Shaping the Vision

For many years, I have begun seminars and classes I teach by asking participants to think about a child they care about – a son or daughter, niece or nephew, neighbor or friend. Then I ask them to list the hopes and dreams they have for this child’s experience in school.  As the results are shared, it isn’t surprising to see that people are passionate about wanting authentic learning environments that inspire a love of learning. They want “their child” to have a caring teacher. And, they want “their child” to learn skills that will lead to a productive, independent and successful life. The bait is set.

Then, the hook.  I share this paraphrase from John Dewey’s words:

What the best and wisest parent wants for his child should be what the community wants for all its children.

What kind of classrooms must we create for all children if they are to have the learning environments and outcomes that we want for our own?

The Michigan Pre-College and Youth Outreach Conference I attended today at University of Michigan caused me to reflect on this quote. The conference launched the Michigan KnowHow2Go initiative aimed at increasing the number of students who attend and graduate from college. Participants today were eager to learn about the new initiative and the Michigan College Access Grants that will help support program delivery.

I’m trusting that they are also eager to learn how to support students once they arrive at the college campus. Retention support is a critical and often overlooked element in discussions about helping students earn a college degree. While some campuses have added courses like the “First Year Seminar” at Western Michigan, others have left student success to chance.  Caring professors who want to make a difference in the lives of students know that the secret is threefold: holding expectations high, letting students know they matter, and reaching out if and when a student is struggling.

If we hope to rebuild Michigan’s economy and recreate the kind of vibrant, exciting state that we can be proud and enjoy living in, we need to work together to support our youth in achieving post-secondary credentials.

With a front-row seat in the global economic crisis, Michigan residents share an important concern: How do we prepare people to lead the way out of a troubled economy and into a bold new future? The answer, in short, is education.
Michigan College Access Network, <http://www.micollegeaccess.org/>

What do you want for your child? Will you help make it possible for all our children?

You may have already seen parts of the Pearson / Nokia Mobile Learning Institute resource for 21st Century Schools. In case you haven’t check it out at:
http://www.mobilelearninginstitute.org/21stcenturyeducation/index.html

After you have had an opportunity to read about the contributors and view the videos, I’m anxious to read your thoughts.

There are three reasons why I recommended this site to my colleagues in our RESA Technology Think Tank (www.resathinktank.ning.com):

1. To learn more about 21st century education – what we’re about.
2. To think about possibilities to expand our work.
3. To celebrate what we do.  We have personally engaged with four (Heppell, November, Solloway and Zhao) of the 12 experts. That tells me we are at the leading edge of learning.

We have all the conditions in place – committed educators, schools that are ready, students who need us – and we are on our way to significant innovation. The next step is to find a partner who is willing to work with us to provide tools and mentoring.

In the meantime, we are pressing toward the vision.

According to Michigan State University Distinguished Professor, Yong Zhao, (http://zhao.educ.msu.edu/) the United States is at a pivotal juncture. In the preface to his new book, Catching Up or Leading the Way (ASCD, 2009), Yong describes how he originally set out to write a book about the Chinese education system which is undergoing change and seeking to emulate the American system. But Zhao captivates the reader through his powerful statement representing the essence of his book,

“I realized that what China wants is what America is eager to throw away – an education that respects individual talents, supports divergent thinking, tolerates deviation, and encourages creativity; a system in which the government does not dictate what students learn or how teachers teach; and a culture that does not rank or judge the success of a school, a teacher, or a child based on only test scores in a few subjects determined by the government” (p. vi).

Zhao’s quote stopped me short. I’ve read the writings of Friedman and others who challenge educators to think and act globally. I’ve wrestled with both sides of the standards issue – should we have national or state standards, or should local control and teacher autonomy rule? I’ve even convinced myself that accountability is good for schools, teachers and students. After all, it’s one way that we can help level the playing field for all students. But it took the heartfelt writing of a humble, yet internationally distinguished university professor from Michigan, who grew up in a small, rural village in China, to make me search my own heart to reconsider what I believe about learning.

Today, I had the privilege of attending a webinar with Yong Zhao. We learned about his new project, an online game to teach Mandarin Chinese. And we discussed his new book. I asked Zhao to elaborate on the quote (above) from the preface. He told us that he grew up in a rural area where most were illiterate. His parents wanted more for him, and worked to instill in him a love of learning. And, most importantly, it seems, they taught him to dream and to believe he could do whatever he set his mind to. He learned how to speak English in his early teens. Years later, from his vantage point as an American professor, Zhao realizes that Americans are in danger of casting off what much of the world covets: its educational system that helps young people from all walks of life dream and reach, learn and become.

