This year’s ISTE 2014 conference opened with an interesting and powerful approach to professional development that can easily be used at any school at any level. “Ignite” provides all teachers with an opportunity to engage with professional development as either presenters, learners, or both. Here’s the gist. Each presenter is given a strict five minute time limit and twenty slides to discuss a new concept with the audience. The slides keep moving so the presenter needs to keep going. The key is to be brief, to the point, and to leave the audience with a tangible “takeaway” that they can either implement immediately or further explore in future professional learning.

For schools, the “Ignite” approach allows all teachers to showcase their expertise in a way that is fast and non-threatening. The ideas come quickly, so the expectation is not that everyone necessarily “gets” or connects to everything. Instead, it’s about exposing audience members to a variety of ideas in a short amount of time with the hope that a few (at least) will resonate. In effect, it positions all teachers as instructional leaders while providing the entire staff with a sense of what is happening within the school. It also promotes community while prompting future conversation, collaboration, and of course investigation by all teachers who connect to specific concepts.

Of the 13 new ideas that were presented at yesterday’s “Ignite” session, here are the top five that resonated with me based on the work that we are doing at DFHS:

1) “Global Nomads”: This program is a “virtual exchange” that is designed to provide students with an understanding of other cultures. The belief is that all students need a cross cultural exchange before leaving high school. It’s not a “nice” thing to have. It’s a must. This program connects well with the DFHS IB program and is worth learning more about.

2) “Rebranding Digital Citizenship”: The days of sitting all students in an auditorium for a “one shot” presentation on digital citizenship are over. Instead, digital citizenship needs to be embedded into all aspects of the curriculum and needs to become part of the fabric of the school. Each student is now creating a digital legacy through their blogs, Facebook, Twitter, YouTube channels, etc. In effect, these outlets are now becoming the new resume. What will colleges and employers find when they search our students’ names? Or worse…what if they find nothing? These (and more) are important questions for schools to tackle head on.

3) “Rethinking Professional Development”: PD does not stand for “pedagogical death.” So why do so many schools use the worst forms of pedagogy to deliver professional development to staff? Instead, we need to find ways to get teachers excited, engaged, and “ignited” about PD and ongoing learning. Teachers need experiences and strategies that are authentic, hands on, and practical while having time “to play,” practice, and learn from one another. In many ways, the “Ignite” format allows for many of these opportunities.

4) “America’s Untapped Opportunity”: 60% of new STEM jobs will be based in computer science yet only 1 in 10 schools offer courses in this area. Why? Computer science prepares students with “real world” foundational skills in problem solving and critical thinking that move well beyond the skills needed for a career in computer programming. In that sense, computer science is for everyone! To get started, all schools should participate in the “Hour of Code” national event that will be held at the beginning of December. For more information, check out https://learn.code.org.

5) “Teachers as Futurists”: In 1964, Isaac Asimov predicted that telephone calls would one day become “video calls.” He was right. In 1999, the dry erase whiteboard was the newest “must have” in every classroom. It has since been replaced by SMARTBoards, Apple TVs, and 1:1 environments. What will the world look like in 10, 20, or 30 years? It’s hard to know, but it’s incumbent upon teachers to prepare students with the necessary skills for a future that is uncertain and a marketplace that is yet to exist. Creating connected communities of innovators inside of our classrooms is a great way to get our students started on that path.

Have a good idea for an “Ignite” topic to share in schools? Comment below!

To the Board of Education, Superintendent Brady, Mr. Berry, Administration, Faculty members, Parents, Family members, Friends, Students, and Graduates:

Good afternoon, and welcome to the Dobbs Ferry High School Commencement of 2014. To our graduates, I would like to congratulate you on this great achievement, and would like to thank you for the hard work and commitment to excellence that each of you has demonstrated over the past four years.

I would also like to take a moment to thank our truly incredible staff. It is through the inspiration, encouragement, and support of our wonderful teachers that our students have met and exceeded the requirements for graduation today.

If has become a tradition at our graduations for our students to thank those who at the very heart of their achievement. Graduates, your parents have signed your permission slips, bought your cleats and backpacks, helped you with your homework, picked you up from school and brought you back again when you forgot your homework, taken your picture at a countless number of school functions, and cheered your name from the sidelines. From that first nervous day of kindergarten to that last bell of your senior year only a few weeks ago, your parents and families have been there through it all…supporting and encouraging you to succeed. So if I could, I will ask all of you, our graduates, to please rise and thank your parents and families by giving them big round of applause. They certainly deserve it!

This year, we celebrate the 113th commencement of Dobbs Ferry High School. One hundred and thirteen groups of Dobbs Ferry graduates have sat just as you are now, proud of their accomplishments and eager with concern for their futures. One hundred and thirteen years ago it was 1901. Teddy Roosevelt was our President. Walt Disney was born. The Stock Market crashed for the first time, causing the Panic of 1901. Six British colonies were united and named Australia.The American League, still 12 years away from seeing the first pitch by the newly named NY Yankees, officially joined Major League Baseball. Paul Fix, the actor known in part for playing the judge in the film To Kill a Mockingbird, was born right here in Dobbs Ferry, NY. And the first class of students from the prestigious Dobbs Ferry High School prepared to graduate in the school’s first commencement ceremony. That was 1901. Over the past 113 years, the future has pushed forward as it must. But no matter the president, the technological trend, or year, there is something honest and remarkable in the hearts and minds of high school graduates. That something is boundless hope.

