This past weekend I had the pleasure of introducing my fellow colleagues to the power of transformative PD, all of which came from the global PLN of Twitter. If it had not been for Twitter, I’d not know of EdCamps and the power such hold. Yet, when truly thinking about it, the power of EdCamps is the same power of Social Media…the power to connect.

Interestingly enough, the discussion arouse this past weekend on why some Districts thrive with it, and others fear it. Having experienced both sides within a given year, I can speak that such comes from the fear of the unknown, and being unable to control social media entirely. Yet, I have seen that, when used properly, it can propel Districts to new levels of collaboration and innovation.

Particularly, thanks to my innovation Superintendent, I have been able to lead the #rsschat with a colleague that has promoted a culture of sharing and collaboration. It is transforming the way we collaborate on curriculum, leadership and PD.

I will say though, had it not been for a leader who understands the leverage of Social Media, our District would not be on the pathway it is in relation to literacy, community involvement and collaboration!

Personally, I believe the single most important aspect of the Kenan Fellowship, and its consequent impact on my instructional strategy, has to be a change of perception in “sharing.”

I believe there has always been power in sharing. Power to unite a common cause. Power to motivate through voice. Power to inspire through reason and ideas. There is power in the intangible of the spoken word.

However, I believe I am more well equipped in how to “navigate” the realm of sharing per say. I understand more completely the fluidity of sharing-to-marketing-to-sponsorship-to-public relations. More importantly, I more concretely understand how such can impact my students.

Over the course of the summer, I have gained new ideas and tools to incorporate STEM, yet I have learned how to truly sustain partnerships through proper advocacy, student voice, and the utilization of technology. I have been challenged to consider advocacy through a different lens, by meeting the needs of all involved. For instance: using Google Hangout to sustain our partnerships with Novant, and to connect our students in real-time to researchers to share out on their own progress!

So how has it impacted my classroom? I think we are all in for an unforeseen year in growth of STEM for my students. All of such thanks to a more complete understanding of the power in sharing within our 21st Century learning community!

Interestingly enough, my “aha” moment did not come regarding curriculum, rather, it came in understanding the professionalism which is evident at my externship. It came from understanding there is a needed change in how we, as educators, view our own profession.

Stimulated partly from my discussion with Allison, and partly with all my mentors of Novant, I have come to find that a growth in advocacy, individualized professional development, and collaboration must occur in order for the education profession to soar. And while I had “aha” moments for my students, I believe the aforementioned “aha” is just as worthy in describing for it impacts colleagues (and ultimately, many more students!)

In doing so, I thank my mentors of Novant and Lenovo; from the individuals I’ve met, to the meetings attended, it has left me to wonder, “WHY can’t the education profession be this way?” And when I mean “this way,” I mean all of which I speak of here: Leaving your Comfort Zone: What it means for the Education Profession.

RMS

Time.

Anyone else have an issue with time?

In the midst of writing curriculum, the greatest challenge one comes across is the lack of 48 hours in a day. Or 72.

The ability to effectively develop an integrated and challenging curriculum is dependent upon the ability to have the time, and resources for such. As most teachers would agree, enough planning time is essential to their state of well-being within the classroom. To create a customized approach which reflects the experiences I have had with Novant and Lenovo, means being ensured with enough time to process and plan such. With such, I have found barely enough time to process. Let alone plan.

To narrow the ideas, to align them to standards, here lies yet another issue with time. Where is the time to complete all the lessons? Where is the time to gather the resources? Where is the time to collaborate with colleagues to evaluate and restructure lesson components if need be? Where are those “colleagues?”

The hard part is not generating the ideas, the creativity. I believe this is a gift of teachers, amongst many others, to figure a way in which to relate the often stereotyped “meaningless” concepts into ones of immense engagement. Rather, it is the battle of finding the time to develop, and execute well-written plans to be used by others. There is no doubt, as most educators will agree, that such will get done. This is yet another gift of teachers, to somehow complete tasks, working magic, creating time when there is little to begin with.

I just wish I had the magic to turn a 24 hour day into a 48 hour one. Or 72.

RMS

Fear.

How many educators are fearful not of innovation, but of not being provided the professional development (PD) necessary to implement the innovation we are pushed to provide our students?

As I foresee within my own school system, albeit change is occurring, educators are not fearful of the tools, we are fearful of the professional development that is lacking in order to implement such tools. In order to effectively empower and implement the tools necessary to transform learning in the digital age, educators must be given similar access to professional development which will help them develop expertise in technology.

No, I don’t mean the sit-and-get, chalk-and-talk PD format. I mean, TRUE, effective digital professional development that has educators practicing, failing, succeeding, and repeating such a process throughout the entire school year. I recently came across an article by ASCD which considers several components to the challenges we as educators face to technology based on a study entitled, “The Next Generation of Teachers” at the Harvard Graduate School of Education: 

Photo Credit: Edudemic.com

1. Is there access to on-site and on-time professional development?

2. Is there a “professional culture” that is oriented around support and recommendation?

3. Are we acknowledging that not all staff members are on the same level as one another when it comes to technology proficiency? And if so, is there sustained, innovative and scaffolded professional development to meet an array of staff?

