It's all about building culture
Scott McLeod, J.D., Ph.D., is an Associate Professor of Educational Leadership at the University of Kentucky. He also is the Founding Director of the UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE), the nation’s only academic center dedicated to the technology needs of school administrators, and was a co-creator of the wildly popular video series, Did You Know? (Shift Happens). He has received numerous national awards for his technology leadership work, including recognitions from the cable industry, Phi Delta Kappa, and the National School Boards Association. In Spring 2011 he was a Visiting Canterbury Fellow at the University of Canterbury in New Zealand. Dr. McLeod blogs regularly about technology leadership issues at Dangerously Irrelevant and Mind Dump, and occasionally at The Huffington Post. He can be reached at scottmcleod.net.
I have been mulling over the theme "reconciling standards with 21st century learning" for a few weeks now, or to be honest, for the last sixteen years or so (I have been in education for seventeen years). The first year of teaching, there was no mulling or reflecting, just surviving.
Since I an relatively new to the world of blogging and tweeting, I thought I would first tell a brief bit about myself and so you could put my thoughts into some sort of context. I began my teaching career in a very large, urban elementary school in the early nineties as a Teach for America teacher. I absolutely loved it, became a certified teacher, and stayed for a total of five years at my placement school, three years beyond the two year commitment most TFA members serve. I served at my school during an interesting time period because I taught there before there were any sort of state standards and while I served standards were put into place by the state of Maryland. I have to be honest, I am not anti-standards in any way, shape, or form. Before standards were instituted, my school was the education version of the wild west. Everybody just did their own thing and there certainly was no sheriff in town to keep things orderly. I survived on some old textbooks, an educator's library card from Baltimore County that allowed me to check out vast amounts of books, and my wits. My colleagues, once they saw I was not a quitter (which was well into my second year of teaching) started to help me too.
Toward the end of my tenure in Baltimore, standards were put into place. I felt a certain a sense of relief that I did not have to come up with everything myself. I also liked that I had some sort of measure to strive for with my students. I also knew our school, with new leadership along with the state standards, began to take the education of poor, minority children much more seriously than they had before.
Fast forward ten years and I am now an elementary principal in Albemarle County, Virginia in a school that is a majority minority school with two thirds of our students qualifying or free/reduced lunch. I was placed in the school, my second as principal, to "turn it around". Turning a school around, in case you have not been reading anything for the past five years or so essentially means getting those test scores up. My first year at the school in 2007, I was confident I could raise those test scores from I guess my sheer presence. That first spring, the test scores actually went down.
That began the major "aha" moment that has carried me through the last three years of leading my school. With the scores going down that year, we qualified for a school improvement grant from the state and used some of the money on some powerful staff development the folks from Responsive Classroom and Expeditionary Learning. What I started to learn that year from this professional development that I experienced with our staff was that it was all about building our culture and it was not just about test scores. Sure, we went on to significantly raise our scores two years ago (with a dip in reading this past year) but we started to make some intentional changes in our community of learners, adults and children, that have allowed us to attempt the reconciliation between 21st century learning and the standards movement (for the purposes of this post, 21st century learning standards equals our work with expeditionary learning, hands on learning, authentic products, public audience etc.)
So now, a few years later, our school is on a continual path of working deeply and thoughtfully with state standards in a way to make them meaningful to 21st century learners, our students. We have a long way to go in the process, but I have learned some things along the way as a leader that I think, helps support teachers in public schools to deal with the tests and also make learning engaging and meaningful.
A good leader of a public school in this country is in constant reconciliation mode between standards and 21st century learning. If you put supportive, honest, and strong structures in place to help everyone in the building learn and take risks, I firmly believe that we can live well with the standards without losing engagement and deep understanding. It is a long hard journey, but in my mind, the only one worth taking.
Greer Elementary School, Charlottesville, Virginia
For more about our school's journey, check out my personal blog: http://elementaryleadershipmattlandahl.blogspot.com/
- Acosta will be allowed to return to the White House on Friday.
- The case is still open, and the administration may choose to appeal the ruling.
Progressive America would be half as big, but twice as populated as its conservative twin.
- The new definition of a kilogram is based on a physical constant in quantum physics.
- Unlike the current definition of a kilogram, this measurement will never change.
- Scientists also voted to update the definitions of several other measurements in physics.
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