Over the past 113 years, each senior class at Dobbs Ferry High School has taken on a certain personality while leaving behind a legacy for future generations of Dobbs Ferry students. In thinking of the class of 2014, words such as scholarship, togetherness, friendship, athleticism, tenacity, citizenship and pride quickly come to mind. This year’s graduates are an exceptional collection of students, and will be greatly missed by all of us at the high school. Sitting before us today….

• We have 22 students who will receive a full IB Diploma, with each student having taken an average of 3 IB courses at DFHS.
• We have 57 students who will be awarded an Advanced Regents Diploma by NYS.
• We have 10 students who received the President’s Award for Academic Excellence and 16 who received the President’s Award for Academic Achievement.
• We have seven science research students who competed and placed in numerous competitions, with three having received the Acorda Scientific Excellence award.
• And we have the second class of seniors who have taken the Blue Star Financial Literacy exam and have helped to give our school a Blue Star distinction for the second year in a row.

With regard to academics, the list goes on and on. But it’s not only about academics….Sitting before us today…

• We have IB Film students who not only produced films that will be shown at our school for years to come, but also produced a film that earned a “Chester” award for our school.
• We have students who joined together to redesign our annual Mac Field Day in a way that would have made a beloved figure in our school’s history both honored and proud.
• We have athletes who continue to draw attention and turn heads across the state. Included in that are three all-state athletes, two US Marine Corp distinguished athletes, two army reserve national scholar athletes, and of course the sectional champs in girls volleyball.
• We have an up and coming comedian, whose online YouTube channel has received thousands of views both nationally and internationally.
• We have actors and actresses who put on a rousing rendition of The Pajama Game in front of a packed house, and performers who earned both conference and area all-state distinction in chorus.
• We also have 31 seniors who astounded us with the art  that they created for our annual IB Art show, and students who continue to show us the wonders of the creative process through their participation in Destination Imagination.

Without question, our students excel in all areas and in all corners…and have continued the tradition of excellence that was started by that first group of DFHS graduates 113 years ago. But while we embrace our proud history and our storied past, it is also important for us to focus on the present. So as you prepare to transition from your life as a high school student in your hometown and move in the direction of your dreams, the loudest question that is probably in your mind is what’s next?

During your four-year tenure as students at Dobbs Ferry High School, the faculty and administration have worked tirelessly to offer programs that have challenged, encouraged, and prepared you for life after high school, wherever your individual roads may lead. But you have done the work. You have bravely applied your knowledge, looked for adventure in the hidden corners of books, and challenged the boundaries of learning from the use of apps to social media, film and beyond. When it comes to graduation and life thereafter, knowing what’s next becomes more difficult to discern, the risks are often far greater, and the safe bets are sometimes few and far between. But may I be the first of many to say it’s all worth it. From the sleepless nights spent studying for exams, to the job interviews whether successful or not, and the connections and friendships made along the way…every step along your journey to personal fulfillment and achievement is absolutely worth it.

A few moments ago I mentioned the idea boundless hope. That is what truly connects us across time, one graduating class to the next, one generation after another. While we are lucky to be standing here with our feet firmly planted in 2014 with our iphones in our pockets, boundless hope is the inherited gift passed down from each generation, and is perhaps the greatest gift we have to offer. But today it is your turn to harness that hope, to work hard in the pursuit of progress, to strive for personal excellence, and when the time comes, to pass on that hope to your own children when it is their turn, just as your parents do for you today. But for now, graduates of the Dobbs Ferry class of 2014, it is your time and it is your turn!

I wish you all the brightest futures, the greatest successes, the safest journeys, and the happiest of lives. It has been an honor to be your Principal for the past three years and I hope you will return back “home” to the high school many times to say hello and to let us congratulate you on all the successes you’ll have in the next stage of your life.

 
Congratulations to the Dobbs Ferry Class of 2014!

As schools worldwide continue to examine the benefits and implications of increased access to technology inside of the classroom, the teachers at DFHS are similarly evaluating our current 1:1 Chromebook initiative while considering next steps for future implementation. Earlier this year, our 9th grade teachers met to identify specific skills that students have gained as a result of the 1:1 initiative (see post from 1/24/14). Recently, those teachers came together for a final reflection and were joined by our 10th grade teachers who are preparing for implementation next year. The teachers worked collaboratively via Google Docs and were given three questions to reflect upon. The questions along with our teachers’ responses are below.

Q1: How was the Chromebook (and Google Drive) used to enhance classroom instruction?

• Collaboration & Engagement: Students are able to collaborate with their teachers and peers at any time on a given assignment or project. This allows for learning that is more active while ensuring that all students have greater ownership of all work that is produced.

• Feedback: Teachers are able to provide instant feedback from any location at any time. In this sense, learning becomes ongoing for students and moves beyond the walls of the classroom.

• Consistency & Equity: By providing all students with access to one device, it is easy for teachers to plan technology-based lessons using a common platform (ex. Google Drive). It also helps to ensure that the playing field is leveled for all students.

• Access to Information: Students now have a world of information right at their fingertips. This allows teachers to move beyond content acquisition while providing students with opportunities for enrichment, further exploration, and skill development.

• Differentiation: The possibilities in this area are endless. Teachers can now provide targeted instruction and interventions based on specific gaps in knowledge and skill. Furthermore, assessments can be differentiated, lessons can be enhanced through videos and outside readings, and teachers can easily produce data reports that inform future planning and instruction.

Q2: What specific skills did students gain as a result of this initiative?

Many of the skills identified in the previous post (1/24/14) were once again noted by our teachers. Here are some of the more noteworthy skills identified this time around (in no particular order):

• Organization: Ongoing use of Google Drive requires that students organize documents and files in folders for each of their classes.

