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As I was reading the first few chapters of Revisiting Professional Learning Communities at Work I found this statement about how policymakers view education and the role teachers have in improving our schools. Conservatives may contend that educators won't improve their schools, while liberals argue that educators can't improve their schools; but both groups seem increasingly resigned to the fact that efforts to reform schools are doomed to fail. (p. 51) The data the authors cite is positive, but it is largely based on test scores and graduation rates. Something is missing. Of course, the authors go on to use statistics to argue that there is evidence of widespread school improvement, despite the hopeless outlook many policymakers have. While these statistics are upbeat and fun to read, they are based on assessments: test scores, graduation rates, and how they measure up to socioeconomic data. There is something missing here: the human element. The biggest...

Summer is an opportunity for educators to recharge both their mental and emotional energy and their enthusiasm for their profession. Indulge in a few hours in the sun, a dip or two in the pool, and an icy beverage. Then consider how you can use what is left of summer to prime you for the rebirth that next school year offers. Here are my 5 approaches to summer professional growth. 1. Read Educators should read books that were written for educators, but should also read books that were not written with education in mind specifically. Education books, whether they are written by researchers or practitioners, can have a direct impact on day-to-day practice and can provide the inspiration you might need to inject the next school year with some new energy. Books that were written to inspire entrepreneurs or innovators can also apply to classrooms and schools. How can teachers and administrators think creatively about budgets, schedules, and spaces to bring more to their learners eve...

Over this past weekend a handful of educators posted on their blogs about "pretend leaders," "mystics," and "EduCelebs." The posts seemed to target people who work in the field of education – as researchers, consultants, authors, and speakers – but are no longer working in a school or classroom daily. It is important to note: Each blogger acknowledged that these folks did work in schools earlier in their careers. There were two common themes across all posts: A person who claims to have experience or expertise but doesn’t is not a reliable resource in their profession. A person must presently work as a practitioner in a school or classroom in order to have any credibility in the education space. I agree with the first point. I disagree with the second. While it is acceptable, and even encouraged, to disagree with a book author’s premise or a keynote speaker’s thesis, it is not helpful to disagree with that same person simpl...

I was buzzing around the kitchen getting ready to leave for work. My husband was making lunches for our daughters before he would bring them to the bus stop. The girls were sitting at the kitchen table completing their respective packets of worksheets to be turned in that day at school. Then our 4 year old (yes, FOUR year old) dropped a bomb. "Homework is pretty boring, Daddy, isn't it?" I stopped. My husband and I glanced at one another and he raised an eyebrow. I looked at her for a moment thinking, "She's only in preschool." We also have a daughter who is 7 and in first grade. (She inspired my previous post about grading .) Our first grader actually kind of likes homework. She sees each assignment as a challenge, like a puzzle to be solved. As a result, all of the discussions and activities around homework in our house during our preschooler's little life have been positive. Despite that she came up with her own opinion of homework: Borin...

By Dr. Will Deyamport, III Professional development is the means for improving one’s professional knowledge-base, skill-set, and/or practice. It is an ongoing process. That said, just like Video killed the radio star , a reference to an eighties pop song from the The Buggles, school districts have killed professional development with mandates and a one-size fits all approach to meeting the instructional needs of teachers. Identifying the Problem and the Opportunity As someone whose job it is to help teachers utilize technology and reimagine the learning experiences of their students, I have to balance the wishes of the district with the personal learning goals of teachers. Throw in the time crunch of having to deliver professional development during a 45 minute time frame (teachers’ planning periods) and sessions become driven by an agenda, not designed by the teachers. That’s where blending online modules into professional development comes into play. Before, I would emai...

It is the cry of teachers everywhere: Pedagogy first, technology second! While there is a strong truth in that education mantra, there is a missing element: Privacy. A month ago I co-authored a piece for EdSurge with Ross Cooper titled Should I Download That App? A Ten-Question Checklist for Choosing Tools Worth Your—and Your Students'—Time . The ten questions in the article are meant to help classroom teachers and school and district leaders stay focused on pedagogy and district goals ahead of flashy apps and tools. The initial reactions from educators and tech experts were both positive and critical. Some hailed the post as a great list to ensure that learning was the primary goal of any technology use in school. Others were critical that we left out the omnipresent issue of privacy. (Perhaps they only skimmed the ten bolded questions rather than reading the entire article. Time is precious. We understand.) We didn't leave privacy out. Although privacy wa...

When the founders discussed the freedoms and limitations that come with our rights to speech in the First Amendment, they considered both sides of the debate. Revolutionaries pushed for total freedom of speech, but colonists who were hesitant to leave the security of the British Empire warned against the anarchy that kind of freedom might bring. Similarly, the revolution of education technology has brought about a debate. EdTech advocates want the freedom to find out what technology, and the data it creates, make possible for students and teachers. Parents and concerned analysts warn against gathering and keeping this kind of personal data. What are the long term consequences? Click here to read the issue. Appling Our History of Balancing Freedoms to Data This week the National Association of State Boards of Education released it's latest issue of The Standard , a triannual journal that brings expert advice to state education policymakers at the state level. ...