And how you fix them!
Seriously, if I walk into another classroom and see a kid with earbuds in, in plain view of a teacher, while instruction is happening...I’m going to lose it. At best, the message it sends is, “I’m half paying attention.” At worst, it says to the teacher, “I care so little about what’s happening, I’m going to give you the tech equivalent of a prolonged and very visible middle finger.” The worst part of this phenomenon is not the behavior itself. The worst part is that we continue to allow it. It’s time for the adults in school buildings to take a good long look at how we manage cell phones in class.
Before we go any further, understand that I am not anti-cellphone or anti-BYOD. On the contrary, I think these are wonderful tools that, when managed well, open up endless opportunities for teaching and learning. But for that to happen, we have to be honest about what we are doing to manage these devices in class. There are behaviors, like the one I mentioned above, that need to be addressed. I’ve found a sizable gap between what we hope our classroom behaviors around cellphones accomplish, and what they actually accomplish.
Here are 4 mistakes you might be making, and 4 things you can do differently to achieve a better result starting tomorrow:
What we do:
Tell kids to keep cellphones out of sight.
What we hope it does:
We hope out of sight means out of mind. Conventional wisdom says, if kids don’t have their phones out, they’ll be less likely to experience the urge to use them.
What it actually does:
The opposite. Lack of proximity to a device does not correlate with lack of desire to use it. Don’t believe me? Go sit in a church. Yes, you read it right, church. Pick a denomination. Most religions are equal opportunity offenders. Divert your eyes from the pulpit and into the congregation. You’ll see adults and kids alike in church all too frequently pull their phones out to check the source of a vibration in their pockets or purses. Think about that. For some, digital ranks higher than divinity. That means your lesson could walk on water...and still lose a face-off with a cell phone.
Designate a cellphone spot at the top corner of desks or tables. I’ve seen teachers tape it off with blue painter’s tape in many cases. Develop a classroom culture, inclusive of procedures and consequences, whereby all cell phones are turned off (yes...actually off) at the start of class and placed in their designated location until the teacher decides he/she wants them included as part of the lesson. It is far easier to manage the visible than the invisible. Furthermore, you still have the option to use them as needed, without developing yet another classroom procedure for their retrieval.
What we do:
Take cell phones away from kids when they are being used in a way or at a time that doesn’t serve our purpose.
What we hope it does:
We imagine this will be a sufficient deterrent/consequence to prevent future undesirable use.
What it actually does:
Nothing close to that. If this consequence actually prevented kids from using their phones at inopportune times, schools wouldn’t need policies, procedures, bans, or restrictions around cellphone use. Furthermore, if this actually worked, you’d only have to take one cellphone from one student at the beginning of every school year. Poof! Problem solved. We know that’s not reality. The fact is, no matter how many phones you confiscate, you’ll continue to fight this battle and lose.
Interpret this behavior for what it is...feedback! If kids are wandering off task and onto their phones, you can infer 2 things:
They’re disengaged. We need to check in with our pacing, our activities, and/or our delivery. Kids are telling you in this moment something about your lesson needs a jolt of engagement.
Kids don’t have a strong foundation of understanding relative to your expectations of technology use. Are your rules unclear? Are your consequences too weak? Is your follow-through inconsistent? Chances are, one of these things is true.
What we do:
Prohibit cell phones for personal use at any time in class.
What we hope it does:
Teach kids that devices in your class are to be used for productivity only.
What it actually does:
Drives kids crazy and increases the likelihood that they will lie to us. Furthermore, we create more work for ourselves. Congrats, you’ve created yet another rule, that kids are increasingly likely to break, and that we have to monitor. Woof.