• Self-Direction: Students are responsible for taking care of their device, making sure it is charged, and having it in class with them each day.

• Digital Citizenship: This critical 21st century skill becomes implicit due to the ongoing interactions and access that students have. Explicit instruction on proper usage is also important and should be embedded into the existing curriculum.

• Analysis: Tools such as Google Spreadsheet allow students to analyze, organize, and manage data across the disciplines.

• Research: The Google Research tool gives students ongoing access to a wide range of online resources, including academic databases. In addition, students can better learn how to verify sources (.com vs. .edu/.gov) when conducting research.

• Word Processing: Though typically considered to be a “given” in 2014, teachers still find that some students struggle with typing and word processing. The standard keyboard on Chromebooks allows students to develop this critical skill through ongoing use.

• Writing: Teachers and students can now engage in the writing process like never before. Gone on the days of providing handwritten feedback for students to take home. With Google Docs, teachers provide ongoing feedback in real time that is targeted to the specific writing needs of each student. This helps to make the writing process more interactive, authentic, and meaningful for students.

Q3: What are some practical tips that 9th grade teachers can offer to 10th grade teachers who are just getting started?

Our 9th grade teachers had a great deal of advice and plenty of “war stories” to draw from. Here are the top ten tips that our teachers offered (in no particular order):

1. Provide a “cheat sheet” of the most commonly used commands. A uniform sheet might be created for grade level teams or for the entire school.
2. Establish routines and guidelines for all aspects of Chromebook usage. “Chromebook etiquette” is an important aspect of digital citizenship.
3. Organize folders and assignments by class. Stay on top of this or it can get quickly out of control.
4. Get students used to revising their writing based on the comments received online. Try to refrain from “over commenting.”
5. Expect that on any given day someone will not have a device. Always have a backup and/or hard copies when possible.
6. Have students change the size of the font from 11 to a larger size.
7. Keep a few extra charging devices in the classroom.
8. Identify uniform titles for students to name their documents. This will help with organization and retrieval.
9. Spend time talking about digital citizenship. This critical 21st century skill cannot be over taught.
10. Ask your students for help! They are very savvy and will want to teach you!

As always, please feel free to comment below with any thoughts, experiences, or advice!

Over the past month the teachers at DFHS have begun the process of closely examining the various aspects of the MYP in preparation for potential authorization. In many ways, this process is a natural “next step” for DFHS. In addition to making great progress in thinking across the disciplines as a result of our grade-level teams, we have also continued to focus on providing all students with experiences that are inquiry-based, authentic, and rooted in the IB Learner Profile. In doing so, our teams have identified key concepts to unify the disciplines and all teachers in grades 9-10 have now created (and piloted) an “MYP lesson” using a modified version of the MYP Unit Planner. These MYP lessons in many ways reflect the same principles that we focus on as a staff whenever we discuss high quality instruction, the Danielson rubric, and of course the vision and mission of our school district.

While the process has been comforting and validating for many of our teachers, the early stages of examining the MYP have further unified our staff while providing a shared direction across the disciplines. Our teachers are not only supporting one another through inter-visitations, but are also meeting both one-on-one and in small groups to provide feedback and suggestions for future growth. @Careim2 and I have also observed many of these lessons and have provided feedback based on the “big ideas” of the MYP.

Some of our initial observations are listed below. I invite the members of the DFHS staff to add to the list by commenting below. This running list will be helpful as we move into the next stages of the process and as we reflect upon our readiness as a school. Our initial observations are as follows…

It’s About Quality Instruction: Perhaps that biggest misconception that we needed to resolve from the outset was the idea that the MYP is something “new” and would result in more work and a new curriculum in all subject areas. This couldn’t be further from the truth. Instead, the MYP is a philosophy that drives the curriculum and is rooted in all of the aspects of teaching and learning that we have focused on as a staff over the last several years. This includes Understanding By Design (UBD), the use of higher-order inquiry-based questions, differentiating based on formal and informal data, and project-based student-centered learning. Given that, all of the professional development work that we have done as a school is not only in-line with the MYP, but has also prepared us for this natural next step.

Beyond Content Acquisition: The role of schools has changed dramatically over the past decade and will continue to do so as a result of new technologies and new skills that individuals must possess in order to succeed in this century. Long gone are the days where teachers are the sole source of attaining knowledge and lecturing is the primary way that learning occurs. While you would be hard pressed to actually find a school that adheres to this “old” way of thinking in the year 2014, what is most validating about the MYP is that it challenges teachers and students to consider the “big ideas” of each discipline while promoting deep and enduring understanding across the disciplines. This philosophy connects directly to the work of Wiggins and McTighe (UBD) and has been an ongoing focus for the staff at DFHS. As an example, @MikeMeagh identified and posted seven overarching essential questions for his Global Studies classes at the beginning of the year. These questions are debatable, inquiry-based, ongoing, and evolve over time and with changing conditions. In tackling these essential questions over the course of the year, he uses guided questions (unit or lesson specific) that allow students to examine various (and specific) issues and/or periods in history. This approach not only keeps students grounded in the “big ideas,” but also helps them to make sense of the content by adding context, relevance, and understanding to all that they study.

