MI-LIFE

Four Simple Truths

Presentation at the MACUL Conference in Grand Rapids, Michigan, March 6, 2008

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Meme: Passion Quilt

  I have been challenged (tagged) by my colleague, Jane Perzyk. This challenge began with Miguel Guhlin suggesting the creation of an online Passion Quilt meme by posting a photo representing what I most passionately want children to learn in school.

The photo I selected was taken of me hiking, for the first time in my life, on the trails of the San Jacinto Mountains in Palm Desert, California. I call your attention to the size of the palm trees (relative to me) that appeared at the start of the trails. My initial thoughts when I saw them were that this was going to be an overwhelming and risky endeavor. On the other hand, there was a sense of excitement mixed in with the fear of the unknown. The anticipation of the positive feeling I would have after accomplishing such a daunting task is what compelled me forward.

I'll let the reader draw her/his own conclusions about why I selected this photo to represent what I most passionately want children to learn in school.

Miguel asks that we share post our photo, share with others in our network, and then sit back and see what shape this Passion Quilt meme will take. Here are four people I will tag:

David Sherman

Scott McLeod

Bruce Umpstead

Michael McVey

Link back: http://www.edsupport.cc/mguhlin/archives/2008/02/entry_6578.htm

--Marion Ginopolis

Leaders as Learners

 

In an article titled Communities of Leaders and Learners published in the Harvard Business Review, Peter Senge wrote: "Poised at the millennium, we confront two critical challenges: how to address deep problems for which hierarchical leadership alone is insufficient and how to harness the intelligence and spirit of people at all levels of an organization to continually build and share knowledge."

Over 250 Michigan school leaders from public, non-public and charter schools are confronting these challenges together in the MI-LIFE program that launched this month as they focus on 21st century leadership for 21st century students. At the heart of their learning are activities and knowledge sharing through discussions centered around the research on effective leadership skills that will ultimately improve student achievement. In addition they are learning to collaborate with their peers using wikis and online discussion boards, developing online surveys to assess their leadership skills, and creating graphic organizers to organize their thinking.

There is no rationalizing about why things can't change. Instead, their mantra clearly is "how can we"; not "this is why we can't".These leaders are reflective and self-critical. As Jim Collins writes in Good to Great, they are leaders who look in the mirror and not out the window to lay blame when things go wrong. They are seeking solutions to deal with the tough issues of improving student achievement, declining resources, and others with which school leaders are confronted realizing that they must be the first ones to step up to the plate if they want to see substantive change in their schools. By capitalizing on the collective knowledge of the group, these Michigan administrators are building a true community of 21st century learning leaders who have a passion to make things better for all students.

---Marion Ginopolis

Pink is Right!

I spent an hour this evening from 7 to 8 pm listening to Daniel Pink, the author of A Whole New Mind: Why Right-Brainers Will Rule the Future. But I wasn't sitting on a fold-up chair in a classroom or auditorium. Instead, I heard Pink talk about his book and viewed his presentation on my laptop in the comfort of my own home office via a webinar sponsored by Discovery Educator Network, in the virtual presence of 180 other educators, one of whom lives in Shanghai.

Together we listened to Pink discuss the growing significance of right-brain thinking due to the changes brought about by globalization and technology and the increased importance of right brain development in our schools. Pink writes:

R-Directed Thinking is suddenly grabbing the wheel, stepping on the gas, and determining where we’re going and how we’ll get there. L-Directed aptitudes—the sorts of things measured by the SAT and deployed by CPAs—are still necessary. But they’re no longer sufficient. Instead, the R-Directed aptitudes so often disdained and dismissed—artistry, empathy, taking the long view, pursuing the transcendent—will increasing determine who soars and who stumbles. It’s a dizzying—but ultimately inspiring—change.

Because I had read the book, I was naturally interested in hearing Pink talk and seeing his slide presentation, but I wasn't prepared for the lively sidebar conversations taking place in the chat window among those "present" as they commented on Pink's remarks. I took a few notes, snagged a couple of his slides, and thought, “That’s that.” But it doesn’t end there.

Lo and behold, in comes a Twitter message from one of the note-takers, Vicki Davis, who also probably sat in her house with her laptop, but as it turns out, was part of a cadre of 29 notetakers who, using a collaborative note-taking software, combined their “take” on the presentation into one online document. Within 90 minutes after the presentation, Vicki had posted a link to these notes in her blog and sent out a Twitter message that the notes were now available online.

Now, webcasting isn’t a new technology, nor is collaborative writing or blogging, but put them all together, along with the chat notes archived by DEN, market them with Twitter, and you have a powerful way to build and sustain a learning community. There's no two ways about it!

--Jane Perzyk

                                                                                     

Technorati Tags: Dan_Pink Learning_Communities Twitter

MI-LIFE Program about to Launch!

MI-LIFE (Michigan Leadership Improvement Framework Endorsement) is a year-long professional learning program for current Michigan educational administrators developed as a result of a grant from the Microsoft Partners in Learning Program to the Michigan Department of Education. Seven courses comprise the curriculum for the program which will begin in January 2008.