Set kids up for success. Schedule two or three 90 second “tech brain breaks” when students are allowed to check in with their phones. Tell them in advance they’ll have these opportunities built into your lesson. Go ahead kids! Take and send as many filtered selfies as you like. I’m sure your SnapChat minions are just dying to see which duck face you’ll send them next. Get it all out of your system...and then let’s get back to work. Think about it, a child’s attention span typically equates to the number of minutes equal to their age. For a 15 year old...you have about 15 minutes before they are likely to check out anyway. Use these “tech brain breaks” as purposeful transitions in and out of your instruction.
What we do:
What we hope it does:
By eliminating the source of the problem, we believe it will eliminate the problem itself.
What it actually does:
Encourages kids to lie to us and break the rules. Furthermore, it moves us farther away from desirable and responsible tech behaviors. If we are unhappy with the way kids engage with technology, it’s due in large part to their lack of understanding about social norms relative to tech use.
Establish classroom rituals and routines designed to make sure pedagogy and technology coalesce; not compete. Many schools are scratching and clawing to obtain devices so their students can learn in 1:1 environments. Recognize and take advantage of the fact that with some upgrades to your wifi infrastructure and a few great BYOD strategies, you can close the gap between where you are and where you want to be quickly and inexpensively. Employ a few of the strategies mentioned above. Take advantage of the fact that many of our students come to us with a device in their pockets that allows them to access almost all of the knowledge of the human experience. Now use it to your advantage. Teach kids what appropriate cellphone use looks like, sounds like, and feels like. In doing so, your classroom will become a place where digitally enhanced instruction is the norm, and your cell phone nemesis transforms into one of your greatest assets.
Education isn’t broken. How we think about technology use and teacher training around it is.
I’d like to clear something up straight away. To say education is broken beyond repair is insulting. It’s an insult to all those in classrooms, school offices, and district buildings working tirelessly and thanklessly to educate our children. Furthermore, this assertion is wholly inaccurate. In the 2013-2014 school year, we graduated 82 percent of our high school students—our highest share of high school graduates ever. And half of those graduates are off to college every year, a record high. At the same time, outcomes continue to be on the up and up. Since the 1970s, the National Assessment of Educational Progress has been monitoring student achievement of 9, 13 and 17 year olds. The latest results show steady and solid gains in both reading and math for nine and 13 year olds, as well as significant improvements in closing the achievement gap across ethnic and gender lines. Things are not perfect, but we are all united in a commitment to moving the metrics of success in the right direction. And we always have been.
I’m a child of the 1980s and came of age in the 1990s. I remember life before digital technologies. I remember stealthily attempting to pass notes—actual pen on actual paper notes, folded ornately—in class. I remember stretching the spiral telephone cord under my bedroom door so I could talk to girls without my parents eavesdropping. I remember the mortification of mom picking up in another room and telling me it was time to go to bed.
I’d heard stories of a few people around town who had those giant cell phones that came in their own briefcases. But those were for “rich” people. When I needed to get a hold of someone, I would call that person’s landline and ask the parent who answered if my friend was around. A good chunk of the time, the busy signal would greet me. Until answering machines went mainstream, the phone would often ring and ring and ring. Once cell phones got affordable and accessible, they took off like wildfire. But it would still be years before we were using T9 to send text messages. (Old school friends, please turn to the new teacher next to you and explain what T9 is.)
It wasn’t until college that everyone had email addresses. Even then, we mostly used them to make social plans…only after we endured minutes of AOL screeching at us as it tried to make internet contact through dial-up.
My upbringing was, for the most part, analog. Yet my life today is, for the most part, digital. Now how did that happen? Based on the rhetoric around how rapidly our schools are failing because of how slowly they’ve been able to adapt to the digital world, you’d think I’d be sitting somewhere in the dark, probably on the fringes of society, barely able to function, much less work in the twenty-first century.
But I’m not. I’m writing a book on a laptop and collaborating with my editor via Google Docs. In between recording and editing my podcast and blasting updates through my social media channels. And, after we help the kids with iPad-based homework and put them to bed, my wife and I are I’m kicking back with my wife in front of a movie we cue up on our Amazon Prime Video streaming service. I’ve managed to adapt from the analog to the digital world and thrive thanks to the education I got as a kid—long before iDevices, Tweets, and virtual clouds were things.
