Shaping the Vision

I just returned from an amazing experience at St. Clair TEC (Technical Education Center) open house. Over a thousand parents and students streamed through the halls and classrooms of the center learning about programs that will help launch careers.  Even though I was tired after a long day, I wanted to show up to support my colleagues and their students.  What I discovered was that, with each new student encounter, I was gaining energy and enjoying my time spent. And I realized that while educational voices are calling for more STEM (science, technology, engineering and mathematics) programs, we have a gem right here in our county that combines the best of STEM with an infusion of art.

In Metal Machining Technology, Josh* showed me how he milled a cylinder into a metal disk stamped with an artistic design complete with  TEC logo, in a three-stage machining process. Over in Welding, Lindsey and Will, clad in their welding garb, explained their career plans starting with internships upon graduation. Their teacher proudly showcased an artsy tee shirt designed by another student using a sophisticated software program.

Culinary students displayed their artistic and culinary talents in a beautiful fruit sculpture that looked too good to eat. Thankfully, their cookies weren’t.

There was so much to experience, for me and for the parents who visited programs and sought advice from teachers. Their questions reflected commitment and support.

Where should my son go to college? What jobs will my daughter find? Does participating in the skills competitions give her an edge?

It felt like I was watching a professional news production in Digital Media as a young camera woman counted down to a taping, “Four, three, two, one, roll…” while a skilled TEC student interviewed a visitor in front of a green screen. Their image was displayed on a nearby monitor complete with changing backgrounds.

Across the hall, Chad related his experiences in film making and digital design. He chronicled his activities of the evening, interviewing students and visitors at the open house. He and his classmate were busy writing the script when I walked in.  The MAC monitor nearby displayed a creative design including a lunar image combined with student artwork in photoshop software.

Chad and I discussed career choices and potential colleges. Though he isn’t sure where he will go to college, he assured me he would be pursuing a creative field.

I would go crazy if I couldn’t be creative, he said.

Chad reminded me of my son, who loves graphic design, movie making and digital media. A year and a half ago, Zach had to make a choice of which career path he would follow. Though he has a very strong artistic side, he chose computer science and programming, another talent.

Daniel Pink would not be surprised by Chad or Zach, and he would have a lot to say about my experience at TEC tonight. Based on my reading of his book, A Whole New Mind, I believe Pink would say these students are the future. They are living his theory – incorporating design, story, play, symphony as they make meaning of their lives. And their futures will be different than ours  because of it.

The future belongs to a very different kind of person with a very different kind of mind. The era of “left brain” dominance, and the Information Age that it engendered, are giving way to a new world in which “right brain” qualities-inventiveness, empathy, meaning-predominate. (source)

The students touched me. They go to school each day, focusing on traditional learning for half of the day and hands-on, minds-on learning at TEC the other half.  The experience of seeing them in action, excitedly sharing what they are learning made me feel so grateful to be connected as part of the organization that sponsors these programs.

I left the open house with a sense of responsibility to tell their story to anyone who will listen. In a climate of standards, testing and accountability, I hope we do not overlook the amazing learning that is taking place in programs like TEC.
*Student names are pseudonyms

Digital Nation, a PBS program on Frontline aired tonight. Amazing information and thought-provoking support material is also available at the PBS Digital Nation website. The invitation from the producer says it all:

Let’s look at what we’re doing with this technology, and if we really want to be doing it. Rachel Dretzin, Digital Nation Producer

This would be an excellent resource to share with a group of colleagues. I think I’ll introduce it at the next meeting of our Technology Think Tank. It’s guaranteed to spark some interesting dialogue around these and similar questions:

• What is the impact of digital bombardment and multi-tasking on our ability to concentrate?
• Is the definition of literacy changing due to technology and digital media?
• Can we really ignore the changes and continue in the same mold?
• Are we unnecessarily afraid of change, or is caution wise?
• What do you think about the military’s video arcades?

I can’t wait to hear what others have to say.

The thought process of my little grandson amazes me. At three and a half, he has such deep reflections. The other day, he and my daughter were driving to a “play date” with other moms and children.  The opportunity for play time is a precious commodity made possible by my daughter’s flexible work schedule as a nurse and the decent career my son-in-law holds.

As they drove past my grandson’s former preschool, my daughter said, “I’m so glad you don’t have to go to preschool anymore.  I really enjoy spending time and learning with you.”  To which, my grandson replied with sincerity and inquisitiveness,

Yeah. How did you do that? You changed the world. And you didn’t even have a wand!

The power of his words struck me. In his mind, the fact that he could spend more time with his mom changed his world. The thoughts started whirling in my mind. I wondered what I had done in my life that my children would view as changing their world. What counted as significant enough to constitute such recognition?

And, after thinking about my own children, my thoughts shifted to the children who sat in my classrooms everyday when I was a teacher, and those who attended the school where I was principal.  Did I change the world for any of them?

What about the children who go to school everyday in classrooms in the schools I serve? Am I doing anything that, even indirectly, changes the world for them?  Everyone one of them deserves the kind of learning environments and experiences I want for my own grandchildren. Sometimes, I wish I DID have a magic wand.

I usually don’t use my blog to talk about products, but this is an exception. After my astronomy night entry, I received questions about telescopes. I can’t say I’m an expert by any stretch of the imagination, but I can offer some suggestions. They are coupled with stories of how we came to own telescopes ourselves.

