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Post EduCon 2.2

First of all, thank you to all the session leaders who led some amazing conversations, thanks to the workforce of SLA students, staff and parents, thanks to the attendees that were willing to brave the brisk, snowy Philadelphia weather to join us for the event.

Organizing this event is an undertaking. It literally takes the entire SLA community to step up. I value community in a really specific, necessary way. Working in a place that rallies, pulls together, works hard, and laughs along the way, is necessary (for me) in my workplace. So YAY!

The reason I find EduCon personally compelling, is that if I am going to foster and sustain my PLN, I need to see them, in person, face to face… reality. I can limp along throughout the year, trading tweets and IMs and blogs and comments, but I really don’t think I would keep up with the whole endeavor if there was not a time to process, converse, share in real time and space. Asynchronous can only get me so far.

Today I am tired, as Lehmann would say, “bone weary”. There is no good way to recover but with copious amounts of sleep, couch time and fresh air. The effort is so worth it, the benefits/impacts have a long tail for all people involved. It is incredibly fulfilling and humbling to play a role in all this. Thanks for taking part. So good.

Phlagstaff 2010

SLA 2009 Phlagstaff Expedition

From May 2nd-May 9th, 2010, ten students and two staff from SLA will venture to the southwest once again for adventure and learning. The inaugural 2009 trip was a smashing success and we are looking forward to new experiences on a new river this trip.

We will be visiting:
Red Rocks of Sedona
Cinder Cones of Flagstaff
the “Lava Tubes”
Grand Canyon – South Rim
Coconino High School
Grand Canyon – Diamond Down

The students in Philadelphia are partnered with 10 Flagstaff students who attend Coconino High School. This partnership allows for not only for the adventure of the trip, but of a real connection to the people, not just the place.

This tradition of exploring far flung places in nature all started with my 7th grade Science teacher and I’ve never been the same since. I’ve been trying to pay that kindness forward for the past 15 years as I have taken kids all over Wisconsin, the Upper Peninsula of Michigan, Southeast Utah, and AZ/Grand Canyon (from Glen Canyon to Diamond Creek). None of this would ever have been possible without the serious support of my family and a robust community committed to providing these special experiences for students.

If you would like to support our trip, consider donating to our fundraising efforts!

Serendipity

fullhouse
Last year during the 2008 election cycle I explored a plethora of websites with my students, at times the amount of tabs I had open scared the students (it was amusing). One of the links that we investigated was WhyTuesday? In the heat of the most exciting election of my lifetime, the students were incredibly engaged and interested in all things election. They were curious about the idea of change and how it was manifesting itself on the WhyTuesday? site. It was all about citizen action and moving the people toward more political participation. Good stuff.

Fast forward one year to the 2009 election cycle. Night. Day. The students were once again in my class talking about the election, but whatever electricity had existed last year had long faded and we witnessed a lackluster election cycle in Philly. One thing had not changed, though, I still introduced my students to WhyTuesday? and talked about the work that was occurring. They were once again intrigued. This year, however, I shot out a message on twitter that I used the website with students.

Enter twitter searching.

Jacob Soboroff, contributor at WhyTuesday? reads tweet about use in my classroom, retweets and this is how the story goes…

We trade emails, then phone numbers to organize a time when I can get both of my classes in the same room at the same time and when he is awake (we are EST, he is PST). It is a little surreal to have the person iChatting into History class also be interviewing Clint Eastwood in the same 12 hour span of time.

While Jacob and I are arranging for times and such, the students are working on a mini-project which asked them to propose a reform to the US voting procedures. They were specifically challenged to look into what change would bring about the largest increase in voter participation in the US. To prepare for this we looked at voter turnout history in the US, investigated other democracies in the world and evaluated current US voting procedures. After all the investigation was complete, the groups came to consensus about a reform they were going to propose and chose a slogan. Then in each group: one person wrote a position paper, one wrote a rebuttal, one recorded a radio ad and one produced a print ad. The goal was to have a consistent theme/slogan and be presented as a package reform proposal. The project portion was essentially completed in two classes, the research spanned about four classes. Some sample final projects can be found on my wiki.