To say that we are failing our students because technology isn’t front and center in our schools is an insult to teachers. It’s an insult to my teachers. And it’s an insult to all the millions of people like me who’ve been able to adapt in their careers as technologies have become more prevalent in them. We have been able to do this because of, not in spite of, our teachers.
To say we’re failing our kids because we still use some strategies and tools that we used in the twentieth century is just plain foolish. It puts all the emphasis on the shiny new objects, and takes way too much emphasis off tried and true instructional strategies and pedagogy.
At its core, how is the iPad any different from the pencil? Or the typewriter? Or the calculator? Or the newspaper, for that matter? At one point, each of these technologies was new and disruptive. Just because they came along didn’t mean we upended instruction as we knew it. We folded them into what was working just great in our classrooms for more efficiency and effectiveness.
What is different today is the rate at which technologies are proliferating. Yes, rapid change is trickier to track. But we educators have adapted to new technologies before, and we will do it again. We just need smart guidance on smart technology integration.
When I speak about this with educators, I often use the analogy of MRI (magnetic resonance imaging) technologies found in hospitals all over the world. MRI technology is incredible. It changed medicine by letting doctors see pictures of soft tissues inside the body with a level of detail and depth not possible with the X-Ray or CT scan, and without exposing the patient to radiation. By way of this technology, doctors can make better and earlier diagnoses of certain health conditions and, in the best of scenarios, treat them before they become life threatening to the patient.
Who isn’t supportive of the widespread adoption of MRI technologies in medicine?
When MRIs first came on the scene, we didn’t roll the machines up to doctors’ offices and say, “We’ve got this amazing new imaging technology we think you’re really going to like. It’s going to make you more effective at what you do, and it’s going to get more detail about your patients’ health. In turn, you’re going to be able to deliver them the specific care they need to get healthy. So good luck figuring out how to use it!”
Of course we didn’t do this. We didn’t do this because we know that doctors need to devote their time to what they were trained to do—deliver care to patients. It’s not a good use of their time to read manuals about MRI technologies and try to teach themselves the right way to use them.
Yet this is exactly what we did to teachers when it has come to digital technologies. These technologies absolutely have the power to make teachers better at what they do. They absolutely have the ability to deliver more targeted instruction to all students. But instead of providing them with purposeful, specific training about what works and what doesn’t—as doctors received for the MRI—we expected them to figure it out.
It would have been absurd, even dangerous, to ask doctors to figure out how to use MRI machines. And it’s just as absurd, even just as dangerous, to ask teachers to figure out technologies on their own. When we take teachers away from student time, when we waste instructional classroom time on haphazard technology integration, we increase the likelihood of failing our students.
Education isn’t broken. How we think about technology use and teacher training around it is. Only when the arrival of technology is accompanied by the arrival of meaningful PD will we finally begin to deliver on the promise of blended learning. More to come!
5 things elite instructional coaches should be doing
I’ve been in hundreds of schools and coached thousands of teachers. Let’s be real. There is a right way and a wrong way to do instructional coaching. While most districts across the country lay claim to coaching programs, very few actually embody and execute on the original intention of instructional coaching. We started calling it “coaching” for a reason. We wanted our instructional coaching to resemble athletic models of coaching. In these models there are experts, there are learners, and there is a clear picture of what elite performance looks like.
Unfortunately, what many schools have developed looks less like instructional coaching and more like instructional reflection. Is reflection an essential behavior for any great teacher? Yes. Is reflection coaching? Absolutely not. Here’s how I know. I was fortunate enough to be a student athlete through college. There were many times (and I mean many) when I didn’t execute in the way my coach would have preferred. In those moments he would yell from the sideline to correct my behaviour. I can tell you with 100% certainty, there was never a time when I fouled up on the field and my coach addressed the misstep by yelling, “Weston...tell me how you felt about that last play.” And yet, if we sit in on much of the instructional coaching post-observation conferences happening in our schools, we discover the majority of the conversation is centered around questions very similar to that one. “Tell me how you felt about that lesson.” “Tell me what you think went well?” “Tell me where you think you can improve?” Uggh. Tell me when this “coaching” session is going to be over.
