Stone Arch Bridge on a December Morning

Friday, July 11, 2014

Coaching Teachers

I've written previously about the fact that a term like 'blended learning' can mean different things to different people.  So, too, with a term like 'coaching,' as in coaching teachers.  When I saw a tweet the other day promoting a Huffington Education blog titled Teacher Feedback Is the Key To Transforming Schools, I was intrigued.  I'm interested in transforming schools so they work better for teaching and learning, but when I read the blog post, I didn't see anything about transforming schools.  The glaring omission from my perspective in a post about transforming schools was the total lack of anything about the literacy technology used in the classroom.  When I first saw the tweet, I was thinking this might be a piece about how teachers can use new literacy tools to more effectively give feedback to students on their work . My idea of transforming schools is more along the lines articulated in this video by Ira Socol and Pam Moran.

But this post claiming to be about transforming schools said nothing about transforming schools, at all; it was about how the author who uses the Twitter handle, @bossygirl1980, 'went over to the dark side of school administration in the form of being an Instructional Coach.'  Bossygirl1980 implies that her "simple tips to guide your practice of giving teachers quality feedback: will "transform schools."
Bossygirl1980's simple tips are:
1. Visit classrooms for varying amounts of time each visit.
2. Give praise based on what you saw in the classroom.
3. Identify areas of growth that tie directly back into the tool used for teacher evaluation.
4. Identify next steps for the teacher to address the areas of growth.
5. Look for "out of the box" solutions for issues that teachers are experiencing.

I don't see why #1 is of any real value.  When I was in the classroom, I much preferred to know when my coach would be coming in to the classroom and what was going to be observed.  I liked it when we had a preconference and  I was able to say what I would like the coach to observe.   I would like a tool like Moodle to be used to document the whole coaching process so that the preconference goals, observation comments,  post observation conversation, and links to other sources could all be kept neatly in one place.  I found the little post-it notes tossed in my mailbox down in the office to be annoying, even if they were there quickly.

#2 is obvious.  Praising observed good work is always important.  But @bossygirl1980 gets that backwards. She says, "One of the quickest ways to make teachers feel comfortable when going over feedback is to quick authentic praise from your time in the classroom."  The object is not the feedback or the coach's time in the classroom; a post-observation conversation is about the teacher's performance.  Quick is less important than useful, and why are we even considering non-authentic praise.

Connecting coaching to teacher evaluation is problematic for lots reasons and probably deserves a post all its own. The series of posts I did a few years ago (here and here) about evaluating teachers gets at some of the problems.  @bossygirl1980 is a bit convoluted on connecting coaching and evaluation, too.  When challenged about the connection in our Twitter exchange she first said, "of course coaching comments are not tied to teacher eval..They are for the betterment of teachers."  Then, when I pointed out that she had said more than once in her post that "The areas of growth should be directly tied to the tool used for teacher evaluation," she clarified by saying, 
" Comments don't go on evals but are tied to the domains in teacher domains.."  I'm not clear that that's really clarified.

The problem with #4 is that it appears as if the coach is doing the identification of the areas for growth.  I'd rather the teacher do the identification of the areas for growth.  If the teacher is really stuck and really can't come up with an area for growth, I'd suggest that the coach go back to establishing a better relationship with the teacher to open up that space of introspection for the teacher.  

#5 is about out of the box solutions for issues the teacher may be facing, like problems in their marriage.  Since I'm not too sold on points 1-4, going down this path is a non-starter for me.  Strengthening the personal relationships of teachers on a team is crucial, but I'm cautious about suggesting that teachers rely too much on those who are working on the "dark side" with their personal issues.  I'd much rather see energy put into creating an environment like the one in Pam and Ira's video.

Saturday, May 10, 2014

Blended / Hybrid Learning Exists - Now

Some folks at a thing/place called An Estuary are claiming that blended learning doesn't exist, yet.  The An Estuary is pretty good at getting press, so I'm guessing this posture might be just a way to get more attention for their new thing.  Fair enough, and maybe blended/hybrid learning doesn't exist yet down there in the coastal backwaters, but it does up here in the headwaters.




