“Success isn’t something that just happens. Success is learned, success is practiced, and then it is shared.”
– Sparky Anderson
Sharing an excerpt of an email as well as survey links on behalf of the Future Ready Schools
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Listen
We want you to Speak Up! Future Ready Schools (FRS) is helping to support Engagement with Community – Listen, Share, Respond – #Engage109
“I am seeking, I am striving, I am in it with all my heart.”
– Vincent Van Gogh
Upon entry into a school system (or company) one of the first things leaders do is listen to stakeholders and find out what’s going on. They ask questions like: “what’s on your mind?”, “what is working here”, “if you were in my position, what advice would you give me”, and so on. Any impactful leader’s entry plan involves engagement and listening! As I have learned and as I continue to learn on my leadership journey, it is necessary to listen and respond throughout one’s tenure – not just at the beginning. In our District we value strategic and ongoing communications to engage our stakeholders.
In our District we highly value survey data, focus group data, stakeholder input, and action. Each year we administer a Culture Survey and every other year we administer a climate survey. I have shared posts 
As part of our data informed decision making processes we engage with thought leaders and thought partners around various endeavors on an on-going basis about a multitude of topics (including but not limited to): curriculum, teaching, engagement, innovation, communication, etc. With respect to communication, the following four slides show graphics about our recent strategic engagement efforts. While our tag line is Engage, Inspire, Empower – our energy is devoted to seeking out thoughts, reactions, feedback and input into how we can continue to best fulfill our bold mission!
Connecting through Professional Learning
“You can’t fall if you don’t climb. But there’s no joy in living your whole life on the ground. ”
– Unknown
There are many ways we can learn professionally and there are many ways we can grow professionally! I am fortunate to work with amazing teachers and leaders so I am learning every day. Each month I co-moderate a Twitter Chat called #SuptChat with a friend and colleague Dr. Nick Polyak
When superintendents listen to the voice of the people and connect with them, they are connected. They are deliberate and intentional about turning learning opportunities into connections and networks, the leader is demonstrating leading by example and connecting. When a leader is asking teachers what their needs are, following up with learning opportunities reflective of those needs, and communicating through words and actions (i.e. attending conferences arm in arm) the superintendent is connecting and leading through professional development.
In my experiences and in my practice I regularly seek input from stakeholders. Leading in a culture of connectivity is all about connecting with others, leading others, and leveraging the tools of the trade to do so. As research about student learning shows, students learn and grow more when they have choices and a “voice” in their learning. Adult learners also learn and grow more when they also have a voice in their learning and development. When employees feel respected and valued they have a greater likelihood of following through with the initiatives. When the leader of the organization connects with the beliefs and feelings and desires of the members of the organization, there is greater support for changes and initiatives. There are several ways to apply connectivity in and through professional development to impact organizational culture. Connection starts in the first days on the job and/or in transition and it never stops.
The connected leader seeks feedback. An effective example is using surveys or focus groups with stakeholders, asking teachers what they need, want in professional development, the leader can demonstrate connectivity in terms of acknowledging and meeting their needs. When a leader puts forth professional development opportunities that the teachers request or identify as high value the leader is demonstrating connection with and valuing their opinions and needs. By offering options and providing choice, the professional development has a greater likelihood of becoming job-embedded and impactful! The skilled and connected leadership team meets needs of 
employees and provides staff development that is in tune with the needs of the teachers. While many leaders celebrate the value of differentiated instruction for student learning, a connected leader seeks out that which differentiates staff and deploys staff development at varying levels and formats as well. In addition, the superintendent who is physically present at inservice events and workshops and one who learns with the other educators is shaping the culture whether they realize it or not!
A superintendent’s direct connection with staff, aside from classroom visits is through professional learning. By sitting side by side for part or all of workshops and conferences, the superintendent is demonstrating that he/she values the work of the teachers. Often superintendents are reminded of the “need for training” as an expectation and/or a barrier toward implementation and acceptance of new educational and instructional opportunities. One way to convince teachers of this and one way to help those nervous or reluctant is to actually sit and work with them! As an example, I have helped teachers set up their Google calendars for example in an effort to support the change and to learn and teach together.
In my first 90 days as superintendent I called key stakeholders (clergy, government officials, parent organization leaders, financial officials, other educators in the area, etc.) and I held personal meetings with as many people as I could (above list, teachers, parents, students). If you have not already done so, seek out “focus groups” of people and ask them to talk to you. I treat most days like the first 90 – I actually never stop connecting and reaching out – and in doing so I open my mind to new ideas, affirm those ideas I know are correct, and work to impact change and growth and transformation for the 3000 students whose education is, in part, under my control – directly and indirectly!
Whether you have one school, five schools, or 300 schools, you can connect by reaching out and asking people to speak with you – it’s amazing how much people value time with the superintendent. Once you start these relationships, all that follows – adult learning, student engagement, problem solving, community growth – work better, smoother, and in a more fulfilling connected way. Repeat your first 90 days from time to time – relationships are an underpinning foundation for growth – professional development and growth based upon relationships and networking reflects a superintendent leading in a culture of connectivity.
A good friend and colleague, Dr. Jeff Zoul has published another book! This time he and national education expert Tom Murray share practical tips for Leading Professional Learning! Their book and the research and experiences upon which it is built speak directly to current, modern professional learning!
One of the reviews: “This is a brief, but powerful, book about making professional learning for teachers more meaningful and personal. Murray and Zoul have identified several important ways to improve how we support our teachers’ learning so that they are better equipped to support their students. The book offers practical tips that schools and districts can take and use immediately.”