Key Concepts: One of the features of the MYP is the use of key concepts as a way to essentially bridge the disciplines so that students can see the interconnectedness of the eight respective subject areas. While our ninth and tenth grade teams identified “perspective” and “logic” as their unifying key concepts, there have been some questions due to the perceived limitations of connecting robust content to a single concept. However, many of our teachers quickly realized that the key concepts simply serve as a lens to view the respective material and that well structured guiding and essential questions allow for deep exploration that goes beyond a simple connection to a key concept. Furthermore, teachers such as @ANewhouse6 and @angelocampanile took the opportunity to discuss how the respective concepts connect and are defined in different subject areas. These initial discussions not only contextualized the day’s learning for the students, but also promoted a higher level of student engagement as the students were inspired by the idea of talking about their other subjects with another teacher.

Student Centered Learning: Above all else, the IB is rooted in the belief that all students should be provided with an international education that will prepare them with the skills to create a “better world through education.” These skills include critical thinking, communication, problem solving and, for lack of a better way of putting it, knowing how to learn. In both our “MYP lessons” and during typical lessons that I observe at DFHS, our students have been asked to take control through an active process that puts them at the forefront of their learning. As an example, @sarahhmstern had her students engage in a formal debate using the essential question “Were the Mongols barbarians?” while @AndrewFischbeck engaged his students in a shared inquiry discussion on Holden’s museum experience in The Catcher in the Rye. In both instances the teachers served as facilitators while the students supported and defended their respective positions using text-based evidence. Authentic activities of this nature promote higher order thinking, 21st century skill development, student engagement, and of course enduring understanding. Furthermore, they are the types of learning experiences that are typical of both IB MYP and DP classes.

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While we are in the early stages of investigating the MYP at DFHS, our teachers are well prepared for this transition and it essentially confirms all that we believe as an IB World School that has had a DP Program since 1998. Please feel free to comment below with feedback and/or specific examples of student centered experiences that are in-line with this philosophy.

Public education is at the forefront of political agendas like never before. The urgency that all stakeholders feel to prepare students for a global workforce has led to the creation of the CCSS, increased testing at all levels and, in some instances, some solid “out-of-the-box” thinking by teachers and school leaders who see beyond standardization and a one-size-fits-all approach to teaching and learning. As the Head of a well established IB World School, I’ve been fortunate to work with a staff that embraces the latter and our mission to prepare all students with the necessary 21st century skills to succeed in our IB Diploma Program continues to drive all that we do.

Recently, our district voted to expand our commitment to the IB and is considering an application for potential authorization as an MYP school, grades 6-10. Earlier this year I wrote two posts that aimed to answer the “Why IB?” question by looking specifically at the IB learning standards, specific skills that are emphasized, and of course the importance of providing a curriculum that is rooted in international mindedness and global awareness. In an effort to better align to the DP while aiming to best prepare students for an ever-changing global society, the IB recently introduced a number of changes to the MYP. In many ways, the changes to the MYP are a representation of what all schools should be doing, regardless of philosophy, both locally and abroad.

Here’s the top five reasons to consider the MYP…

It’s Fully Inclusive: Perhaps the most validating and comforting aspect of the MYP is that it is driven by a philosophy as opposed to a set of content standards. Given that, the fully inclusive MYP is designed to provide all students with rich inquiry-based experiences regardless of the level of the courses (honors vs. non-honors) that they opt to take. All students in the MYP complete the personal project, assessments are authentic and varied, and support is provided both inside and outside of the classroom to ensure that all students are fully successful. This ongoing commitment to equity and access distinguishes the IB from other “college-level” programs.

The MYP “Core”: Similar to the Diploma Program, the MYP is driven by a set of “core” principles that are embedded into all aspects of the program. This includes the IB Learner Profile, key concepts, approaches to teaching, global contexts, and of course the all important community and personal projects. Whereas the community project is designed to engage students in community service that allows them to “think globally while acting locally,” the personal project is a culminating MYP experience that allows students to research and apply their learning to a specific area of study. In addition to providing students with “real world” opportunities that “round out” the educational experience, both the community project and the personal project mimic the DP CAS and EE requirements and will ultimately help to prepare more students for the Diploma Program in grade 11.

Coordination & Continuity: Too often, there is a lack of coordination and articulation among individual schools that make up a school district. Teachers typically have limited time to coordinate with colleagues in other buildings and, in some instances, different philosophies drive the respective schools based on the belief systems of the principals who lead them. In this regard, the MYP makes perfect sense. In Dobbs Ferry, it is our belief that the MYP will not only further align our middle and high school, but will also ensure that all students are regularly engaged with rich inquiry-based experiences that promote critical thinking, real world application, and deep understanding. Furthermore, it provides a specific framework in terms of content and skills so that all coursework is properly aligned in grades 6-12.

Focus on Instruction: When I started at DFHS three years ago, our first professional development session was guided by the following question: “What are the qualities of an effective lesson?” This simple yet loaded question prompted a good deal of debate at the time and ultimately served as the jumping off point for all future professional development at our school. As I’ve noted in past posts, there is nothing more important than what is happening inside of the classroom. For school leaders, this has shifted the paradigm of leadership from managerial to instructional and has prompted teachers to rethink how they approach all aspects of teaching and learning. While content acquisition is certainly important, the emphasis has shifted to include learning experiences that allow for self-direction, application, and problem solving. This concept is at the “core” of the CCSS and it’s what IB Schools have been doing since the program was founded in 1968.