And, This HLC Best Paper explains the nuance of hybrid and blended learning. More discussion will be needed before a consensus is reached about what to call what we're doing in classrooms these days.

This post points to the confusion.
Looking to the Christensen Institute for insights into blended learning is like asking the Baltimore Ravens players for insights into walleye fishing.  Professional football and walleye fishing are both in the category of 'sport,'  but they're very different.  The Christensen Institute is 'involved in' education, but there isn't anyone in the institute with any substantive experience in teaching.  Real insights into blended learning come when one has actually done it for a few years.  It helps if one has done it both as a teacher and student, and also at varying levels.


Some of us have been doing it for a few years, and I'm pretty sure someone at An Estuary has seen blended learning before, even if it wasn't labeled as such.  This guest post describes blended or hybrid learning, but labeling the learning isn't what's important.  As noted in this post where I,  again, took issue with the Christensen Institute, Anders Norberg has called blended learning A Boy Named Sue.  

 The point is, if you're paying attention to what's available for you to use as a teacher, you'll likely be doing what could be called blended or hybrid teaching, and your students will doing blended or hybrid learning. Good teaching and learning is the goal.

Sunday, April 27, 2014

Michael Horn Still Touting Profits Over Good Teaching.

     In his latest post for Forbes, Michael Horn once again, as he has in the past, becomes a champion for Wall Street profiteers by dismissing the NCAA's  insistence on quality teaching as "a Goof." The NCAA has said that some online schools aren't measuring up to its standards.  Apparently those online schools are not bothering to measure teacher student interaction in their courses.  Apparently those online schools only care about the final product and don't care how the student came up with the product.  That's a problem in an 'industry' that has demonstrated a poor track record of ensuring that students are the ones actually creating the product, or the ones doing the learning.

    I'm glad the NCAA is shouldering its rightful responsibility to make sure students are actually learning.  Horn cites his own flimsy assertions in his own previous posts as reasons why the NCAA stance is questionable.  Horn also offers as proof that he's right and the NCAA is wrong his personal observations from tours of two of the schools that failed the NCAA's assessment.  Horn says that you should be able to know that there's good online interaction just by looking around the physical campus of the schools.  That's even worse than judging a book by its cover.

     K12inc, for its part, complains that the NCAA hasn't provided enough guidelines or been specific enough in articulating standards.  My experience with accrediting organizations is that they are usually very reasonable if the schools are showing a good faith effort in helping create the standards.  K12inc needs to take an active role in working with the NCAA to create those standards and continue tweaking them.  It's sounds to me like K12inc didn't want to be bothered. The profiteers at K12inc are the goofs, IMO.

Tuesday, January 21, 2014

The Coming Clash in Blended Learning: Part II

This past weekend, Tom Vander Ark tweeted about Michael Horn from the Christensen Institute kicking off a small wonkish blended learning conference.  Horn was one of the authors along with Clayton Christensen and Curt Johnson of a book called Disrupting Class. That book was all about using technology to replace teachers and create new models for the U.S. K-12 education system.  As I pointed out in a post in 2010 that included an exchange with Horn, the first edition of their book didn't mention blended learning.  They've since added a section on their brand of blended learning in later editions.

I replied to Vander Ark's tweet with the following tweet: " Not differentiating replacement / empowerment of teachers"

To which Vander Ark replied: "off base (like your blog); all about Improving Conditions & Careers for teachers, see paper I think he was referring to this post.

We then exchanged a series of tweets;  I'm @sabier on Twitter if you want to look them up.  The Disrupting folks are beginning to realize that disrupting class or disrupting the public school system which appears to be their ultimate goal is a big job, and their teacher replacement model is not likely to get much traction except in schools that are really desperate.   The schools that Vander Ark has worked with so far are all charter schools, or new schools of some type, or home school networks, or severely stressed school districts like Charlotte-Mecklenberg, Nashville, and Clark County. 'Working with them' seems to involve some kind of private foundation support and some kind of reorganizing how teachers are paid. They don't seem to know how to implement blended technology without disrupting the governance/financial structure of a school.