But it was Zhao’s question that struck the strongest chord.

“Why Americans, who hold individual rights and liberty in the highest regard, would allow the government to dictate what their children should learn, when they should learn it, and how they are evaluated? (p. vii).”

He encouraged us to lead schools where learning is the focus, not testing and standardization.

“Learning,” he said, “does not have to take place in a 55 minute period or a 30-desk classroom.  In fact, real learning often occurs without walls, or formal learning tools.”

I confessed that I do want to support such learning environments and asked Zhao for suggestions. “What can school leaders do, in an environment of high-stakes testing where scores make news and accountability is the talk of the day?” I asked.

“Have the courage to take action to create schools that spark real interest in learning and help students dream,” he replied.

I got the gist that being encouraged to dream was very important to Zhao. He called upon us to remember the framers of the U.S. Constitution. They were dreamers who had courage too. They didn’t have any certainty about the outcome of their efforts; but they believed in their cause. Where would we be without them and their courage? Where will our children be without ours?

Who will help lead the way?

A national initiative sponsored by the American Council on Education and the Lumina Foundation, KnowHow2Go.org, is helping us reach students and parents with key information to demystify the process of going to college. It starts with mapping out a path to the “right” college, and extends to successfully earning a college degree. Having been on the front lines of the journey to finding the right college for the right reason with my son two years ago, I can attest to the fact that it can be a confusing, complex process. That’s the reason why my colleagues and I at St. Clair RESA are reaching out to share information and resources tailored to students and parents.

The college survival kit is one example. Building off of the organizational system I used for my son, we shared tools to assist every step of the way: from planning campus visits, to the application process, paying deposits, applying for scholarships, registering for fall courses, even packing for the dorm.  The kits include special tips for parents and hyperlinks to colleges and key resources. So far, the kits have been a hit. It’s not that the information is rocket science, but that it’s presented in a concise, user-friendly package that saves time – a critical support for families in the busy world we live in today.

This week, RESA’s KnowHow2Go efforts focus on the Essay Coach expertise of Debbie Merion (www.essaycoaching.com). Students will have an opportunity to learn expert tips on how to write a winning college essay. The forum is unique – one hour learning from Debbie, followed by a one-on-one chance to have an experienced writing teacher provide individualized feedback on essay drafts.

I have the privilege to take part again this year. If it’s anything like last year, I will come away changed by the experience. The stories students shared last year moved me. While the students appeared timid and many felt like they didn’t have anything impressive to share, those of us who listened felt quite the opposite. Their stories were moving and unique.

I actually cried after I listened to one young man who said he couldn’t write, but as I probed with questions about where he wanted to go to college and why, he began to share his love for music. He explained what it meant to play in the orchestra – starting with practicing night and day to master a piece, leading up to the excitement of the performance and the sense of immense satisfaction when the orchestra plays the final beautiful note, only to start the whole process over again the next day with a new score.  In word pictures he described his appreciation for the varied music of the symphony – the wind instruments, the brass, percussion, the strings. His story gave me goose bumps. “You have just written your essay,” I told him. The tale he shared told me so much about what he cared about, and explained why he was debating between two universities with excellent reputations for performing arts.

As I reflect on the opportunities I have to reach out and help young people and their families as they make plans for the future, I feel very blessed. So many people wish for a platform from which to help make changes in the world. I’m glad that at RESA, I have a forum to contribute in such a positive way.

Thanks to the support of Michigan’s Superintendent of Public Instruction, Mike Flanagan, and St. Clair RESA’s Superintendent, Dan DeGrow, we have launched a virtual high school for expelled and drop out youth. Skeptics who think that the students won’t give their studies serious attention might want to suspend judgment. A research project of our pilot program launched in January 2009 revealed that, based on the data gathered, “This program has erased the achievement gap between successful online students and traditionally disengaged learners” (Ferdig, 2009).

Dr. Rick Ferdig, Research Professor, RCET, Kent State University, conducted a mixed method study where he examined student achievement data, student and parent surveys, and conducted student interviews. Granted, the program is in its infancy, and the population size was small, but the results were heartening. Based on the numbers and, more importantly the data, we are making a difference.