As the Director of the MI-LIFE Program, I was completely overwhelmed by the response from school leaders to participate in the program. Less than a month ago we announced applications were being taken and within three weeks we had to close the process because we had over 400 applicants for the 200 available spaces in the first cohort! We have since increased that to 250 to accommodate more participants and will start a second cohort in September 2008.

My assumption from this kind of response for leadership professional learning is that administrators are eager to become better leaders and are seeking opportunities for this to happen and, more importantly, they are desperate to network in a professional learning community comprised of other school leaders.

On the application form, a question was posed asking applicants why they wanted to participate. Here are just a few of the responses but are representative of the 400 applicants:

I need to model for my staff that continual professional development and learning is very important. I must be the instructional leader and keep abreast of the most up-to-date research and educational theory so that I can help my faculty be as effective as possible in the classroom.

My application to MI-LIFE is a result of my constant desire to learn more about education, stretch my own beliefs, and become a better leader in my building, district, and profession. I see this learning program as a stimulating forum for me as a professional. I know that personally I need the sharing that comes through working with colleagues.

I would like to have a greater impact on student achievement by improving my own leadership skills.

As an educator who has had experience at the elementary, secondary and central office levels, I find myself dedicated to continuous improvement in my desire to create systems which will raise student achievement. I am passionate about leadership and feel the curriculum emphasis on leadership will assist me to grow and help my school district to help every student perform to capacity. In addition the skills that I will develop will enable me to work to build the leadership capacity of teachers and principals, particularly in the area of technology, leadership, data and instruction.

I want to become an efficient and effective educational leader using data to support improved instructional practice. I would like to use technology information to further evaluate/support both management and instruction for improved student results. I want to develop, communicate, and model shared leadership opportunities with my staff.

I would like to become involved in a leading edge professional learning community that will provide me with the knowledge and resources to guide my staff to meet the demands of providing students with a 21st century education.

My school is a first ring suburban school that is struggling with AYP, increased diversity, and increased poverty. We have a fairly new staff, and we need to make fundamental changes. Our approach to teaching and learning has not changed in the past 50 years, and we need to modernize our practices. I am trying to spark a change, but I sometimes feel like Sisyphus pushing the rock up the mountain. I know there is a better way and hopefully as part of MI-LIFE I can be part of creating the new American High School.

This is a testament to the professionalism of our school leaders. Regardless of the demands from their intense daily work, they are eager to participate in a year-long program, only partially subsidized by the grant, so they can become better instructional leaders and have an impact on improving student achievement.

--Marion Ginopolis <Cross posted on the LeaderTalk Blog >

Technorati Tags: MI-LIFE, Professional Learning, Partners in Learning

Webkinz

Do you ever say to yourself, "Why didn't I think of this or that- I could be a multimillionaire..?" This past weekend I was kid-sitting my 7 and 9 year old niece and nephew, Alena & Nicholas. Along with all the usual junk they bring when they stay overnight, they brought two cute stuffed animals that they informed me are Webkinz and proceeded to introduce me to the incredible Webkinz online world in which they adopt and name their animal and bring it to life! Each Webkinz come with a code that can be used to enter the online world where they can buy food or toys for their pet, take their pet to the vet, decorate their pet’s room, build things, interact with each other, or play educational games to earn Kinzcash to buy more things or save in their virtual bank.

The target group are boys and girls aged 6 to 13, kids who are digital natives; growing up used to computers and the Internet. Monitored by the Canadian parent company, Ganz Inc., the site combines popular online trends such as social networking and instant messaging using preset phrases. However, it is safe for kids, free from advertising and no personal information is required to register with strict limits on how much time kids can spend on any activity.

The value of the exact market hasn't yet been tallied, but a report by Packaged Facts counted 29 million U.S. kids ages 8 to 14, with a combined annual purchasing power of $40 billion are interacting in this clever virtual world.

"In less than two years, Webkinz has become must-have, just by word of mouth. In 18 months over a million and a half users are registered on the site. The past Christmas period resulted in a growth to 2.3 million visitors. To put that growth rate in perspective, it took Second Life three years to attract the first million residents to its virtual universe. Between April 2006 and January 2007 kids spent an average of two hours per visit on Webkinz. YouTube, by contrast, averaged 32 minutes per visit during the same period, while Club Penguin averaged 54." (From Science & Strategy, April 4, 2007)

Children at 5 and 6 years old are interacting in virtual social networks, learning skills such as money management, responsibility, and appropriate social interactions. They are seamlessly using technology in ways that we never dreamed possible.

As administrators, we may never create clever online social networks like Webkinz and become millionaires. But we can impact children in very significant ways by ensuring that our schools are providing an exciting educational environment with technology rich lessons to match what kids are doing at home. We can become knowledgeable enough to provide the leadership in schools and classrooms to educate this generation of Webkidz. If not, we are going to continue to see high drop-out rates and at even younger ages.

--Marion Ginopolis <Cross posted on the LeaderTalk blog>

Technorati Tags: Webkinz Social_Networks Second_Life Digital_Natives

Superintendents in the Trenches - First-Day-Back Stories

Story telling never goes out of fashion, and when the stories are humorous and relevant and generate a few brief moments of reflection, they are all the more valuable!