One of the tell-tale signs that they're really interested in teacher replacement is how Vander Ark's group explains how a teacher will earn more pay with their brand of blended learning  "teachers can extend their reach by teaching a larger number of students without increasing class size because, at a given time, some of their student are using digital instruction with paraprofessional supervision, while teachers use the face-to-face teaching time for higher-order learning and personalized follow-up" - see here for more details on this clever scheme.  They're replacing teacher time with digital instruction and paraprofessionals.

One of the later issues in the Smart Series that Vander Ark suggested that I look at is actually pretty good. It contains some sound advice about steps that districts should take when implementing blended learning, especially the section on using a learning management system.  But the paper doesn't get at the basic decision that a district needs to make about how teachers will be included in the implementation.  What are the district's core values about teachers and teaching?  Is the blended learning system going to be a top down directed system utilizing corporate created content, or will it be driven by teachers using teacher created content and  using assessments managed by teachers.  Will all teachers be empowered and supported, or will the system be used to sort teachers into the keepers and the expendables?

Blended learning doesn't mean the same thing to everybody. 

Thursday, October 24, 2013

The Coming Clash in Blended Learning

Blended learning doesn't mean the same thing to everybody.  The model being touted by the Christensen Institute  is essentially a teacher replacement model.  The model described by Garrison and Vaughan focuses on the quality and quantity of the interaction between student and teacher and "the sense of engagement in a community of inquiry and learning, achieved through the effective integration of Internet communication technology."

That difference was highlighted in a webinar I listened to recently by two of the Christensen Institute's disciples, Arthur VanderVeen, VP of Business Strategies for Compass Learning, and Tom Vander Ark,  author of Getting Smart: How Digital Learning is Changing the World and CEO of Getting Smart, a learning advocacy firm. The different models might be attributable to the different arenas in which the two pairs work.  Vander Ark and Vander Veen are part of the corporate business world that is trying to take over the K-12 educational system; Vaughan and Garrsion are professors of education and researchers and have so far focused primarily on higher education.  Both  groups have intentions of impacting the other's realms. 
  
Their respective intent and purpose probably has more to do with the different models, though.  Garrison and Vaughan are interested in developing a stronger richer community of inquiry and learning; Vander Ark and Vander Veen want to blow things up and make money putting them back together again.  They follow the Christensen's Institute's disruptive model.  I've written about Christensen's disruptive model previously in a discussion of the book, Disrupting Class.   That book was all about using technology to replace teachers and create new models for the U.S. K-12 education system.  As I pointed out, the first edition of the book didn't mention blended learning.  They've added a section on their brand of blended learning in later editions.

 9 and 1/2 minutes into their webinarVander Ark and Vander Veen  brought up the notion that their blended learning model would reduce the need for teachers and change teacher work rules; that's code for fire teachers and bust unions.  Vander Ark and Vander Veen are selling to the corporate / charter school money making interests all too prevalent today.  The counterpart to that in the higher ed world is the MOOC phenomenon, which is also based on the notion that teachers are expendable and cost too much.  Vander Ark and Vander Veen are well connected to moneyed interests, so I'll give them the best odds for the early rounds in the coming clash between these two models of blended learning.  In the long run, though, I think "the quality and quantity of the interaction and the sense of engagement in a community of inquiry and learning" will carry the day.  I'll go with Garrison and Vaughan.

Tuesday, July 16, 2013

Christensen Institute's Horn says Prof Dev not so important

Now, to be fair Michael Horn does say teachers do need to build new skills, but he thinks that implementing a team and then a 'model' takes precedence.  That hasn't been my experience. In lots of schools, most I think, the team is already in place.  The team is the teachers. Most schools already have a structure of governance and a culture.  Changing the governance and culture of schools is something that requires a lot of work, so I say don't do much of it unless it's absolutely necessary.  Teachers like the students they teach are not interchangeable widgets.  Most innovations in teaching and learning are implemented by teachers.  It's, of course, a good idea to have a group designated as the leaders of any innovation, but task groups, committees, and communities of practice are not new ideas, and they are only one part of an overall implementation.  The AEA calls professional development the critical priority in a 1:1 program.The AEA plan doesn't say  much about selecting a team, but it does have quite a bit to say about how a new program should be implemented based on research and experience.

