, and risk taking, feel shaky when they originate from a group specifically selected because of their lack of failure, ability to maneuver within the box, and their skill to mitigate risk. New pedagogies require that we follow differently as much as that we be led differently.
In a building or culture cultivating 21st-century teaching strong leadership will be more dependent upon open communication and honest feedback from trusted voices in the fray, lynch pins, teacher-leaders that are applying design thinking in real time, managing innovation in action, and proving the value of deep learning daily. One of the unexpected consequences of a personalized learning culture is that for the first time there are multiple paths to access the demonstrable power of teacher-leaders. Academia has grappled with how to harness the magic of master level classroom craftsmen for more than a decade now, moving them into administration, linking them to mentorships, and persuading them to present their work in various ways. While each of these routes has offered opportunity none has offered a way to capitalize effectively on the skill set that makes those classroom maestros as valuable as they are. However, in a 21st-century learning environment where the leadership is multi-directional teacher-leaders can become a celebrated conduit for what works, and testing ground for new best practices.
In a world obsessed with leadership skills and a profession built upon a limited hierarchy it can be easy to not recognize the necessarily complex infrastructure of successful schools. Educational institutions are what economist refer to as weak link systems1. A structure more dependent on the best performance of the weakest link. (ie: soccer teams rather than basketball teams, where the best player is dependent upon the skill of the lesser known players for success.)
As we explore the multitude of roles and aspects of leading a school or district in a digital age, where change is a constant theme and innovations and risks are goals then identifying, accessing and amplify those lynchpins is essential. As a district administrator explained it, “Personalized learning is a healthy virus we want to spread as systemically and infectiously as possible…” Leadership within this kind of educational system is then no longer a title it is a distributive model2.
Following that analogy through a slight modification of Malcolm Gladwell’s The Law of the Few,2 which theorizes that The success of any kind of academic epidemic is heavily dependent on the involvement of teacher-leaders with a particular and rare set of pedagogical gifts:
Marine: These are the first into any new challenge, idea, or program. They are the risk takers, the ones that can and will fall in the valiant effort to try new learning.
Maven: Especially valuable in the digital age these are information specialists that know what apps and extensions are new, where to find the best list research on STEM projects and when AI will be ready for the classroom
Media Moguls: 87% of teachers are on some kind of social media, these are the ones on all kinds of social media. To go back to the epidemic analogy these are they carriers.
McGyvers: With an inherent understanding of how to hold extract the useful elements of any lesson and modify or even redefine them with digital wonderment.
The odds are good that you have these people sitting in hard chairs reading an email from you almost daily. These qualities are not in their personnel record, Finding them and allowing them to bring a whole new skill set
1: http://www.goodreads.com/book/show/17465493-the-numbers-game
2: http://www.gettingsmart.com/2017/04/preparing-to-lead-in-a-project-based-world/
3: http://www.goodreads.com/book/show/2612.The_Tipping_Point?ac=1&from_search=true
Dear School District Administrators,
Most open letters are written as a passive criticism or open critique of a large institution. I have no wish to be passive in my critique and observations. They are intended to spur conversation and reflection. These are the tools of our trade as teachers. I was hired to critique and foster reflection.
After studying and researching in your administrative offices over the previous year, you have embraced personalized learning as a targeted result, as we deploy technology throughout the district. It is a goal widely acknowledged to be systemic in scope and paradigm shifting by its nature. So with all sincerity, I applaud your willingness to step bravely into a well-reasoned approach to 21st-century learning.
It is widely agreed that personalized learning is also a new pedagogical mindset that must extend beyond the classrooms; that fact pushes forward my primary question “How does the leadership of a personalized learning environment shift itself to accommodate the new network of change?”
As I continue learning to apply a more personalized approach to my teaching. I have found that many of those same skills can be used to reflect and evaluate options. So I have tried here to apply a similar cognitive approach, an open critique and sincere question on eight observations I have noted as my school, and our district has embarked on a journey of blended and personalized learning.
In the classrooms we are, approaching the close of another school year, you at the District offices are approaching the hiring season. As you do so, I would ask that you perhaps take some time to consider the qualities your prize as you develop a leadership team for the future. It is commonly understood that there is a shortage of new teachers in the US, as well as a disconcertingly high number of experienced professionals leaving our classrooms. But that is not the case for program administrators and principals. The number of people earning Masters Degrees’ in educational leadership or seeking an administrative endorsement is higher now than at any time in the past 25 years. According to the US Bureau of Labor Statistics
You have the opportunity to look broadly and consider carefully those that will help lead us through this systemic paradigm shift.
Personalized learning achieved through a blended curriculum keeps students engaged; it pushes them to grow and demands that they understand both themselves as learners and our curriculum as it pertains to their lives. In a very real sense, PL embodies the vision that led so many of us into teaching as a profession. The opportunity to connect not just with a child, but with a child through teaching and learning.
Personalization is full of hard data, human connections and an intricate web of lessons, apps, and projects. Peel back that top layer and the overwhelming nature of the idea begins to surface, PL disseminates the control of the learning within a classroom, the students practicing to take control of their own path. The teacher building supports and taking them away.
That complex dance of adding and subtracting scaffolding while it is being used is being successfully done. But it is severely limited when it has to fall within blocks of time and for a set number of minutes each week.
Underneath the popular jargon and interview buzzwords that you will hear, like Grit and Mindset, are classrooms where those life skills are being developed. In those rooms, both students and teachers are failing, examining their efforts and sometimes failing again. Learning to fail and from failure is important for real success.
We do not work in an industry where taking chances, innovating or finding a creative alternative is celebrated, least of all at the administrative level. Rather we as a profession, are accurately profiled as safe, steady, stable, predictable types. Our administrators even more so than those of us in the classroom.
One of the most powerful aspects of personalized learning is that it is, out of necessity, powered from the classroom up. Teacher-leaders are the ones moving the bar and setting the standards. Those classroom maestros will need strong support and stronger feedback.
The devices, the web resources, the alignment of lessons and project to a standard, all of these pieces are new and as unfamiliar as they are integral to this shift. As a teacher, I know there is no shame in saying I don’t know, and that I will not be able to master all of those elements of the job I love without support. I am confident and comfortable say that my principal and school as a whole will need support as well.
It is not an uncommon critique to observe that the current structure of our educational system was built with management in mind rather than support and growth. Nor is it an uncommon refrain for teachers ask for support. It is uncommon, however, to have the opportunity to create the needed change.
If you are overwhelmed by the questions and standards set before you if you feel as though the task is disproportionate to the tools available. Please know that I, and every classroom teacher, that works for you is familiar with those insecurities. We grapple with them every fall, we understand, from experience I can tell you that the while the challenge never fades the overwhelmed feeling does.
With sincere thanks for all that you do to move us forward,
Brian Cleary @oldbrainteacher