The success is not without much intensive intervention, however. The program is under the direction of Denice Lapish, RESA employee and Virtual Learning Academy Director. Denice has experience directing programs for at risk youth and knows what it takes to build a system of support for students and families. She works with the county’s human services agencies and court system whose employees care a lot about the disenfranchised youth of our county.  Denise has assembled a committed team of employees to serve in the roles of admissions coordinator, mentor/teacher and, more importantly as coaches and facilitators of learning.  Together they work tirelessly to connect with the students, help them build skills as online learners, and support them in their academic challenges.

Most critically, the staff helps the students believe in themselves.  One of the students allowed us to capture her feelings about the experience in a video interview. Having dropped out of school, she said she used to feel like a loser – like she didn’t have a future. “Now, I have hope,” she told the interviewer.

Her message left an impression on me. I felt I had to look her up and connect with her. So one day, I peered into the classroom where the students spend a minimum of five hours per week. I wanted to find her, to let her know her story moved me. When I saw that she was sitting behind her laptop, I walked up quietly and asked if I could talk with her for a moment. “You have become our poster student,” I told her. I shared that since she allowed us to capture the video clip, her story was making an impact, even landing on the desk of Mike Flanagan.

“Even on the roughest days, when you feel like you want to quit,” I said, “you have to remember that we are all pulling for you. You are the reason why we are here.  Don’t give up.”  She smiled shyly at me and nodded. I walked away with tears welling in my eyes.

With the fall enrollment, we are nearing 100 students. They are arriving with a variety of stories – of struggles and disappointments, but they are coming to learn, to make a new start.  I feel so blessed. What could be better than to be a part of a program that is giving hope?

This is the question the architects from TMP Architecture, Inc. (http://www.tmp-architecture.com/noflash.html) wrestled with at their Thursday night crit this week. James Seaman is an architect on staff at TMP. His keen interest in 21st century school design, and the fact that he’s a good friend of my son-in-law, linked us together. Over the past few months we have exchanged research articles and have shared information. James attended our 21st Century Learning Symposium in August, and invited me to join him and his colleagues for a crit.

Using a web 2.0 tool Prezi, James developed a presentation Educational Trends That Affect School Design in the 21st Century (http://prezi.com/ypi96ethdnzn/). The slick, web-based mapping format Prezi utilizes is familiar to those used by architectural designers in paper or software formats. It was an excellent way to introduce the notion that education is experiencing a radical shift; and school designers need to wrap their arms around the complexities in order to help lead the way with inspiring yet functional designs.

The presentation met the mark, generating great dialogue. Nearly everyone in attendance, about 25 people, contributed to the discussion. What are the skills demanded of learners today? What kinds of classroom and school environments will facilitate the development of such skills? Will technology labs still exist? Will computer stations even be important with the advent of handhelds and mobile learning devices? How will virtual schooling and educational gaming impact design changes?

A strand of discussion centered around the debate over bricks and mortar versus virtual schools. I mentioned the NECC 2009 Conference debate on this topic that took place in Washington, D.C. in July. At the conclusion of the well-argued debate at NECC, the audience supported bricks and mortar, not because of the need to continue with tradition, but rather the need to continue serving as a community refuge for many children who would otherwise lose out on quality educational options. Expanding the school use to accommodate other community needs such as offering learning opportunities for adults, and opening the doors to other community service agencies was also suggested.

When the focus of conversation at the crit shifted to the purpose a school building fulfills, the group generated these types of questions: What kinds of conversations are necessary among school and community leaders in the design stages to generate a common understanding of the goals for a school? Should the use of school buildings change – encompassing greater access for the community? If so, what design considerations will accommodate the educational, security and other needs of the school, yet be flexible enough to meet the broader usage goals?

At the end of the evening, we hadn’t come to any conclusions, though we didn’t expect we would.  What we had accomplished was to spark creative and critical thinking. I was proud of James and his colleagues at TMP for dedicating time to thoughtful dialogue about 21st century school design. When superintendents and boards of education approach an architecture firm, they are expecting to entertain ideas from professionals who know educational trends and who are able to respond with designs that will create environments to facilitate student learning. I believe TMP architects will rise to the challenge.

