I just read this article about the digital learning environment, and found some great points I would like to share with you here. It is about creating the right vision for teaching and learning and how important it is for principals to model the use of technology. Take a look at the points listed under Update for new leadership skills. I particularly noticed this: Teachers need the time, space, and support to try new strategies, reflect upon them, and choose whether or not to use them again. Principals modeling this by taking risks themselves>—with thoughtful approaches, research-based practices, and careful reflection
Article found here: Christensen institute.
f you’re leading your school through the transition to a digital learning environment, you know that creating the right vision for teaching and learning can be a juggling act. Today’s new challenges for school leaders inspired Mary Ann Wolf, PhD, director of digital learning programs for The Friday Institute; Elizabeth Bobst, a writer, editor, and educator focusing on ESL and international education; and Nancy Mangum, digital learning lead at The Friday Institute, to publish Leading Personalized and Digital Learning: A Framework for Implementing School Change. I recently caught up with the authors, who offered guidance for principals and other school leaders aiming to support teachers as they leverage the power of technology to make student-centered, digital learning a reality.
- Let students guide their own learning
Mary Ann Wolf: Teachers have long understood the power of personalized learning, but in the past, they’ve only succeeded in personalizing learning for some students on some days. In our experience, technology or digital learning makes personalized learning possible for every student everyday.
For example, teachers who are striving to ensure that each student can be on a personalized pathway are able to have access to data on a regular basis that allows them to help guide the child. Learning opportunities do not always involve technology; however, to enhance learning, students can connect with experts, develop products, approach project-based learning, and publish for a broader audience via digital resources.
One indication of true digital learning is how the teachers works with students in the classroom. When we walk into a classroom of students engaged in digital learning, we often find it hard to identify the teacher immediately because he or she is working with students rather than at the front of the class.
We often hear a hum of energy. Some students are working together using technology to collaborate or solve a problem, others may be working independently to write a reflection or practice a skill, and a small group may be working with the teacher using manipulatives or tablets to practice with support. Some students may be sitting on the floor, while others are on a couch or at a desk.
However, the most telling thing about digital learning is when students can tell you what they are learning, where they are on their learning path, and where they are going next with their learning. Students can describe goals and standards, and students can show you their learning data. In our experience, students are engaged in the content and are very comfortable asking others or their teachers for support. Digital learning makes personalized learning for every student every day possible through rich content, simulations, collaboration tools, and production opportunities. Students use the technology much like we do at work, as one tool that can help them achieve their learning goals.
- Update for new leadership skills
Nancy Mangum: We continue to agree that core leadership skills identified by Michael Fullan and other researchers are as critical for leading today as they were ten or twenty years ago. However, we also know that today, the context has changed. In today’s districts and schools that are striving to move toward more personalized and digital learning, we find three key areas of leadership that are more emphasized, or more critical, than they were in the past:
- Modeling. While principals have always had the opportunity to model in some way, the transition from teacher-centered to student-centered learning, especially with the potential of technology and digital learning, dramatically shifts what modeling looks like for principals. Principals should model their own use of digital learning tools to personalize their work with individual teachers, whether through providing feedback after a walk-through (like a quick email focused on a particular area) or by utilizing data to help a teacher better identify professional learning experiences that may support his or her growth and goals.
- Adapting to the pace of change. The pace of change in education has been slow. Yet in recent years, the near constant arrival of new technologies and digital learning has dramatically accelerated the pace of change. Teachers need the time, space, and support to try new strategies, reflect upon them, and choose whether or not to use them again. Principals modeling this by taking risks themselves>—with thoughtful approaches, research-based practices, and careful reflection—
- Articulating a shared vision. Principals must guide their stakeholders—students, parents, teachers, and community members—in thinking about what they want teaching and learning to be for their students. A shared vision must involve input from all stakeholders. Principals can bring stakeholders to visit classrooms and witness examples of some of the important aspects of that vision within the school. In asking stakeholders what they want teaching and learning to look like, I have never heard that they want every person in the class sitting in rows doing exactly the same thing at the same time without regard to what a student specifically needs. Principals should ask pointed questions to students and teachers about what makes a difference for learning and what leads to engagement. Principals should also share research and other examples of approaches that might work for students, as this helps people imagine what is possible. Helping others see what is possible, especially in a time where clear examples are hard to find, is a critical role of principals in this transition.
Our book shares many tangible examples of how principals are growing and integrating these leadership competencies in their work everyday.
- Distribute leadership and model the culture
Elizabeth Bobst: The importance of shared leadership and empowering teachers and students is a common theme from the principals we highlighted in our book. Effective change cannot happen with one person tackling it on their own, so leaders who are looking to make changes within their buildings must ensure that they have a team to support one other and get buy-in from stakeholders.The importance of distributed leadership builds on the need for ownership in the school by capitalizing on strengths and allowing teachers opportunities to grow and lead themselves.
Mary Ann Wolf: Creating a culture that supports innovation requires that teachers embrace a growth mindset, one in which they believe they have the ability to learn, grow, and change. One strategy that Drew Ware, a principal in Chapel Hill, North Carolina, shared is to offer a forum for teachers to share something that they had tried during the week that hadn’t gone as planned. Drew did this through a “Faffle”—a Failure Raffle—that teachers get to enter when they try something that doesn’t work and are willing to discuss it. This allows the principal to honor and appreciate on a regular basis teachers who take risks, acknowledges that failure is part of learning and improving, and provides teachers the opportunity to support each other.
Shifting to a digital culture requires school leaders to model the very changes in mindset and skill-set they want to see. Taking risks at faculty meetings to try something new or sharing reflections on things that they have tried that haven’t been as successful as they had hoped are important. Leaders must also use digital tools and strategies that they would like to see utilized in classrooms within their own practice. This could include trying a new tool for a weekly staff newsletter or changing the instructional strategies used during a staff meeting so that the meeting takes on a more personalized approach.
For more digital leadership insights from Wolf, Bobst, and Mangum, check out their book Leading Personalized and Digital Learning: A Framework for Implementing School Change.
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