4. Are we developing a collaborative environment which uses the resources of our teachers to help one another become proficient and innovative with technology?

If such questions can be honestly considered and addressed by school systems, than I believe the fear around technology may dissipate. In fact, I think we as a profession may begin to embrace the change in a constructive manner that will only progress our students’ success and impact on this ever-evolving world around us.

Before you read this post, I just want to say you need to imagine reading this with the “Sound of Music” playing in the background, because truly “the hills were alive with the sound of music”this week!

Now that we have set the mood, lets talk NCCAT. It can easily be described by the recently coined phrase, “What happens in Sylva, stays in Sylva. Because there is no Wi-fi.”

…however, the hope is that what has happened here at NCCAT, DOES make it out of Sylva! (No “Vegas moments” here people.)

In all honesty, how does ANYONE choose a highlight from this week? It has been a week of inspiration, of renewed energy, and most importantly of GROWTH! To put it a more relatable view, it is comparable to a week of EdCamp, which if you haven’t attended one of these, is a large networking and collaborative effort put on by educators to better instruction (it is called the “unconference” of conferences, as it is PD that is personalized. Which means it is TRULY PD. Unheard of, right?) Translation: an educators dream come true!

Now imagine non-stop discussions on curriculum, STEM, policy, leadership, strategies, (and of course, a sprinkling of occasional conversations not related to education!) Not sure what could have a group of educators more pumped (?)

Highlights though? Items I want my students and colleagues to take back? I guess I can attempt to put this into a list. Although, not sure where to begin, so lets just start…

(1) Progress and growth is no longer a choice. It is now how well you find the resources and tools to grow, and how well you are using it to benefit not only just yourself, but others. The “others” part is KEY!

(2) STEM is JUST a label. I have always had a hard time understanding why we needed to label STEM content areas as “STEM” to begin with. When I attended a session held by Justin O., a member of Wake Co. Schools, and he spoke similar thoughts, all I could think was, “Yes! Preach it!” I mean shouldn’t all educators be “teaching” STEM? Shouldn’t all learning be “inquiry” in process having students thinking on their own? Shouldn’t ALL areas then be labeled “STEM?” Just some food for thought…

(3) Lets talk Twitter. I LOVE Twitter. I’m not ashamed to say I may be mildly (or really) obsessed (probably should be in a support group…) So I don’t go on a Twitter rant, I’ll keep it short: it is transformative for instructional growth in the education realm. And when you meet Twitter enthusiasts from your PLN, it is literally like the Sound of Music became the soundtrack of that given moment. So how does this relate? It happens that several members of my PLN are Kenan Fellows, too. How incredible is that?! (There may have been some squealing involved when we met.)

(4) Growing means risking! Not sure anything can compare to the lessons learned from a rafting trip down the Nantahala (…so maybe those may be left on Nantahala, and be “Vegas moments?”)

(5) Promotional plug! (Sorry, you have to put at least one in, right?) Discovery Education is packed FULL of resources, particularly for literacy; I would inquire within your School District if it is available (because really it’s invaluable.)

(6)  That as educators we need to convey the message to our students, “we expect you to fail, but not to quit!” Think about that. HOW can that transform a classroom? Your growth as an educator? Your schools growth as a learning hub? Your Districts growth for the overall community?

(7) Understanding that not all educators want to change, or will. This is an area I truly struggle with, and I know I take to much to heart. To have grown these past few days with those who share similar struggles has helped me to better understand I should be receptive to those who are willing, and with time, change may occur. Lead by example, you know?

(8) The fellowship that a fellowship brings! I could share numerous resources, Apps, strategies, etc. on here. But really what I want to share is that there ARE educators out there who are trying to change the profession for our students; who are trying to become transformative for our students and staff. Transforming the education climate means becoming advocates for instructional strategies, curriculum, and approaches that impact students (and, while many may not want to hear this, are “data driven!”) This fellowship has the ability to push us as educators, to risk more as educators, to become better students for OUR students!

So my highlight of the week? Not the amount of laughter or adventure we received (…or really the geek sessions on education! Although, to be honest, that was close.) It’s knowing that I am blessed with an incredible support network of INSPIRING educators. It’s knowing I have an incredible amount to grow as an educator, and I now have the resources/support necessary to become the educator I need to be for the students within my District. It is knowing I can answer one simple question, which I’ve often wondered since Day 1 in the classroom:

“What can be more powerful than a group of educators optimistic, passionate educators learning, sharing, and growing together?”

Nothing can possibly be more powerful! So now the question is, how do we make this a reality for all communities?

RMS