If we are serious about creating a culture of excellence in our schools we have to start getting serious about excellent instructional coaching. Here are five things instructional coaches should be doing in schools to have the greatest impact on student achievement:
1. Double Down on Teacher Talent
Great coaches don’t try to turn all of their teachers into flipped learning or station rotation drones because those are the buzzwords du jour. They know their teachers and they know instruction well enough to match talent with high effect size strategies. If a teacher is a master story-teller, an elite coach will cultivate their skills in direct instruction because they know it has a .6 effect size. If a teacher loves Socratic Seminar, an effective coach will match them with tools and strategies that help them question at an effect size of nearly .5. Think about it this way. We wouldn’t try to turn a 5’6” runner with blazing speed into an offensive lineman. We’d leverage his speed to make him an exceptional running back. The same is true for teaching. See talent. Nurture talent.
2. Encourage Teachers to Grow and Participate in a PLN
One of the hallmarks of an effective coach is the ability to access knowledge across a variety of sources. If a coach is only offering themselves as a resource, they aren’t stretching their teachers enough. Encourage educators to leverage Professional Learning Networks on social media as a means to follow exceptional practitioners in our field. Read early and often to discover the solutions others are finding to the common problems we all share in the classroom. But don’t stop at consumption. Push teachers to share what they are doing as a means of not simply consuming the content of others, but also to contribute to the conversation in a meaningful way. Not only is it a great opportunity to reflect, it is a non-selfish approach to social media that benefits us all.
3. Make Coaching Synchronous and Asynchronous
The synchronous part of coaching is easy. It’s the live, face-to-face conversation we have with teachers in the midst of, or following a lesson. The great part of synchronous coaching are the conversations, collaboration, and relationships that come as a result. The downside of synchronous coaching is often it’s limiting impact. It’s a conversation between two people that will benefit (professionally) at most...two people. However, elite instructional coaches capitalize on the insight they get into a multitude of classrooms. When they do all those observations and all of that modeling and team teaching, they observe trends. I encourage all instructional coaches to identify trends, record videos offering solutions to those problems that seem to show up time and time again, and send them to the larger population of teachers to view at a time of their choosing. In doing so, your post observation discussions can remain confidential, but the advice can reach a larger audience who may be able to benefit immediately.
“What are we talking about? Practice? We’re talking about practice, man.”
Yup. We’re talking about practice. There’s this thing that most teachers never do even though we understand it makes us profoundly better educators. Are you ready? It’s practice. We almost never do it. If you’ve never heard of microteaching, you need to stop what you’re doing and go here. The best instructional coaches utilize microteaching early and often to ensure teachers develop skills in environments that promote optimum growth and development. In every district where I work, microteaching is a critical piece of the puzzle in creating world class educators. Why? Because microteaching has an effect size of .88 and can grow student achievement by more than two academic years over a single calendar year of time.
5. Nurture a Culture of Positivity
I have not found a single initiative, not one, that can thrive in a culture of negativity. Elite coaches know this and they cultivate positive school culture wherever they go. That doesn’t mean they avoid difficult conversations. It means they clearly define their desires to support teachers at all costs. Furthermore, they work daily to build relationships on a foundation of mutual respect, while committing their efforts to the growth and development of children. In doing so, when difficult conversations arise, all parties understand that the discourse is grounded in a desire to achieve results, as opposed to one person’s desire to assert expertise over another. Teachers are cut from the same cloth. We entered this profession to help others. If coaches come to the table with this belief about every teacher they work with, and they enter into conversations believing that we all care about kids, we can grow coaching programs that are both joyful and effective. I’m Positive.