Interdisciplinary Teaming: While interdisciplinary grade level teams can be seen as a “given” in most middle schools, the challenge is to find high schools that provide a structure that allows teachers to collaborate in this manner on a consistent basis. By moving to MYP, the high school schedule is designed with the understanding that students must be prepared for an “interdisciplinary” world that continues to change with each passing day. In doing so, MYP teachers connect their disciplines by identifying both key concepts and related concepts while having students examine the global context (“the why?”) of what they are studying. Transitioning high school teachers to this mindset does not occur overnight and requires a different degree of understanding from teachers who may have difficulty thinking outside of their discipline. At DFHS, we introduced interdisciplinary teams last year and are only now moving to the point where we are designing true MYP interdisciplinary lessons that are inquiry-based. See “Embracing Process in a Product Driven World” (Post on 11/11/13) for more on the importance of focusing on process when introducing teachers to the idea of interdisciplinary teaming.

Please feel free to comment! Your thoughts and experiences with the regard to the MYP are both valued and helpful. 

The role of the principal has changed dramatically on so many fronts in such a short period of time. While there is now an obvious need for 21st century principals who are instructional leaders, visionaries, and of course efficient managers, perhaps one of the most understated and critical responsibilities of all principals is the need to remain one step ahead of the curve with regard to communication. In a world that has become transformed by social media, the lines of “traditional” communication have been completely blurred and, in some respects, simply overwhelming. Between Twitter, Facebook, Instagram, and a seemingly neverending list of other social media outlets, the question of how to best reach all members of the school community is a difficult one to answer. Awhile back, @DavidHochheiser commented on one of my posts that administrators must meet parents and community members where they are as opposed to insisting that they come to us. A fantastic point that is spot on. But where is that place?

At DFHS, our staff has remained committed to differentiating all aspects of our instructional program. This not only includes the ways in which we address the diverse needs of our students, but also how we communicate and share information with all members of our school community. In addition to the more traditional forms of communication (emails, Naviance, Parent Portal, etc.), our school relies heavily on Facebook to share school news and to celebrate the accomplishments of our students. In addition, we are always on the lookout for new out-of-the-box ways to share what we do and, when possible, “brand” our school (@JCottin).

Given that, I wasn’t surprised when @careim2 and @ScottPatrillo approached me with the idea of developing a high school mobile app for smartphones (iOS & Android) after having read about how @NMHS_Principal had been using one at his school. After exploring several companies, soliciting the feedback of our students, and partnering with our PTSA who ultimately agreed to fund the mobile app, we determined that TheAppDevelopers (www.theappdevelopers.com) offered a platform that perfectly suited our needs. The process was quick, the tech team was extraordinarily responsive and efficient, and our app was available for download in the App Store (“Dobbs Ferry HS”) only a few weeks after we signed our agreement.

Though the DFHS Mobile App is still new, we are already seeing many benefits on a variety of fronts. Here are a few that top the list…

Connecting to the School Community: While we knew that a mobile app would be an excellent way to get information out to our school community, we never imagined the actual reach that the app would have in such a short period of time. When we made the switch from Twitter to Facebook as the primary vehicle for day-to-day communication, we quickly realized that the majority of our school community (particularly parents) were Facebook users and that “likes” were much easier to come by than “follows.” That was a year and a half ago, and we have since amassed over 570 “likes” and have “reached” as many as 1,000+ people with some of our posts. Not bad for a school of 450 students. With the mobile app, however, the numbers have been staggering and the reception has been overwhelming with very little publicity. Within the first week, we had nearly 400 downloads and the number had increased to over 1,100 after the first month. Yes, you read that right. The first month. In addition, we estimate that approximately 80% of our students have downloaded the app as well as many parents and other members of our school community. In that respect, the app has helped us to further unify our community as all members are able to keep up with current school news and events in a quick and easy way.

Push Notifications: Sending out a “push note” is very much like a tweet but differs in that it is 200 characters in length and, much more importantly, is sent to directly to anyone who downloads the app and clicks “ok” to accept push notifications. This last point is key and we have made sure to emphasize the importance of having users accept the “push notes” so that they are able to receive important messages from the school. This is especially critical for emergency situations and issues relating to safety and security since we can quickly communicate information to students, parents, and our school community in immediate fashion. In that sense, the app has added an additional level to our overall security plan for the building.

Daily Updates: Like most high schools, our day starts off with the pledge of allegiance followed by morning announcements over the loudspeaker. For a progressive “tech heavy” school, we are as traditional as they come in this respect. Picture the movie Grease and the students sitting in their classrooms as the announcements drone on and on. Some listen, many tune out, and parents are usually unaware of what is being shared. Announcements can include meeting times for extra-curricular clubs, sports meetings, deadlines, and any other “day-to-day” types of information that students might need. As a staff, we have talked about different ways to approach this and always seem to hit a dead end for one reason or another. With the app, however, we may have found our answer. Each day, the morning announcements are now posted in the “Updates” tab so that all students and parents can remain current with regard to what is happening in the school. In addition, the announcements are always posted before the end of the school day to ensure that parents can check and speak with their children when they get home from school.

School-Wide Information: In addition to the capabilities and features noted above, the app in its simplest form can be best viewed as a mini-portal that provides quick and easy smartphone access to all of the information that can be found on our high school webpage. This includes all documents relating to academics, the IB Program, athletics, and the operations of the school. In addition, the app provides easy access to school and district calendars as well all school and social media links, including the HS Facebook page, Twitter, The Digital Eagle (online newspaper), the Parent Portal, Naviance, and the Principal’s Blog. In that respect, all members of the school community have the high school right at their fingertips at all hours of the day.

Absence Line: A handy and practical feature of our app is an absence tab that allows parents to record a message that is sent directly to our attendance office. This not only eliminates the need for parents to locate the direct phone number of the attendance secretary, but also makes it easier on the administrative side as all messages are sent via an email link to one place. This also helps from an organizational perspective since all email messages are dated, time-stamped, and can be saved for any amount of time.