Two such stories appear in a blog written by Tom Hanson, a former school superintendent, in which he describes his encounter with two students in the grade 2-3 wing of one of his schools, and the other, in a first grade classroom. Reflecting on his two embarrassing encounters, he comments:

. . . I have learned that if you work with children sometimes you do the teaching, but there are many, many other times, when we actually do the learning. That’s how it works with kids, if you pay attention you do a lot of learning. . . . I have also come to realize that if you keep learning, well then you have a chance to be truly someone special, someone who makes the difference in the lives of children.

Do you have a first-day-back story (or maybe one after months in the trenches) that you'd like to share? Just hit the Comments button below and start your tale!

Instructional Leadership Act 2007

I'm keeping my eye on the Instructional Leadership Act of 2007 H.R.3441 introduced in the House by Rep. John Sarbanes (D-MD) on August 3 which would authorize $100 million to develop innovative programs to train principals in instructional skills. In addition to training principals, this legislation proposes to incorporate those skills into state certifications and licensure and requires the U.S. Department of Education to develop a definition of a highly qualified principal (HQP).

Part I, Section G, reads as follows:

IN GENERAL- Based on the reports under subsection (f), the Secretary shall establish a definition of `highly qualified principal' that emphasizes standards of instructional leadership.

`(2) CONSIDERATIONS- In developing such a definition, the Secretary shall give consideration to the need for principals to--

• demonstrate awareness of the knowledge skills and attitudes needed to effectively lead teaching and learning in schools;
• engage in continuous professional development, utilizing a combination of academic study, developmental simulation exercises, self-reflection, mentorship and internship; and
• demonstrate the capacity to lead in establishing and maintaining a professional learning community that effectively uses data to improve and personalize instruction for all students to result in improved student achievement.

This proposed legislation validates the leadership development work we're doing in Michigan with the MI-LIFE (Michigan Leadership Improvement Framework Endorsement) Program funded by a grant from Microsoft Partners in Learning. Beginning in January 2008, Michigan educational leaders will have the opportunity to participate in MI-LIFE's professional learning courses that focus on the “Right Tools” the “Right Qualities” and the “Right Work” for school leaders. The curriculum is structured into learning units comprised of “just-in-time” units consisting of learning, collaborating, communicating and data collecting technology tools/applications, six courses that include face-to-face sessions with learner-directed intersession work, and two online courses. The program focuses on the skills, relationships and behaviors leaders must develop to be successful Digital Leaders, Data Leaders and Instructional Leaders.

Built around the standards and benchmarks included in the Michigan School Improvement Framework and aligned with the work of McREL's Balanced Leadership responsibilities (Marzano, McNulty and Waters) and the Microsoft Education Competencies, MI-LIFE is intended to build statewide capacity among leaders centering on the same characteristics identified in the proposed definition of a HQP listed above.

 

What I'm equally encouraged about by this proposed legislation is the possibility of the reinstatement of state licensure and certification for Michigan educational leaders. Authorization to issue Administrator certificates in Michigan was eliminated under Public Act 289 of 1995, making Michigan one of the few states that do not issue formal Administrator certificates to school leaders.

 

Take the time to connect with your U.S. Representative to encourage his/her support for this important piece of legislation. It's clear that good instructional leadership positively impacts student achievement. The passage of H.R. 3441 will provide funding to help states, school districts, nonprofit organizations, and universities develop innovative programs so that principals will have the tools and training to be strong instructional leaders.

 

--Marion Ginopolis <Cross posted on the LeaderTalk blog>

Yellowed Pages

"Those phone books have been lying in that same spot since January," commented my son, Tim, Sunday evening, as he unlocked the lobby door leading into his Cambridge, MA apartment building, a three-story New England-style brick edifice of indeterminate age housing graduate students who attend nearby Harvard. "Nobody here uses phone books," he added. I asked him to take a photo of the bereft stack of unwanted directories as a silent testimony to their rite of passage into "history."

Tim is a member of the Net Generation, which Don Tapscott described in his book, Growing Up Digital, and so are the other young apartment dwellers on Chauncey Street. N-Genners were the first to grow up immersed in a digital and Internet-driven world, and my guess is, phone books are about as outmoded to them as inkwells are to me! Makes you wonder what other resources which we so commonly rely on are considered passe by our students!

Come to think of it, when's the last time you saw someone talking on a pay phone?

--Jane Perzyk

Technorati Tags: Yellow_pages payphone Net_Generation Don_Tapscott

Instructional Coherence, Culture and Capacity

Each piece of a jigsaw puzzle has a small part of a picture on it and when the puzzle pieces are fit together they produce a complete picture.  The jigsaw puzzle is a metaphor for the three courses of the Instructional Leadership Unit--Coherence, Culture and Capacity--and their impact on the "big picture," student achievement. No one piece is more important than the other; without all three pieces in place, student achievement can be compromised.

In what ways are these three pieces interdependent?  What happens if one piece of the puzzle doesn't fit with the others?  What are the corner pieces that need to be in place to ensure that the puzzle fits?  Comment on the interdependence of instructional coherence, school culture, and building capacity.