Last Tuesday (how fitting), Jacob iChatted in at the end of the school day to 60 juniors all jammed into my classroom. They spent the next 45 minutes trading ideas and questions about voting, civic motivations and US history. It was spectacular. When we debriefed on Thursday, many of the kids felt like this was a wonderful way to ‘have class’. A majority of hands went up when I asked if they would like me to try and arrange for other experts to iChat in. When I asked them what they liked about the iChat, they were most impressed that during their conversation with Jacob, he didn’t just talk *at* them. They genuinely felt like he was interested in their ideas and the process of sharing thoughts, rather than just hearing himself talk. (so good)

From my perspective everything mentioned above was wonderful but, having a real person that uses their life to try and improve civic engagement in the US, iChat into my class to speak with students is superb. The fact that it all went down because of 140 characters on twitter is, well, perfect.

One of the largest frustrations that I have with regard to pedagogical reform (involving technology or otherwise), is related to the perspective with which many teachers think about leading the change. Many teachers are looking around wondering where the leaders are, who will ‘allow’ them to implement their big ideas for change. The thing that I have come to realize, people, is that NO ONE IS COMING FOR US.

Now I don’t say this to be inflammatory or contentious, but rather to point out one of the basic stumbling blocks that many reform minded teachers trip on in the great march to more/better/faster in pedagogical reform. The leaders in many schools are not reform minded. The leaders in many state houses are not reform minded. Although the word reform is tossed around as though it is a fore gone national policy conclusion, much of the ‘reform’ policies look just like more of the same: testing, standardization, and then more testing. I have to let you in on a little secret, more standardization and testing is not reform. Real reform, that takes into account the shift from an era of information scarcity to one of information surplus, is harder to come by, its nebulous. But, much like the constitutional definition of pornography, I know it when I see it. And I think many teachers also know it when they see it on the faces of their students, in the work they do, and in the words they speak. We know.

Hence, when you find yourself saying, “I wonder when (fill in the blank here with your school/workplace/district) is finally going to get it and start adopting more ‘21st century’ friendly pedagogical reform”, my suggestion is to stop asking that question because NO ONE IS COMING FOR US.

The leadership that we all crave and seek is really already here. We are it. Those of you trapped in places where the leadership is abysmal/lacking/stultifying, start taking classes to be the principal, or the curriculum director or, IT director, or, or, or….. Build common cause with community groups, universities, and non-profits. Get moving. Lead. We must stop waiting for someone to come and save us all from the big bad bureaucratic machine that crushes innovation and creativity because, well, you know why.

SLA goes to AZ/UT

Just hanging out on San Juan Hill

The trip was a smashing success and we are only hours away from our return trip on Southwest! Huge thanks to all the people that made this trip possible…
- Megan, Dave and Heather for picking us up from the airport and setting up camp on the first night!
- Shane for hooking us up to stay at the Saguaro Lake Ranch
- Megan and Dave for allowing us to use the Patterson Hostel as home base for the duration
- Graci for her wonderful hospitality at Grand Canyon
- CHS teachers, students and parents for graciously hosting us on the midpoint of our trip.
- Dave Roth, principal of CHS, for letting the SLA kids sleep at CHS in order to save a little cash.
- Katie, Walt, Brin, Jerry and Mark for guiding us expertly down the San Juan River
- Emma, Chantal and John from the GCY office that rose from the ashes of the warehouse fire to pull our trip off without a hitch. The manner in which they all recovered from a devastating fire is nothing short of miraculous and speaks to the perseverance, hard work and tenacity with which this crew can rally.

I was sad to see the San Juan River valley floating off into the distance yesterday and then to have a blustery snow storm almost hastening our departure from Flagstaff… I miss this place, this space. There is something about that river how it cuts through history, geology and lore. Tomorrow I will be back in Philly, but must admit that a piece of me stays with the southwest. More pictures, blog posts and stories to follow!