Endless Possibilities: Perhaps the most exciting aspect of our new mobile app is the realization that we are just touching the surface. Our plan is to further put the app in the hands of our students so that we can better take advantage of its interactive capabilities. As an example, the “Participate” feature can allow students to “check in” at events via a QR Code in order to amass spirit points for their respective grade levels. Students can also use the app to sell advertising space to local businesses, to submit photos from various events (which can then be posted on Facebook), and to sell tickets and other school merchandise. All information on the app is secure and is sent directly to the lead administrator. @ScottPatrillo is also piloting a media journalism elective for students who are interested in exploring the additional possibilities of the mobile app and to find new and exciting ways for it to build community and togetherness within our school.

Check out our mobile app by visiting the App Store and searching “Dobbs Ferry HS.” It’s free!

This post is a follow-up to “(Re)Inventing in Chrome,” a piece that was written in late November (11/23/13) on the benefits of selecting the Chromebook for 1:1 initiatives at the secondary level. Over the past two months, the teachers on our 9th grade team have fully implemented Chromebooks into all aspects of classroom instruction and our students are now enjoying the benefits of a full 1:1 environment across the disciplines. As part of this pilot, @careim2 and I have asked the 9th grade teachers to “think like researchers” so that we can determine the specific skills that our students are developing as a result of using Chromebooks each day. We recently met with the team and collaborated via a Google Doc to identify those specific skills and to find examples of the types of activities that have contributed to the development of each respective skill.

Listed below are the skills that continued to surface in our discussion with the members of the 9th grade team. We also noted several additional skills that connect to each of the “big ideas” that we identified. Given that, the top five skills identified by our teachers are as follows…

Written Communication: Teachers in all disciplines noted writing as the skill that has been most directly impacted by the 1:1 Chromebook initiative. By sharing documents both with peers and their teachers, students are now able to engage in the writing process like never before. Through formal assignments like the humanities interdisciplinary research paper (@MrCohn9) and informal assignments such as shared journal entries (@Ms_Molloy), students collaborate with one or more co-writers in real time through each phase of the writing process. In addition, Chromebooks allow teachers to provide ongoing feedback and targeted instruction by using the revision history feature and identifying the specific strengths and weaknesses of each individual student. In that sense, Chromebooks provide teachers with a practical tool for differentiation so that they may best meet the needs of all students.

Accessing and Analyzing Information: The ease at which our 1:1 initiative has enabled students to access an unlimited amount of information on any topic via the internet has completely transformed teaching and learning in all disciplines. Teachers are now playing the role of facilitator on a more frequent basis while students are being encouraged to take ownership of their learning as they decipher between credible and non-credible sources on the internet. As an example, @MikeMeagh and @brennan73 often direct their students to different internet sources on the same topic so that they may evaluate the worth and reliability of each. Similarly, @AdamoBiology regularly has his students use the “research tool” in Google Docs to compare, contrast, and analyze abstracts, journal articles, and research studies that are available in various databases. Activities of this nature are not only in-line with both the Common Core and IB Learning Standards, but also help students to develop skills in research, evaluation, critical thinking, reading, curiosity, and self-direction.

Data Analysis: In addition to the analytical skills that are developed through the activities noted above, the Chromebooks have provided our students with a new way to analyze and graphically represent numerical data through applications such as Google Spreadsheet. For example, @ANewhouse6 requires that all students share their Google “Sheet” with all of the groups in the class so that they can analyze both the validity and reliability of the data collected as well as the process and procedure that the students used to conduct their investigations. Furthermore, this feature makes it possible for students to receive instant feedback on their lab results, graphs, charts, and data analysis from both the teacher and other members of the class. As an extension, students have the ability to present their data through applications such as Google Slides. Given that, additional skills that are directly connected to data analysis include communication, organization, collaboration, and critical thinking.

Initiative & Self-Direction: @sarahhmstern noted that the increased level of access to the internet has shifted the mindset of some students from feelings of  “helplessness” that come as a result of the limitations of textbooks to an understanding that all information is in fact attainable if the the proper search is conducted. This realization is especially critical when students are working independently outside of school. Similarly, teachers such as @ms_sardinia, @MicheleIrvine1, and @MegHalberg provide access to a variety of apps and websites that allow students to take control of their learning based on their specific strengths, weaknesses, and areas of interest. This includes websites such as Khan Academy and a library of Google Apps for Education.

Digital Citizenship:  While not a “skill” in the traditional sense, digital citizenship is critical for success in all academic classes as well as all “real world” endeavors. From an accountability perspective, students are responsible for taking care of their devices while having it in school with them each day. Furthermore, @addonam noted the importance of internet etiquette and digital citizenship with respect to searching for information and interacting with all people in a virtual setting. In that sense, the benefits for 9th graders go far beyond the classroom and indirectly connect to the development of other crucial skills, including organization, self-direction, and of course responsibility.

This piece was co-written with @careim2. Ms. Reim is the Assistant Principal at DFHS and has been instrumental in the implementation of our 1:1 initiative.