I've been so privileged to work with educators from every single state in the US and more than 30 countries around the world. I've learned a lot about which tools the world's most innovative blended teachers use to create 21st century learning experiences for kids. As such, based on all my travel, all my coaching, and the thousands of classroom teachers I've observed, here are what I believe to be the most frequently used and most impactful tools available for teachers in the digital learning space today.
Why it's wrong & how educators and parents can fix it.
In a culture saturated with buzzwords and catchy phrases, the term "Digital Natives" has emerged as a set of adjectives to describe everyone from newborns to millennials.
The phrase first emerged in 2001 when coined by Marc Prensky in an article titled Digital Natives, Digital Immigrants. The article asserts that students today are all "native speakers" of the digital language of computers.
This is a clever play on words. It is also complete fiction. Seriously, ask any teacher in the trenches who's taking the time to integrate educational technology. They'll tell you time after time how surprised they are to discover how little kids actually know about online productivity and even basic functionality.
By in large, today's students are native swipers, gamers, and social media darlings. End of list. Rest assured this is not a knock on our students. They can no sooner help who they are than water can help being wet. But the fact remains, the notion of kids as digital natives is a myth.
Want more proof? Consider this:
Educators: Cultivate digital skills within the confines of your content areas. Instead of "computer time", allow kids to organically grow 21st century competencies in their pursuit of new knowledge and skills. Gone are the moments when kids should be taught things like google slides, sheets, and forms in isolation. Be the teacher who allows students to learn content and computing simultaneously. You'll find the result to be not only more gratifying, but also more purposeful. Spoon feeding tech competency is the slowest possible way we can build tech skills. Push kids to problem solve, persevere, help one another, and develop the mindset and grit they'll need for the tools that have yet to be invented.
Parents: Don't let tech put distance between you and your children. Allow it to draw you closer together. Let it be the thing that allows you to learn in tandem while pursuing curiosities and creating new things...together. When your son or daughter asks how much the earth weighs or why the sky is blue, look it up. Together! Teach your children how to search the Internet safely. Teach them how to refine their search when what they're looking for doesn't immediately make itself known. Many will be baffled to learn there is information beyond the first page of Google.
Here's a fact. We are all digital immigrants. We are all immigrants in the sense that each of us has and will be required time after time to explore and master technologies that are unfamiliar. Technology doesn't divide us according to immigrants and natives. It unites us under the same banner.
In my travels I’m frequently approached by teachers and parents with questions about parenting in an increasingly daunting digital age. It’s a tough time to parent. With that in mind, here are three things you can do immediately to increase your chances for success and decrease the likelihood your kids will find trouble online.
Google Yourself: One of the most important seeds of understanding analog parents need to plant in their tech-centric children is an awareness around their digital footprint. Your digital footprint consists of all the information about you that exists on the internet as a result of your (or your family members, friends, and acquaintances) online activity. But we’re talking about my kids here. Why do I need to Google myself? Simple; because we can’t teach what we don’t fully understand. If you’re wondering right now whether or not you even have a digital footprint, chances are, you do. Yes, even you social media holdouts and internet avoiders. Google any of the following: your full name, your full name and maiden name, your name and where you went to high school, your name and an old address, you and your spouse's’ full names together, your name and your ex’s name (yeah...I went there). In all likelihood, you’ll be shocked by what you find. Once you understand the reach of the internet and the connectivity of your relationships in the virtual space, you can then help your kids understand what’s at stake for them. Because what’s at stake is bigger than they may realize. Here are the big teaching points:
Be Vigilant and Authoritative About Tech at Night: It’s no surprise that kids are most likely to run into trouble online at the same times they’re likely to encounter it in the real world. Nighttime is when the majority of kids are most active on their devices. Consequently, it’s the time that they are most likely to make poor choices. Removing tech from bedrooms also removes the temptations. Furthermore, it’s just a healthier habit relative to sleep and readiness for the day ahead. In a 2015 study, researchers from Seton Hall uncovered some concerning behaviors:
Stay Involved. Do Your Best to Stay Current: Let me be clear...It is not our job to like what our kids like. It is our job to know what they like. Then and only then can we work to safeguard them from some of the digital pitfalls that exist online. Here are two examples that I think best illustrate why it’s important to stay current:
These tips certainly aren’t the end all be all of successful digital parenting, but they’re a good place to start. Don’t hesitate to reach out to me or someone you trust for guidance through the minefield that is digital parenting. We’re all in this together.