Goal:
Student engagement with and reflection on the (not) State of the Union
Means:
Moodle Chatroom backchannel for the live broadcast of the address
AND
Personal response to the ideas/issues presented using GCast channel and cellphones*

Results:
20 students participated in the live backchannel**
AND
1-2 minute student reflections recorded on GCast

*For directions on how to set up a gcast channel to use with multiple users

**Kyle Stevens and I are toying around with having a TX/PA joint chatroom next year between his students and my students

Feels like Home.

educon-wordle1At some point in the last seven days I finally synthesized my decision making process for picking up from a place I adored to join in the fun at SLA. The days leading up to the EduCon kick off were nothing more than a blur of constant activity and thought focused on organization, doing, cleaning, constructing, moving and every other action verb you can imagine. It was delightful.

However, when education professionals started pouring into the school on Friday morning one question kept popping up. It came in different forms and slight variations on a theme, but really people wanted to why SLA works, why I would move across country to join in. When I left Flagstaff last spring, I wrote:

The visit to EduCon2.0 and SLA solidified within me a certainty that I think I had been coming to for quite some time. I needed to work in a place with people that ‘get’ it with regard to students and learning. Although many of my revelations and connections were at tech conferences and online, at the end of the day I need to be in a real space with educators that approach education with a similar philosophy and curricular approach. By walking through the door of the Science Leadership Academy I literally opened a new door on my career path.

All of that is still true, however I realized a more subtle and significant connection in this whole choice to be here and it connects to another theme I find myself returning to time and again. I grew up in the smallest of farming communities in western Wisconsin, in the 80s. Glamorous it was not; hard work, struggle and perseverance were at the top of the list for descriptors. I would not change a bit of it. Nothing. Not one moment.

The school I attended was not progressive, traditional in all those really traditional ways. Lincoln High School was phenomenally important to a bunch of farm kids in the Midwest. Our teachers pushed us to be prepared to get out and do more with our lives. The people in the community pushed for it, the students reached for it and the result was a singular effort striving for opportunity that only college offered at that time. The high school held 160 students 9-12, but has cranked out a Ph.D. from Berkeley that works for the National Institutes of Health, a member of the CIA, a top account in a major firm, a vice president of Ericsson and who knows what else. Small farm towns do not tend to have this kind of success rate for their students. What my hometown did was unify behind the success of its young people in the most consistent manner. Communal, unyielding support and expectations for success walked with us everyday.

Since I left the cozy security of rural America 16 years ago, I have tried to create that feeling of community I left in the rolling hills of Wisconsin. And on Friday when I was being asked over and over again, why does SLA work, why did you choose this. The answer was the same for both questions: SLA epitomizes all of the good pieces of a community of care I was carefully raised in as a child and after all these years teaching all over the US, I am home again.

Grading Education

picture-5During our decadent snow day today, I began reading Richard Rothstein’s Grading Education: Getting Accountability Right . If anyone else has read or is reading this particular piece of writing, please let me know as I would like to process some of this as I go. The Economic Policy Institute has the introduction posted.

Some introductory ideas/assertions from Rothstein that caught my attention:

–In education, “accountability,” as described here, requires schools and other public institutions that prepare our youth to pursue the goals established by the people and their representatives through democratic processes, and to achieve these goals to the extent possible by using the most effective strategies available.

–Yet none of these proposals commanded sufficient support because none addressed NCLB’s most fundamental problem – although tests, properly interpreted, can contribute some important information about school quality, testing alone is a poor way to measure whether schools, or their students, perform adequately.

–State accountability systems should ensure that schools and supporting institutions promote all these traits in a balanced fashion, because accountability for only some outcomes will create incentives to ignore others.

–One reason, perhaps the most important, why No Child Left Behind and similar testing systems in the states got accountability so wrong is that we’ve wanted to do accountability on the cheap.