 I've been involved in teacher professional development in one aspect or another for over 20 years.  These days a good chunk of my income is derived from providing and leading others doing teacher professional development.   And, my work before getting a teaching license was as a sales manager and consultant in business ICT where teaching other professionals how to implement new tools was the essential part of the work.  Professional development is crucial to success with all new information and communications tools. The 'model' in which the tools are used is only important in so far as it aligns with the larger purpose or vision of the organization.  The implementation plan should be developed over time with as much input as possible from as many people as possible who will have a hand in the innovation, including students. (It most certainly does not need to be 'disruptive' - more on that later.)

Horn and his bevy of Ivy Leaguers at the Christensen Institute seem to be making their livings touting various 'disruptive' 'models' of Blended Learning.  That's interesting because in Disrupting Class, the book he wrote with Curt Johnson and Clayton Christensen, he didn't even mention blended learning before I pointed out that they hadn't done so ( a note was added to a later edition.)    Three years ago, when I said that Disrupting Class didn't consider blended learning, I was referring to the fact that Disrupting Class was focused on using computers to replace or substitute for teachers, and not on using computers to enhance the teaching and learning practice of teachers and their students who were already in classrooms and schools and already had more than enough disruptions with which to deal.  I considered blended learning to be the use of computers to enhance teaching and learning, something I'd been doing for many years and something that lots of teachers all over the world were already doing.

The Christensen Institute defines blended learning differently these days.  They've even broken down their concept of blended learning into sub types of blended learning.  Their nomenclature system is logically sound but not really very useful unless you're trying to impress someone who doesn't have much experience actually using some of the exploding number of new information and communications tools in a teaching and learning environment.   Anders Norberg has called blended learning A Boy Named Sue.  Norberg was recently on a panel with Heather Staker, one of the Ivy Leaguers at the Christensen Institute, at the Sloan C Blended Learning Conference and talked about the fact that blended learning wasn't such a big deal in Europe because teachers there just talk about good teaching and student learning.  They, of course, use whatever new tools they can to improve their practice, but they don't worry too much about the name of a particular model.

Norberg's point is that there are so many new tools and their application is so varied in different classrooms by different teachers for different students that a particular model and its name is irrelevant.   That's consistent with my experience in the classroom.  I used pretty much all of the different models for which the Christensen Institute has come up with names.  The devices kept changing and so did the students and their learning needs.   One of the exciting things about new literacy tools is the novelty.  I wrote a blog post last year for Naiku about why novelty is useful to learning.  Sticking to a particular model is often counterproductive, besides not being much fun.  Focusing on acquiring skills to improve student learning is more important than focusing on a model.

Tuesday, May 21, 2013

Jim Lenfestey's Phantom Quiz - An update of Walt Whitman’s 'By Blue Ontario’s Shore'

Jim Lenfestey recently gave me a copy of his outstanding new book of poems, Earth in Anger: Twenty-five Poems of Love and Despair for Planet Earth.   We were both reading at an Open Book event which had been arranged by our mutual friend, John Caddy.  The event was supposed to have happened on Earth Day, but it got snowed out and was re-scheduled for a week later.  Jim hadn't been scheduled for the original Earth Day event because the launch of his new book was happening that evening.   Earth arranged for Jim to read his poems two weeks in a row.  I guess some of the people who drove through the blizzard to get to the original reading were a little miffed that it was cancelled.  I hope they pick up Jim's book and divert that energy as he recommends with his poems.


Jim read By Azure Huron's Shore as his last offering that evening and it's the final entry in the book, but I think it should be read first.  This Phaantom's quiz places the poems in an context of urgency that allows the supple rhythms of the poems more space to undulate.



