District Leaders: Focus on Content First, Tech Second

“True teams are made when you put aside individual wants for collective good.”
– Chiney Ogwumike

Today I’m attending a professional conference hosted in our district and jointly organized by local school districts – North Shore School District 112, Township High School District 113, and our District, the Deerfield Public Schools – District 109; we also welcome our friends from the Bannockburn School District 106. At #TechCampNS, Tech Camp North Shore, we have an impressive collection of workshops, presentations, tools, messages, and professional camaraderie that strengthens our community and our communities as we educate all children PK-12th grades.

One of the main messages about our innovative future focus is that at the heart of all of our purpose is, has been, and will remain STUDENT LEARNING! We are fortunate to have an abundance of high quality devices and resources and it’s important to keep the human factor in content curation and it’s essential to keep the teacher-student relationship at the heart of our work!

I published the following information, related to the TechCampNS focus at http://blog.discoveryeducation.com/blog/2015/08/20/district-leaders-focus-on-content-first-tech-second/

Much has been written about districts and schools “going 1:1,” issuing tablets, computers, or other electronic devices to every student. As the quantity of devices in the hands of students grows, many leaders like me believe these changes cannot succeed without supporting transformative change in student learning experiences. Namely, I’d like to see a focus on content first, tech second. It is far more important to enhance learning via high quality content and instructional transformation than it is to simply replace a pencil with a tablet and hope for the best.

There are numerous recent blog posts in the wake of #pencilchat on Twitter, where educators and others discussed the popular “pencil analogy” regarding technology in the classroom. The points made (no pun intended) in this discussion are varied, but an important theme emerged that I feel warrants attention: simply putting a pencil in a child’s hand won’t make them a great writer. However, if you give a student a pencil coupled with powerful, meaningful content and exceptional instruction from an energized and committed educator—a great writer may just emerge. When that occurs, is it the pencil or the content that deserves the credit?

As Andrew Marcinek writes in his book, The 1:1 Roadmap Setting the Course for Innovation in Education: “Technology is more than just ‘Computer Class;’ it is a literacy that must be threaded throughout the fabric of a school. In a 1:1 environment, you’re preparing students to be responsible citizens of the physical and digital worlds. But it’s easy to get overwhelmed with devices; you have to have a plan for technology that keeps learning at center stage.”

Marcinek’s point regarding keeping the focus on learning cannot be lost in the rush to embrace ed tech as a panacea. Though I am a strong advocate for instructional change as the catalyst for a substantive change in student outcomes, content is as important as instruction in the classroom. Content is curriculum, content is resources that support curriculum, content is the “what” being taught in our classrooms.

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In the recent era of No Child Left Behind, accountability has been “king.” Many who advocate for the Common Core State Standards or other Learning Standards believe content is “king.” I believe that transformative instruction combined with exceptional content is “king.”

In the 1:1 Transformative Learning Environment era, it is incumbent upon leaders to insist on a new instructional focus. One that is student-centered with supportive, rich, and dynamic content. We must also be certain we are teaching actual digital content, rather than merely digitized content. Simply taking a standard textbook and making it available as a PDF is not digital content—it will not transform our schools or help students achieve.

True digital content is accessible on the myriad device options in classrooms and supports progressive instructional practices that focus on the student as the driver. Digital content changes, updates, and links to real people and current events as they are happening. Textbooks are decades old in many places, making content outdated and stale. Tech books and truly digital content is updated, revised, refreshed, and real. This allows for and supports a concept of content rich and instructionally fresh approaches to learning.