Establishing a strong system for teacher learning and professional growth is now a “basic” responsibility for all school leaders at all levels. Given the radical changes and new innovations that continue to come our way, the need for strong instructional leaders who are creative, model best practice, and are committed to the success of all students is more critical than ever. While there is no shortage of research on the correlation between professional development and student success, the claim that there are clear benefits is an obvious one and is no different for professionals in any field. Just as doctors are obligated to stay current on the latest research and practices in the medical field, the same holds true for educators who are charged with preparing students for a digital age that continues to redefine what it means to be connected, how we access information, and essentially how we learn. Simply stated, the “old way” of teaching and learning is just not good enough. Our students are different, the world is different, and the skills needed for “survival” (@DrTonyWagner) are different.

In an effort to adapt to the demands of an ever-changing 21st century, school leaders everywhere are rethinking professional development so that teachers are best prepared to meet the needs of all students. In the best schools, this has resulted in a differentiated approach that aims to maximize all resources both inside and outside of the school building. These schools are filled with teachers who are dedicated to continual self-improvement and school leaders who are dedicated to providing both the structure and the resources to make that happen.

Given that, here are five “musts” for school leaders as they plan (and rethink) professional development for faculty and staff…

1) Look Within: Perhaps the biggest “miss” for school leaders is the thought that it is necessary to look “outside” for professional development and teacher training. While there are certainly a good number of workshops and conferences that can be found both locally and nationally, the reality is that every school possesses an endless wealth of expertise and resources right within the walls of the school building. Therefore, it is critical to identify faculty, staff, and administrators who possess specific areas of expertise and create opportunities for targeted and meaningful in-house training. This not only helps to build capacity within the staff, but also helps teachers to…

2) Build a PLN Within the School: While all of the talk these days is around using social media as a vehicle for building a PLN (Personal Learning Network), what can’t be lost is the necessity of getting an entire school to view itself as one large PLN. In fact, there is nothing more powerful than a faculty that collaborates, shares best practice, and essentially learns from one another across the disciplines and grade levels. These types of in-house PLNs are found in the very best schools and it is the job of school leaders to create a structure that allows them to grow. This means providing time, direction (or a vision), and a willingness to “let go” so that teachers may learn from one another. Once a healthy PLN is developed within the school, teachers will have a clear instructional focus (from a building perspective) and will get much more out of the professional development that comes when they look to…

3) Build a PLN Outside of the School: Social media has completely transformed the way that we think about networking, interacting, and learning. In a short period of time, teachers (and professionals in other fields) have moved beyond the brick and mortar of their respective buildings to collaborate with professionals from around the world. On sites such as Twitter, the resources seem to be endless as links to journal articles, research, and blogs are posted and shared by school leaders, teachers, and professional organizations in a “real time” fashion that allows readers to stay current and on the cutting edge. Gone are the days of waiting for a monthly journal to arrive in the mail or hoping to cross paths with a colleague at a local or annual conference. Now colleagues with similar interests can be found and accessed easily through tweetchats, hashtags, and retweets. The important takeaway for school leaders of course is to model best practice and to direct teachers’ attention to professionals in the field who they may follow. This approach will help to take professional learning to the “next level” while further allowing school leaders to…

4) Differentiate by Interest and Readiness: Just as a “one size fits all approach” for teaching students is a sure fire way to “miss many,” the same principle applies when planning and providing professional development for teachers. Common sense tells us that a first year teacher likely has radically different needs than a 30-year veteran. Given that, it is critical for school leaders to think like assessors and identify opportunities for professional development that are targeted to the specific needs of teachers and staff. This not only includes the use of the observation process as a vehicle for true teacher growth (see post on 10/18/13), but also providing choice by incorporating menu-based workshops. At DFHS, we recently identified facilitators from our staff and had teachers select from workshops in the following areas: Using Twitter to Build a PLN; Planning With the End in Mind (@dfdcidberry); Getting Started With Google Drive (@MikeMeagh & @AdamoBiology); The IB Diploma Programme at DFHS (@MegHalberg). This format allows school leaders to differentiate by teacher interest, it addresses the specific needs of the staff based on individual strengths and weaknesses (readiness), and it helps to keep things “fresh” for the teachers. Furthermore, it provides school leaders with an opportunity to better evaluate the specific professional development needs that remain unaddressed so that they may…

5) Choose Outside PD Wisely: Regardless of the degree to which technology transforms education and all that goes with it, there will always be benefits to having teachers leave the building to attend  face-to-face conferences, roundtables, training sessions, and workshops. Of course, there is always a risk-factor associated as outside training sessions are typically “hit or miss” and are always pricey. In keeping with the idea of viewing the school as one large PLN, it is important for school leaders to identify teachers to attend specific outside workshops so that they may later turnkey the information via in-house workshops. This approach not only helps to reduce overall cost, but also targets outside training based on the specific needs of the teachers while helping to further promote collaboration, community, and professional learning within the school.

I wrote a post a few months back from the IB Conference of the Americas and made a case as to why school leaders should offer (or at least consider) the IB Program. In doing so, I cited the close link to the CCSS, the growing research on the program, the close-knit “IB Community,” and of course the importance of providing a curriculum that is rooted in international mindedness and real world application. From an educator’s perspective, the IB makes perfect sense and will unquestionably lead to the development of what Dr. Tony Wagner refers to as the all important 21st century “survival” skills. But what do our students have to say? I recently partnered up with DFHS IB Coordinator @meghalberg to interview a group of recent graduates who just completed their first semester in college. In doing so, we asked them to identify the key skills that they acquired from being IB students and how those skills have transferred to the college experience.