The presenters at the St. Clair RESA 21st Century Symposium were fantastic. The line-up was incredible and each contributed to a successful day of learning and challenging the status quo. We opened the day with Will Richardson. We topped off lunch with a distinguished panel addressing online learning, including Jamey Fitzpatrick, CEO of Michigan Virtual School (MVS), Lorri MacDonald, MVS Teacher of the Year, Bryan Setzer, CEO of North Carolina Virtual School, and Jim Russell, representing Florida Virtual School. The mid-day features concluded with Elliott Solloway, University of Michigan, who challenged our thinking about cell phones as learning tools and entertained us at the same time with his wit. After the PM breakouts, Steve Dembo, Discovery Education, provided a wrap up that sent us off inspired and ready to pursue new strategies. More on the specific content in future blogs. I can’t capture it all here.

My next step was to seek feedback from the participants. I was excited to learn that 97% of the participants felt the day expanded their understanding of 21st Century learning, while 92% admitted that schools aren’t doing enough to prepare students. Recognizing a problem exists is the first step in addressing it. There is hope!

What I learned from responses to other questions will drive our work at St. Clair RESA:

• 99% addressed the need for specific professional development on technology integration as important (21%) or very important (78%);
• 94% said that classroom modeling on how to use technology was important (15%) or very important (79%);
• 95% believed policy changes that will permit new uses of technology to reach learners are important (35%) and very important (60%);
• 98% felt more leadership training in how to infuse technology is important (35%) or very important (73%);
• 98% believed funding for technology infrastructure is important (21%) or very important (77%);
• 96% recognized the need to develop an action plan to support 21st Century learning as important (37%) or very important (59%); and
• 88% said they were prepared to expand their own technology skills as a result of attending the Symposium.

In response to the question, What is the most important thing you learned? three responses captured the thought-provoking essence:

Students are living in the 21st century, schools are still operating as if we’re still in the mid-20th century. We need to catch up, and go beyond, to adequately prepare our students for life in a global 21st century society.

We need not be afraid of seamless technology in education; the students are already immersed and engaged outside of the classroom, and we should make the transition for the same to take place in their primary learning environment.

I can foresee a day, that may not be that far off, that parents pull their students from traditional schools, because they can learn so much more and more quickly from online resources and networks. The time spent in many of today’s classrooms…actually takes time away from meaningful learning that could be taking place if students did not have to be there.

Finally, one comment summarizes the sense of urgency,

Too much is changing too fast to just talk about it.

The feedback provides guidance in helping us move forward and will inform the action plan my colleagues and I are committed to implementing. Trust me, we won’t allow the status quo to hold us back.

I can’t wait to see what tomorrow will bring at the 21st Century Learning Symposium St. Clair County RESA is hosting at Port Huron High School. Sitting in my living room, prepping for the opening introductions, I was feeling guilt over not having posted to my blog for weeks. I’m committed to “pushing my own limits,” and blogging is one key way.  Recently, I let life get in the way of posting, but I haven’t stopped learning.  And tomorrow’s symposium promises to be a chance to learn from some of the greats.

Will Richardson, http://weblogg-ed.com, is our opening keynote. Tonight as I spent time reading Will’s blog, I knew I had to return to mine. In particular, “A Cocktail Party Filled with Educators” (10 June, 2009) struck a cord. Will presents an imaginary interview between a reporter and a school leader. One question addresses the time it takes to learn new technologies and push the limits:

“Educators are supposed to be thinking about learning. We’re supposed to be thinking about the future. We’re supposed to experiment and try new things. We’re also supposed to talk to our parents and engage with the community. So, this is part of the job, period. Any educator who says they don’t have time to do these kinds of things is working on the wrong things. The real answer? My day has probably gotten longer, but this is important stuff.”

My sentiments too.  As I prepare for the symposium tomorrow, I am hopeful that the nearly 300 educators who will join me, will leave with a renewed commitment to stretch, to grow and to learn. Our students are counting on us.

Soon, I will be heading off to the International Society for Technology in Education’s N.E.C.C. (National Educational Computing Conference) in Washington, D.C. June 28 – July 1, 2009.  If the preconference communication is any indication, the conference promises to be a tremendous learning experience. Several times each week, I receive updates on conference events, special interest group activities, and more. The presenters are reaching out to interested educators and partners to encourage high levels of involvement and advocacy, including an event on the Hill.

This is my first N.E.C.C. conference. I’m taking my son, a university student enrolled in a computer science degree program, along with me. What better introduction to the world of technology integration in education than to step in to this conference and learn from the best thinkers and leaders in innovation?

Stay turned to hear about our conference experience and the connections we make there.