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For so long schools have resembled a hamster running on a wheel doing the same things over and over to improve sets of numbers. We were no different and had succumbed to a fixed mindset. Every excuse in the book was at our disposal not to change and continue down the same path year after year. Heck, our education system has become so good at maintaining the status quo and enforcing compliance throughout that we and many others have been brainwashed into thinking any other course of action would be foolish. If education is good for one thing it is making excuses not to move forward. There is still an innate desire to sustain a school structure and function that has remained relatively unchanged for well over a hundred years. This is a problem. It was a huge problem for us. We were in a rut and didn't even know it. Luckily change came in the form of a little blue bird that gave me the kick in the butt that I desperately needed back in 2009. Being blessed with an amazing staff, student body, administrative team, and community provided the necessary support needed to move us forward.
As another school year comes to a close I can't but help reflect on the many successful initiatives that have been implemented this past year. It is even more gratifying to see numerous other initiatives that were implemented over the past couple of years flourish. Moving from a fixed to a growth mindset and feeding of the daily inspiration that connected learning provides gave me with the fuel to create a shared vision that eventually became a reality as a result of action. For change to be successful it must be sustained. As leaders we must not only be willing to see the process through, but we must also create conditions that promote a change mentality. It really is about moving from a fixed to a growth mindset, something that many educators and schools are either unwilling or afraid to do. The essential elements that work as catalysts for the change process include the following:
- Removing the fear of failure
What I have learned is that if someone understands why change is needed and the elements above become an embedded component of school culture he/she or the system ultimately experience the value for themselves. The change process then gets a boost from an intrinsic motivational force that not only jump starts the initiative, but allows for the embracement of change as opposed to looking for buy-in. We should never have to "sell" people on better ways to do our noble work nor rely on mandates and directives. These traditional pathways used to drive change typically result in resentment, undermining, and failure.
This gets me back to the main point of my post and that is reflecting on the many changes that have been implemented and sustained at NMHS. Even in the face of adversity in the form of education reform mandates, Common Core alignment, impending PARCC exams, new educator evaluation systems, loss of funding, and an aging infrastructure we have not only persevered, but proven that positive change can happen with the right mindset. If we can overcome these challenges and experience success others can as well. Throughout the past couple of years we have also seen improvements in the "traditional" indicators of success by mainly focusing on creating a school that works better for our students as opposed to one that has always worked well for us. Here is a short list of some of the changes that have been implemented and sustained:
- Social media use as a communications, public relations, branding, professional growth, and student learning tool implemented in 2009. So many of my teachers are making the choice to integrate social media as a learning tool that I just can't list all of the examples.
- Online courses through the Virtual High School implemented in 2010. Students now have access to over 250 unique courses that cater to their interests.
- Bring Your Own Device (BYOD) implemented in 2011. The success of this initiative has hinged on our ability to ensure equity, give up control, trust our students, and provide educator support in the form of professional growth opportunities. Charging stations for the students were purchased this year and placed in all common areas. The three guiding tenets of our BYOD initiative are to enhance learning, increase productivity, and conduct better research. See what CBS New York had to say.
- The Academies @ NMHS implemented in 2011 as part of my superintendent's vision. These are a means to allow students to follow their passions in a cohort model of learning based on constructivist theory. The Academies are open to any and all students regardless of GPA who what to pursue more rigorous and authentic coursework and learning opportunities. This initiative compelled us to add over 20 new courses to our offerings to better meet the learning needs and interests of our students.
- Independent OpenCourseware Study (IOCS) implemented in 2012. Students elect to take OpenCourseware and receive honors credit once they demonstrate what they have learned through a non-traditional presentation.
- Google Apps For Education (GAFE) implemented in 2012 empowering students and staff to learn collaboratively in the cloud.
- Flipped classroom and instructional model implemented in 2012. A variety of teachers have moved to this model consistently to take advantage of instructional time. The best part is that NMHS teachers themselves are creating the interactive content as opposed to relying on Khan Academy. See what CBS New York had to say.
- Grading reform implemented in 2012. A committee was formed to improve our grading practices that resulted in a failure floor and seven steps that had to be met before student can receive a failing grade. All student failures are now reviewed by me to ensure that the seven steps have been met. This was probably the most difficult change initiative I have ever been a part of. If you want a copy of this just add your email in the comments section at the bottom of this post.
- The Professional Growth Period (PGP) implemented in 2013. By cutting all non-instructional duties teachers now have two or three 48 minute periods during the week to follow their learning passions based on the Google 80/20 model. The rise in many innovative practices have resulted by creating this job embedded model for growth. I love reviewing the learning portfolios my teachers develop each year to showcase how this time was used to improve professional practice.
- Makerspace added to the library in 2013. I have written extensively about this space, which has transformed learning thanks to the leadership of Laura Fleming. See what CBS New York had to say.
- Creation of a digital badge platform to acknowledge the informal learning of teachers implemented in 2013 by Laura Fleming.
- 3D virtual learning implemented in 2013 using Protosphere. See what CBS New York had to say.
- McREL Teacher Evaluation Tool implemented in 2013. This required a huge shift from how we have observed and evaluated teachers for a very long time. Google Forms were utilized to solicit anonymous feedback from staff members about the roll out, process, and value of the new tool. This feedback was then used by the administrative team to improve the use of the tool.
So what's stopping you?