Todd Whitaker, Professor of Department of Educational Leadership
Indiana State University, Terre Haute, Indiana
The traditional in-person model of conference professional development does not immediately lead to connections. But through focusing on leading in a culture of connectivity and becoming a connected educator, even the most isolated conference situation can lead to an opportunity for growth and application of connectivity. Many conferences involve attending alone, not knowing anyone; or attending with your team and not meeting anyone new. One way to turn this dis-connected experience into an experience designed to breed connectivity can be found by intentionally aiming to form a lasting relationship. The superintendent who deliberately seeks out connections and opportunities to network, share, learn, and grow is the one who is leading that way on home turf too. Seek out what types of conferences teachers or union leaders are planning to attend – and then attend with them. This practical and proactive approach to learn together builds relationships and allows for greater growth.
Some questions & suggestions for you – reflection:
At the last conference you attended did you meet anyone new? Did you try to seek out new people to meet? Did you follow up with any presenters or participants?
Have you called a neighboring superintendent this week? They say our profession is lonely – intentionally take steps to be connected, break the cycle of loneliness – reach out.
Technology Tools – Change – Growth – Leadership – Accelerator
“A life isn’t significant except for its impact upon our lives.”
– Jackie Robinson
Connecting through technologies
From my extensive personal and professional learning networks (PLN) I have been exposed to countless applications and web-based offerings that teachers and other educational leaders can use to impact student learning and organizational culture. In addition, I believe it is essential for superintendents to model the usage of technology applications (apps) as a show of support and as a cultural symbol that it is “ok” to experiment.
Over the years I have worked directly and publicly with tools like Edmodo. Through a “Facebook” like interface, with a “moodle” like infrastructure, Edmodo was one of my first efforts at engaged, collaborative, “high tech” learning as the superintendent. In a previous district, I set up Edmodo as a “school” for teachers where we would share professional learning and host professional development. A practice that I support and share with leaders is to identify 3-5 Web 2.0/3.0 instructional tools to interested teachers through the voluntary/pilot like the Edmodo project in which I participated. In my current district Edmodo is used systemwide for parent and student engagement and communication.
In addition, I have also personally supported professional development modules with other tools like VoiceThread for educators. The message has far less to do with the specific application or technology, the message is that is is OK, supported, and encouraged in the organization for people to experiment and use tools professionally so that those that work may be used to support learning in the classroom. The ultimate aim of the connected leader is increased student learning and increased staff abilities. As the lead learner and lead leader, the superintendent needs to “model the way” as espoused by Kouzes and Posner so that others may feel comfortable trying, failing, and eventually succeeding with new technologies.
From time to time I seek out and attend technology for administrators workshops. The purpose of these workshops is to educate educational leaders (mostly school superintendents) on the what, how, etc. of and for today’s digital student learning. With inspired and motivated leaders, others in the school system are likely to have more confidence in trying new instructional methods with students. What strikes me during the many discussions and small group break-out sessions is the concept of “training” … have you ever seen a student seek out “professional development” to learn how to use apps? (a saying I have seen on Twitter) What kind of training do teachers need with respect to using technology applications? At times they simply need to use the apps … training is in doing – this is a new concept. This is a scary concept for many whose entire professional life has involved being trained before implementing.
I am often reminded of the “need for training” as an expectation and/or a barrier toward implementation and acceptance of new educational and instructional opportunities. What sets technology apart from traditional instructional applications, is that in most cases, the technology simply needs to be used … there is not a “sit and get” type of “training” that is going to yield the type of usage that the students today need, demand, and 
understand. I’m saying that “training” is a bad thing – I’m not saying that “training” is unnecessary, what I am saying is that one’s notion of training from an old school model, does not fit in today’s model of training. Today’s model of training looks more like Vygotsky and other constructivist theorists would describe … doing, scaffolding, sharing, discovering, users creating their own knowledge. Think about the instruction manual for the iPhone … oh wait – there isn’t one! The world has changed and it is incumbent for we leaders to change too … raise expectations and do it.
For schools to change – for school systems to change – for INSTRUCTION to change – so must our concept of training. To steal a catchy phrase from a big company … we simply need to “just do it” and the “training” might just become a learning experience! Over the past several years Twitter has opened up and created many new professional connections for me. Recently, my interactions with Twitter have opened up new professional connections and instructional opportunities and growth plans for the school district where I am the superintendent. Twitter is a professional learning network (PLN) for me – through the tweets of others, I am linked to the educational leadership world I am excited to be a part of. Through the lists/connected groups like #edchat, I can find resources- endless leaders, teachers, ‘techhies’, around the country and the world with whom I share professional interests.
Twitter is also connecting me with local news outlets for breaking news and information. I re-tweet (share others’ tweets) when I feel those who follow me might like the information. From time to time I share an original tweet with a link or information or a request for information or to promote a project at my school. The social media opportunities and networking and learning and growth I am realizing and enjoying through Twitter is/are something I want to share with you with the hope you can benefit from its power as I am. As part of our District’s strategic communications plan, or branding plan, we established a hashtag on Twitter; #Engage109 is the hashtag that we use for all tweets related to our school district. The hashtag is a unique identifier and it’s quite flattering that other neighboring districts have also established hashtags, following our lead. Through actions and deliberate methods, we are creating a culture of connectivity!
A colleague and friend of mine and I reinvigorated connected superintendents via a Twitter chat called #suptchat. I’m amazed at the amount of incredible bloggers and tweeters and leaders I have “interacted” with online and in person. I connect with and through Twitter for the amazing leaders who are sharing information and collaborating and demonstrating and illustrating leadership across state lines and international boundaries.
These past few years have been explosive in terms of instructional, educational, and operational advances in technology tools. Exciting and energizing and engaging are the many uses, connections, learning opportunities and growth opportunities that I and my colleagues and coworkers have enjoyed as a result of “technology” … an elusive term – an evolving term – technology is becoming more of a concept.