Zach’s first scope was a Tasco a Christmas present from his grandmother when he was about six or seven.  We didn’t really use it much until we attended Astronomy Night at the Sanilac County Science and Math Center, where I served as director. Zach and I pulled our Jeep into the dark field and jumped out to first check on the equipment others brought to the event. When we realized they had some fairly serious scopes, we were almost too embarassed to get out our little Tasco, but we did. Scott, one of the seniors, helped us focus our scope on Saturn. As we peered through the lens, there they were: the beautiful rings encircling the planet. We were hooked!

Soon thereafter, we purchased a Celestron scope with autotracking. We thought we were right up there with the professionals – for a time. As our interest grew, so did our appetite for better optics. My husband, Kim, agreed that we could shop for a new scope for Zach. As we entered the Alpha and Omega telescope store in Bay City, we were a bit awestruck at the options available to us. I went for a somewhat larger, but not too big, scope. Zach was drawn to a Discovery dobsonian. It was taller than him and stood on a beautiful, handcrafted base. The fact that the scope was fashioned by hand appealed to my husband. He decided that we would spend the extra money on this investment in Zach’s future. The order was placed. We walked out very excited and anxious for the weeks to pass until our scope would arrive.

Little did we know that by the time the scope was ready for us, it would only be Zach and me going to pick it up. My husband passed away during the intervening weeks. It was with sadness, yet satisfaction that we took delivery of the very big – almost couldn’t fit in our Jeep – scope. I knew it was something that Kim really wanted Zach to have and it became a very special part of our lives. Many nights we have dragged it out into warm summer air, or into the cold weather, wrapped in coats, blankets, even boots, to observe the night sky. Observing became a family and, occasionally, neighborhood event. My mom even joined Zach for a lunar eclipse one night when I was out of town.

Zach and I joined the Delta College Planetarium Astronomy Club and attended monthly sessions for some time. Serious observing also led to the purchase of a MEADE LX 200. We continued our learning by taking a college astronomy course from Saginaw Valley State University when Zach was in 8th Grade. While it was a freshman-level college course, Zach kept up and even surpassed me most of the time.

Night sky observation wasn’t Zach’s only interest. One day, while searching the internet about solar astronomy, he discovered Jack Newton and Arizona Sky Village, an astronomy community where we met a group of amateur and professional astronomers who share a common passion. The search led us to purchase a piece of property in the village, on Milky Way street in Portal, AZ. There, the night skies are nearly as dark as the Saharah Desert, and the cameraderie is unrivaled. We have spent nights in Rick Beno’s observatory capturing awesome photos that he posts on his website Conferring with the Sky.

In closing, I’m compelled to share learning resources, including a cool Teacher’s Guide on using telescopes which provides vocabulary and ideas for anyone interested in helping a child get started. And NASA resources for kids can’t be beat. It just wouldn’t be right without mentioning our neighbor at Arizona Sky Village, Fred Espanek, NASA’s Mr. Eclipse. NASA’s Eclipse website is an excellent source for eclipse studies.

So many opportunities can be open to you if you commit to learning and invest your dollars in an avocation that will last a lifetime. You can’t go wrong if you invest in a child’s future. Enjoy!

My Saturday night astronomy “first” couldn’t have been more rewarding for me. I took my three year old grandson, and my 18 month old granddaughter out for our first observation together. The crescent moon was captured in perfect view through the binoculars we shared.  “Yes, it’s a crescent shape, just like the roll you had for dinner last night,” I told Carter, my grandson. We had talked about the moon when he was stuffing himself with rolls and honey the night before. Now, he was excited to see the moon and nearby stars. Even little Kilee peered through the binoculars for her very first glimpse of the moon up close.

Given the affinity my son Zach and I have for astronomy, it was such a privilege to share this first with my two little grandchildren. But as the fog rolled in, an even more exciting learning experience took shape. Our flashlight, pointed up at the heavens, captured the beam of light revealed in the fog. It was an incredible site. I ran inside to grab another flashlight and soon we were brandishing the light spears, complete with sound effects, like laser beams across the darkness of the back yard.

The neighbors’ yard was our next destination where we gazed at the beautiful, blue Christmas lights adorning a dozen maple trees. With flashlights carried by the two little ones, we ventured down my driveway and over to my neighbor’s house where we spent a few minutes enjoying the lights.

On our way back home, with the street light behind us, we spotted our shadows. Carter, who had just learned about shadows in his “mommy preschool” knew what he was seeing, but Kilee stopped in her tracks and stared. Carter and I jumped up and down and waved our arms while our shadows danced for Kilee. She laughed and tried to jump too in her bulky winter coat.

When we decided we were getting a bit too cold, back up toward the house we walked through the darkness. Carter bravely ventured to climb the grassy hill rather than walk up the driveway with us. Kilee was troubled by his bravery and wanted me to follow Carter, so we met him by the tree. A few more minutes were spent blowing our breath on the beams of light, watching the steam waft up through the fog. Once, Carter shined his flashlight on my back at an angle that caused my shadow to reach the tree tops. The fog and light blended together created an erie sight.

When the time came to head back into the house for bedtime cookies and milk, I felt a little bit of sadness that the experience was about to end. What a privilege it was to be able to share such a precious encounter with my grandchildren. It was simple events like this that began our love for astronomy and science, in general, for Zach and me. I’m thankful Emily and Mike, Eric and Becky have given me the opportunity to help inspire a love of learning for our next generation.

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.