BY AZURE HURON’S SHORE
NOTE: In 1848 journalist Walt Whitman and his brother Jeff traveled to New Orleans to help establish the newspaper the Crescent.  After three months, according to his own hand-drawn map now in the Library of Congress, they returned up the Mississippi and through the Great Lakes, passing through the Straits of Mackinac into Lake Huron, then Erie, then Ontario.  In the 1867 edition of “Leaves of Grass” he included “As I Sat Alone By Blue Ontario’s Shores,” in which he encounters a “Phantom” who quizzes him on the qualities necessary to undertake the American project of creating and healing a nation.  Inspired by Whitman’s interrogation, I wondered what “many and stern” questions the Phantom would put to poets and citizens today to undertake our necessary project, healing and reclaiming our broken, reeling planet.  In the Invocation, I changed but one word of Whitman’s, substituting “earth” for “nation.”  The rest of the Phantom’s interrogation came fresh through me in one burst as I sat alone by azure Huron’s shore.  Originally published as a broadside, it may be reproduced free forever.



BY AZURE HURON’S SHORE

(An update of Walt Whitman’s By Blue Ontario’s Shore, section 12)


INVOCATION

Are you he who would assume a place to teach or be a poet here on this earth?

The place is august, the terms obdurate.

Who would assume to teach here may well prepare himself body and mind,

He may well survey, ponder, arm, fortify, harden, make lithe himself.

He shall surely be questioned beforehand by me with many and stern questions.

Who are you indeed who would talk and sing of the earth?


***

THE POET’S TEST

Do you know the depth of the waters, and the height of the sky, and their composition?

Have you befriended the trees where you live, know their roots, their crowns?

Have you studied the rocks beneath them, to the fifth epoch?

And the birds above, their songs and what they eat, and where they nest?

And the people who lived there before you, and your ancestors, to the second millennium?

And the rivers and lakes, their subtle watersheds and hidden springs?

And do you swim in the chill and warm waters of your seas and lakes indiscriminately? And with relish? And know the sources of pollutants threatening your waters? And fight against the dark rain with armies of petitions and voters’ guides and drives and meetings?


Are the glaciers and the jungles your friends, the serpents and beasts and birds your guides, the pigs of the sty your helpmates, the microbes and fungi your intimates?

Do you shun or reform all religions that deny the primacy of the earth and its processes? That believe mankind unable to destroy everything good? Or save everything good?

Do you accept with joy the findings of science?

Are your taxes paid to the federal, state and municipal authorities without complaint, as the recognized price of civil living?  Do you wish to pay more?


Do you believe in the Holy Trinity: the water, the grass, the air?  And do you worship them every day with acts of kindness and political clout?

Are you sickened unto death that the biodiversity of the earth is plummeting? The Arctic sea ice melting?  The oceans acidifying?

Have you read the 4th Assessment of the Intergovernmental Panel on Climate Change?

Or at least the Executive Summary?

And know that its finding of warming for the most part due to the burning of fossil fuels has been everywhere affirmed, including by the National Academy of Sciences, the National Research Council, even the George W. Bush Administration?

And are you hot with anger at the lies about the cause of changing climate spouted by those with fingers black with oil, breath black from smoking mines?

And will you slay with dark thoughts the miscreants at Fox News and the Wall Street Journal editorial page and Rush Windbag and others who perpetuate those lies?

Will you fight back with evidence and heat and love for the atmosphere which is the life blanket of our planet?


Do you firmly believe there is no such thing as evil, but only abundant ignorance, stupidity, shortsightedness, self-dealing, self-loathing and fundamentalist self-righteousness?

Do you “fear a lie as others fear fire,” as Chekhov said, and know that “inside you is an inexhaustible fountain of ideas,” as Brenda Ueland said?

Do you believe in families and communities green and cheerful with good schools and happy parents and joy shouted from the schoolyards?

Have your studied Emerson’s essays The Poet and Nature, foundation stones of the spiritual democracy of our nation and all nations, who saw the divine in every person and particular of nature, including these Great Lakes?  He who begat Thoreau and Whitman and Dickinson and Bogan?  Jim Bogan?

When you gaze at the person you love, and the multitudes you love, do tears of gratitude spring to your eyes?   Do your hands fall open in gratitude to the waters, the grass, the air?  And for people who fight for the waters, the grass, the air?


By azure Huron’s shore,

do you stand at the water’s edge, tasting the delicious energies of the grass, inhaling the delicious energies of the air, and fearlessly plunge into the dark waters, for the sake of your soul, and the soul of the earth?