–The chapter describes how an accountability system organized around achieving a fixed proficiency point leads to excessive concentration on students whose performance is slightly below that point and ignores students who are either above or far below it.

These are just a few of the quotes from the introduction. I am perpetually intrigued by the idea that standardized testing, as it is currently employed through NCLB, is a false path for a successful educational model. In the attempt to wrap my brain around relevant research, I picked up a few books over the last month to dig into. This is the first one into which I am digging.

The last few sentences of the introduction really hit home after this past weekend’s conversations.

But first things first. Before detailing this accountability program, we have to ask, “accountable for what?” What are the goals of American public education? Certainly, good test scores are part of the answer, but should schools be accountable for more – say, good citizenship, or good judgment? If so, is it possible to measure these broader school outcomes to know whether educators are performing satisfactorily? It is to these questions that we now turn.

Now onto page 13.

Where I come from…

My great-grandparents on the Laufenberg family farm

My great-grandparents on the Laufenberg family farm

Anyone who knows me, even a little, knows that I grew up on a farm in west central Wisconsin. Even though I left the farm at 18, it has never left me. There is one thing that stands out to me after all these years away from the farm, that I try to replicate everywhere I can, and that is a sense of community; and not community in the digital, 21st century, ubiquitous kind of way.

Today when I called my parents they relayed a story that best epitomizes the sense of community that still exists in small, rural towns. The Hagens, Julie and Jewell, live up the road, and have done so since before I was alive. Their son, Terry, was a year older than I in school. The father and son team run a dairy operation with 150 head of cattle, machinery, etc. The business supports two families and is pulling off what few families have in the last few decades on America’s small farms; the family farm.

Friday night, just after midnight, my Mom bolted out of bed, unsure of what had woken her, but knew something was wrong. A few minutes later there were sirens coming from all directions down our little road that scarcely sees a vehicle after midnight. My father, hard sleeper extraordinaire, slept through all the commotion. Knowing that my father would want to see what was happening and help if he could, my mother woke him up. As my father turned west out of the driveway, the cause of the commotion was abundantly clear.

The Hagen’s barn was on fire. This was not a small fire, burning machinery, hay, straw, equipment and worst of all, 44 head of their best milking cows. Four volunteer fire departments responded with probably close to 100 people up and out of bed to help in the middle of the night. My dad buzzed back to the house to pick up the cattle trailer to help get the remaining cows to a nearby pasture. Almost immediately, one of the men present remembers that a local farmer just sold off his cows the previous week and there was a barn still set up for milking, about 15 miles away. The only thing missing was a compressor, as that had been sold off already. A local electrician, and close friend of the family, chimes in with, you get the cattle there and the compressor will be in and ready. Men and women spent the bulk of the night trying to make sure the fire didn’t spread to the rest of the buildings and stand in support of the family. No one received a dollar or compensation or anything but the knowledge that if it was their home or barn or livelihood, the same would apply.

In the recent political season, the scene is one that I almost can’t bear to watch anymore with the spewing of anger and the skewing of fact. But, as I listened to my mom tell me the story, it occurs to me that none of that matters if we don’t have communities like the one I grew up in, continuing to help when help is needed and celebrate when the good times come. It may be a little overly simplistic and/or Pollyanna’ish’ to say so, but I think that America is really in trouble when we cease to be the kind of place where neighbors help neighbors, let alone know their neighbors. Living in the city is really unreal with fabulous opportunities and wonderful events… but I am not sure that the sense of community that exists in these rural pockets of America translate well in our cities. The loss of that feeling that your neighbor will get out of bed in the middle of a Friday night to help salvage your life’s work… is one that America can’t stand to lose.

It is in my classroom that I try very hard to help students to feel that sense of community, that sense that someone will help you because it is the right thing to do. SLA is an easy place to foster such a feeling because the community is already so strong. But I often think about what it must be like to live a life without the strong sense that your network will support you when you stumble. To have grown up in it makes me a better person, to know that it is still alive and well, gives me hope.

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