It’s risky to speak in absolutes. I get it. Some might even say it’s reckless. But let’s face it, in education there are things that are, and things that simply are not. Our ability to survive and thrive in a world of high expectations, low compensation, and mediocre appreciation is dependent on our ability to embrace and adapt to the things that are rather than lament the absence of the things that will likely never be. For example, kids are prone to irresponsibility. It’s an absolute truth. Cognitive science tells us their brains won’t be wired for foresight and good decision making until after they leave us. In the midst of this reality we have two choices:
a. We can throw up our hands and add to the noise around “kids these days”.
b. We can go to work knowing the obvious; that our job is not to sit back admiring behaviors we already see, but to cultivate the behaviors and skills we want to see.
There are some other absolute truths in our profession. I submit them for your thoughtful consideration:
1: Anything worth doing will not be easy.
There is perhaps no other professional for whom this statement is more true than the educator. Teaching with rigor and relevance is hard. Quitting is easy. Leading and inspiring people is hard. Managing them is easy. Relationships take work. Indifference does not. In each case, commit to a relentless pursuit of the former, and a stubborn resistance of the latter.
2: You have to love the kids. It’s not enough just to like them a whole lot.
There's a reason why so many teachers leave the profession. It's because they like kids. But the distance between like and love is infinite. If you can't find something deep down inside you that makes you love your students today, you certainly won't find it 20 years from now when generations of children have buried it under a mountain of late assignments, bathroom requests, and apathy.
3: There is a difference between tasks that are rigorous, and assignments that are hard.
Rigor does not mean something is hard. It means the level of mental acuity required to complete a task is profound. Furthermore, rigorous tasks cultivate skills that can be applied to a multitude of real world scenarios. Hard assignments serve no greater purpose than to provide empty validation to teachers and mountains of discontent for children. Integrating rigor into our classrooms allow kids to grow in develop far better than if they are simply force-fed assignments that are “hard”.
4: You can never have too many white board markers.
Seriously. I mean this both metaphorically and literally. Think of whiteboard markers as strategies and tools of the trade. What worked yesterday may be useless tomorrow. Beg, borrow, and steal "whiteboard markers" from wherever you can find them. Keep them fresh. And be ready to pop the cap off a new one at a moment’s notice. Seriously though...don’t steal your neighbor’s actual whiteboard markers. That’s the educational equivalent of premeditated murder.
5: Movement does not equate to progress.
The end game is achievement. The end game is not covering the content. Masterful teachers understand and embrace the difference between “covering” and “uncovering”. To “cover” is to embrace a checkbox mentality that only serves the adults in the building. To “uncover” embraces a mastery-based approach to learning that puts student achievement and the development of skills front and center in our classrooms.
Here’s to embracing the things that are and striving to achieve the things that have yet to be. Onward and upward my friends!
By Brent Hartsell & Weston Kieschnick
Digital portfolios are an increasingly necessary piece of the puzzle when we talk about holistic student achievement. In environments where project-based learning, creativity, and the cultivation of original content are increasingly valued, digital portfolios are the best tool we have to get a robust sense of a student’s academic competencies. Furthermore, in the last year, as many as 80 leading colleges and universities have announced plans to make some sort of digital portfolio a part of their revamped admissions process.