Here are the top three skills that our students identified along with a number of related “survival” skills that were touched upon through the course of our discussion:

1) Oral & Written Communication: In addition to the skills that are attained through the writing of the Extended Essay (EE), students in all IB classes are challenged to read, write, and speak from different perspectives and in different forms. This approach not only allows for a more authentic way to assess student understanding, but also provides students with rich experiences that transfer across the disciplines. As an example, one student noted that he had been assigned a paper in art history that consisted of specific writing requirements that were “new” to him. Though he had never written an academic piece on art history as an IB student, the experience and comfort that he had with writing across the disciplines provided him with the foundation to successfully manage and complete the task. Related skills: Adaptability, Analyzing Information, Initiative.

2) Critical Thinking & Problem Solving: Perhaps the greatest feature of the IB curriculum is the emphasis that it places on “ways of knowing” and essentially knowing how to learn. All IB courses use an inquiry-based approach that forces students to think “outside of the box” and from various perspectives via projects, discussions, oral commentaries, and assessments that are authentic and “real world” in nature. Courses such as Theory of Knowledge (TOK) further lead to the development of this all important skill and it was identified by all students as being critical for success at the college level (and beyond!). Related Skills: Collaboration, Initiative, Analyzing Information, Curiosity & Imagination.

3) Time Management: All students cited time management as being a skill that they undoubtedly developed in the IB Program and one that has been instrumental to their success as first semester college students. In addition to the planning and scheduling that is required to balance the workload for each of their respective IB courses, all IB Diploma students complete an Extended Essay (EE) and fulfill a Creativity, Action, Service (CAS) requirement. Both of these endeavors require that students monitor and regulate their individual progress while ensuring that they meet all of the necessary deadlines to the point of completion. This skill is critical for college students as they are typically given inflexible due dates for all papers, projects, and exams right at the beginning of the semester. Without exceptional time management, those tasks will pile up pretty quickly. Related skills: Organization, Initiative, Problem Solving, Adaptability.

Please feel free to add to this discussion by sharing your thoughts on the specific skills that students attain in the IB program. Specific examples and experiences are also welcome!

As students prepare to compete for jobs in a 21st century global workforce that is both interdependent and ever-changing, the reality is that too many high schools across the nation are still working within models that emphasize the skills needed for a wonderful job in the year 1985. While the CCSS goal of “college and career readiness” for all students is certainly worthwhile and a step in the right direction, the truth is that teachers everywhere are already scrambling to determine what will be on “the tests” and are adjusting and modifying their curriculum and instruction as necessary. In that respect, we have much of the same. Sure, the standards are different and so too are the tests, but in the end we are left with more test prep, higher levels of anxiety for all involved, and the potential for a new way to narrowly approach teaching and learning.

It is perhaps for this reason above all else that I find myself excited about co-moderating this week’s #Satchat on BYOD with @careim2. While I by no means consider myself to be a “tech expert,” I have the benefit of serving as the Head of an IB World School in a forward-thinking district (@yolebrady) that is dedicated to leveraging all resources so that students are best prepared for the realities of the world that they will soon enter. This not only includes a robust curriculum that is rooted in inquiry-based experiences, problem solving, and critical thinking, but also the responsible use of technology as a vehicle for supporting and enhancing learning across the disciplines for all students.

A few months back I wrote a post on BYOD in response to a question that I received about whether high school students possessed the maturity to appropriately and responsibly use personal devices in their classes and throughout the school day. Since that time, our school has continued to transition to an environment that supports BYOD while simultaneously piloting a 1:1 Chromebook initiative for our 9th grade students. Though still in the early stages, we have already noted a number of benefits to both approaches along with a number of “shared” benefits for choosing either.

In preparation for this Saturday’s #Satchat session, I engaged some of the members of the DFHS faculty in a “mock” Tweetchat (#DFHS2014) on the topic of BYOD, its benefits, and the potential obstacles that teachers might encounter. In doing so, I previewed some of the types of questions that will be asked on Saturday while getting a sense of our teachers’ thoughts on the topic.

Here are the top three takeaways from our chat…

1) Maximizing Resources (@SBuschi): In even the most disadvantaged of districts, there is a population of students who come to school each day with Smartphones that are more powerful than many of the desktops that fill our classrooms. Despite this obvious wealth of resources, too many schools (and all schools in NYC) continue to enforce traditional policies that support “cell free zones” and continue to both discipline students and confiscate devices if they are simply taken out. Instead of this approach, imagine if schools allowed students who have personal devices to use them while providing school-issued devices to students who do not. This simple approach would not only help to put technology into the hands of more students on a more consistent basis, but would also help to offset some of the financial constraints and limitations that are faced by many schools.

2) Digital Citizenship (MicheleIrinve1): Regardless of the path that students ultimately pursue upon graduating from high school, one certainty is that they will have unlimited access to phones, tablets, computers, and whatever new device is on the market at the time. The opportunities for distraction are unlimited. Given that, schools can choose to either run from this reality by eliminating the use of personal devices or they can step up to the challenge, realize that the pros outweigh the cons (by far), and commit to teaching responsible and appropriate use to all students so that they are best prepared for college, the workforce, and beyond.

3) 21st Century Learning (ms_sardinia): When discussing what we value at DFHS, we use words like independence, interdependence, adaptability, application, critical thinking, and communication. These are the skills of the 21st century and must be at the heart of all aspects of teaching and learning. While educational technology certainly plays a key role in the development of these skills, it is never the “end game” or the desired result (think UBD). Instead, technology further enhances student learning while allowing teachers to further engage, assess, and differentiate so that all students can further attain these all important skills. Therefore, getting devices in the hands of as many students is more critical than ever. BYOD is an easy way to make that happen.

For more insight on the topic, please join us this Saturday morning at 7:30 EST for #Satchat.