These devices are often revolutionary. But a device does not magically create innovation, nor does a device magically increase student engagement. What we need are devices deployed in an environment rich with dynamic content and full of engaging instruction. Only then will we produce outstanding results. I see it every day and my aim is to support every classroom’s transformation into an engaging, motivating, challenging learning space for our nation’s most precious assets – our children!


lubelfeld_4About Mike Lubelfeld (on the Discovery Blog site)

Mike is a public school superintendent who believes in the writings and messages of Michael Fullan, Thomas Sergiovanni, John Maxwell, and others in the field of leadership. They give clear guidance in areas of leadership like culture building, relationship building, servant leadership and effective change agency. Mike finds great value in both the boardroom and in the classroom as all decisions for his superintendency are based upon what’s best for students. Conscious of the impact on staff as well, his aim is to cause enough disruption as needed to move the “organization’s needle to the right” on its transition and transformation into becoming a highly disciplined school system whose focus is on excellence at all levels. The motto Engage, Inspire, Empower is alive and well in this superintendent.

Professionalism in DPS109! A new Teacher’s Contract!

“It’s not about being the best. It’s about being better than you were yesterday.”
– Unknown

We are proud to announce the approval of the Collective Bargaining Agreement between Board of Education, Deerfield Public School District 109 and the Deerfield Education Association (IEA/NEA), through 2018-19!

Both the DEA and the Board of Education voted to ratify and approve the contract which takes effect August 24, 2015 and runs through August, 2019. The negotiation process was smooth and respectful – it was the earliest settlement with the fewest number of meetings. As a result of the contract, there willleadimage be a change in schedule to include early release days every Wednesday starting in the 2016-2017 school year.

The dismissal times will be one hour earlier (2:00pm for middle schools and 2:25pm for the elementary schools). To ensure student learning time is not impacted, there will be an additional instruction end, there will no longer be monthly grade level and building faculty meetings. Therefore, there will be more time for consistent and collaborative professional development and learning for staff, with no loss of teaching and learning time.

The District will coordinate with the PTOs and the Deerfield Park District to ensure there are programs that integrate with the new schedule. Please see the slide deck below for more information. With 20150311-111453.jpgquestions or concerns please visit and use LET’S TALK! – the District 109 24/7 communication tool.

We “are 1:1” – now what? Transformation – data, information, growth!

“Strive not to be a success, but rather to be of value. ”
– Albert Einstein

On September 3, 2014, in this blog, I shared a post about measuring success. In our District, we are “living” becoming and being a data-informed and data-driven learning environment. One of the major initiatives in which we are involved is the 1:1 Transformative “roll out” in all classrooms with all students in the District. Started over a decade ago, the District has looked to technology accelerators to engage students and teachers with respect to innovative growth and change. Last year we engaged in an Innovative Grant (Innovation Grant Program) which yielded 40 1:1 classrooms for half of the year. Through those experiences the District authorized a full 1:1 roll out for this school year!

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From the September 3 blog post:
“…In addition, we are getting ready to measure the impact(s) of the 1:1 Roll Out. On September 15, 2014, and again on March 15, 2015, we are going to send out links to online survey instruments to all students, staff, and parents regarding the 1:1 roll out. With our research partner Bright Bytes, using an algorithm from MIT and Stanford researchers, we will measure and learn about impacts on learning, classroom, access, schools, and environment. Please know, we are listening and we truly care about what you have to say! Please reach out, please share your thoughts about what we are doing well, in what areas we can improve, and if we ask you to complete a survey or two or three, please take the time to do so – we truly appreciate your input!!”

Today, March 15, 2015 – we sent survey links to all parents, all faculty, staff, administrators, and all students in grades 4-8 throughout the school district. We are measuring impacts, growth, success, areas in need of improvement and attention and overall data gathering to see how we are engaging all students and how we need to address enhanced engagement of all students in the context of pedagogy (instruction/teaching), skill development, personalizing learning for children as well as meeting the needs of all learners. The initial benchmark data can be found by clicking HERE.

Our data collection is part of overall “ROI” “return on investment”. Our overall aims to engage, inspire, empower all students and staff and community permeate all aspects and elements of the District leadership and planning. The 1:1 roll out is just beginning – it’s here to stay – and we leaders are roiworking to refine areas in need of improvement and enhance areas of success and increase staff learning and growth and mindset change/shifts on behalf of student needs and student growth and learning!