If college and career readiness is not enough to convince you (parent, school administrator, teacher, or student) to be a proponent for digital portfolios, then consider the following benefits.
Like any practice, simply implementing portfolios is only part of process. Effectively leveraging the power of digital portfolios means that the following characteristics need to be present.
Aligned to Standards
Connected to Reflective Writing
Controlled by Students and Accessible to Teachers
Now that the value is understood, there is plenty to discuss relative to where digital portfolios should live. We are firm believers that schools/districts should not be purchasing platforms for students to house their digital portfolios. While purchased platforms can provide a lot of bells and whistles (most of which are not necessary), they can also create a number of barriers, namely access. Cost should not be an inhibitor of digital portfolios. Instead, schools should be considering portfolios that are already in use by prospective employers, in the “real-world”. That’s right; students should be building their portfolios with an intention beyond their current classroom and in a platform that will be used by others, a platform like LinkedIn. As students move into high school, they should be considering not only their ability to demonstrate competency to their teacher, but also to colleges, universities, and potential employers. It only seems natural for students to build a cumulative representation of their professional and academic achievements. Others agree. Check this out for more.
If you’re not sold on LinkedIn or are interested in implementing digital portfolios in lower grades, don’t despair. There are plenty of great tools out there to begin cultivating digital portfolios, tools that provide low to no cost options and provide an exceptional experience for young digital learners.
Here are just a few examples of tools we have used in our own practice:
Above all, let’s get students taking a deeper look at what constitutes academic success. For those who are struggling on state tests and classroom assessments, a collection of artifacts can present a more complete picture of a student’s capabilities; and thus provide greater opportunity for future success. For those who are already experiencing success, what a great way to create a more tangible representation of their hard work.
As Featured in EdWeek:
Across the PD landscape, video repositories are emerging with claims that they can provide quality professional development that is both cheap and effective. In many cases, none of the above is true. In fact, many of these sites are becoming dumping grounds for mediocre ideas and wasted professional development dollars. These are dollars that could, and should, be spent on coaching and mentoring programs. These programs have been proven time and again to both enhance teacher satisfaction (Edwards, Green, Lyons, et al., 1998) and improve student achievement (Wenglinsky, 2000).
Why shouldn’t you spend money on vetted and filtered content available in many of these video repositories? The answer is simple. Think about it, Twitter, YouTube, Podcasts, Pinterest, Khan Academy, TeacherTube, Facebook, and Google are existing repositories where educators are already freely sharing ideas and best practice. Furthermore, these sources are unfiltered and unvetted; which, believe it or not, is a great thing! It’s great because educators are able to engage in the thoughtful consideration and professional dialogue that is necessary to discern whether or not the examples they find align with the mission and vision of their district, school, or classroom. This sort of filtering and discernment embodies exactly the kinds of 21st century skills we are trying to cultivate in our students.
Furthermore, we should be devoting energy and resources to those things we know will move the academic needle for kids. Simply put, those things include high quality professional development accompanied by consistent coaching and mentoring. We know very little about these video sites and the claims they make. On the contrary, we know a great deal about coaching and it’s impact on both students and teachers. Here are a few of the things we know to be true:
Believe it or not, some will read this and still choose to pay for monthly and yearly “premium” memberships to video sites for educators. We can only speculate as to why. But if I had to venture a guess, I would argue many hope these videos will act as replacements for professional development and robust classroom coaching. Unfortunately, this is the same logic that led some to believe that video and computer technology would ultimately replace the classroom teacher. In fact, we know this could not be further from the truth. The same is true for coaching as it is the classroom. Education is about people. It is about relationships. We move closer to excellence when we increase the points of connectivity between learners and thought leaders. Can this include video content? Absolutely it can. But should it exclude real people doing the real work of coaching and mentoring? Ask yourself if you’re willing to replace your child’s classroom teachers with a cache of video content; and then give me your answer.