This year we enhanced the curricular resources with multiple digital subscriptions, core resources, supplements, teaching and learning aids, assessment tools, and of course devices and professional learning. Our aim is to “rock the boat” a bit by implementing a bit of “chaos” and “dissonance” into the system so that growth and change may take place. During a change process there are some discomfort situations and some periods of confusion. It is our aim through professional learning and development that we can bring forth greater comfort and clarity.

It’s no accident that the BrightBytes research partner calls it’s data portal “Clarity”. The overall purpose of our data collection is to gain greater clarity so that we may support leadership, change, education and growth. An example of a data point from the vast analysis is shown below:

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This is but one of MANY data points, comparisons, insights, and analytics we can learn from via the survey data. This survey administration will give us comparables to the September benchmark or baseline data and we will continue to have the opportunity to compare our own stakeholder input with that of the entire Bright Bytes population (tens of thousands of schools across the USA and Canada). Suffice it to say that we are listening, we are learning and through informed guidance and analytics we are leading!

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.

Professional Learning – Personalized/Individualized – just like students need and deserve

“If you don’t take chances, you’ll never make advances. ”
– Unknown

Your Philosophy of professional learning
What is the philosophy or foundation of your professional development?/learning If you have not considered this – now is a great time to do so. Connect your values and beliefs and philosophies with all that you do – lead authentically. Have you led a values exercise recently – or ever – with your leaders? Get a stack of index cards, list common values (integrity, honesty, achievement, etc.) work with yourself and your leadership team to identify your top three to five values – are you leading according to these values? Have you shared your top values with your team? Connect with others is authentic when you know yourself and you are true to yourself. Over the past two years our leaders have gone through various iterations of values exercises. When you know your values you lead based upon your values – share them out and be authentic!

Over the years I have discovered that the superintendent who is connected with her/his stakeholders demonstrates how to meet the needs of the adult learners in the organization so that they may be supported in meeting the needs of the children. For schools to change – for school systems to change – for INSTRUCTION to change – so must our concept of training. Training is any type of adult learning situation that the superintendent and her/his team establish and create for those in the organization. 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! When using a committee or using survey data and sharing the data in a feedback loop to show what people said and identify how that feedback was used to design the learning opportunities it is essential to communicate.

Training needs to match the needs of the stakeholders, just like students should be in classrooms where their individual needs should be met, the superintendent must champion a professional environment where the individual needs of teachers must also be met. To change the concept of training requires courage, support, assistance and collaboration. Asking teachers to help lead courses, workshops, etc. is an actionable first step in the quest for a redesigned professional development concept.

Superintendents should be present and participate in training and development alongside teachers and others so that they may lead and learn and live via the lenses of those with whom they seek to impact. Varied professional learning options must be considered, from after school, to rotations based upon planning periods, to release time, to summer/weekend work – the learning must be “just in time” and convenient for those who need the learning. The concepts of “flipped” learning are taking hold and getting more popular – these are evolving times and many modes of training are changing and evolving. Leaders must be open to new ways.

Professional learning is changing. In our District, @DPS109, we have had two annual Teaching and Learning conferences where teachers were able to select the learning they needed, at their level of engagement and skill and depth of knowledge, from among a robust menu of learning sessions. These sessions were related to District initiatives in standards based grades, integrated technology, digital learning, and other “best practices” and District guided options.

Our teachers deserve personalized learning pathways just like our students deserve individualized learning options. Our professional learning is geared toward multiple levels of development, skills, etc. We must model professional learning so that we can expect personalized student learning.

Leading in a culture of connectivity means getting involved in the profession, like #suptchat on Twitter …

It’s good to reflect professionally to ensure your actions and plans are aligned with your values – from time to time I suggest we all stop and consider who we are!

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