The year’s theme of “(Re) Inventing the Future of English” at the NCTE Annual Conference (#ncte13) in Boston certainly has relevance and implications for teachers of all disciplines and grade levels. As I have noted in past posts, the landscape of education is changing at a rate of speed that is matched by no other period in history. Educators are now questioning all “traditional” forms of teaching and learning and are benefiting from the professional growth that comes as a result of being connected with colleagues from around the world. Similarly, these same educators are now faced with a new generation of “21st century” students who are born into a connected and interdependent world that can be accessed at any time through the small devices that they carry in their pockets each day.

In Dobbs Ferry, we have done some “(Re) Inventing” of our own as we continue to reflect upon the question of how to best address the needs of students in the 21st Century. In doing so, we are moving to an environment that fully supports BYOD and are continuously on the lookout for new and innovative ways to leverage technology in an effort to enhance the educational experiences of all students. Our teachers are in many ways pioneers as they explore new ideas, implement new approaches, and ultimately redefine their own conceptions of teaching and learning.

As a somewhat natural “next step,” and with the help and vision of our Superintendent (@yolebrady), our school is preparing for a new 1:1 initiative for all students in grade 9. In deciding on the most suitable tool for high school students, our #EdTech committee piloted a variety of devices and came to consensus after considering the pros and cons that are associated with each. Though still in the early stages of the initiative, it was determined that the Chromebook seems to be the most logical and practical choice for students at the high school school level.

Here’s why…

1) Practical Considerations: At first glance, the Chromebook has the look of a standard laptop. It has a 12.1-inch screen, a traditional keyboard, and opens and closes in the same way. But that’s pretty much where the comparisons end. The “web-based” Chromebook is extraordinarily light due to the absence of a standard hard drive and is also sleek in nature. This is critical for high school students who are already overwhelmed with large oversized textbooks and book bags that weigh more than they do. In addition, the Chromebook is inexpensive as compared to even the most modest laptops that are on the market.

2) Academic Considerations: While many of our students noted the value and benefits of using iPads as a primary device, they also noted that there is a connotation of “play” that is associated with iPads due to the thousands of non-educational apps that are available. Conversely, the Chromebook provides easy access to Google Drive and the growing number of educational apps that teachers and students are now using on a daily basis. Furthermore, the traditional keyboard and long battery life better serve the needs of high school students who use the device throughout an entire school day for word processing, searching the web, and the long list of other educational purposes.

3) Access to Google Drive: Perhaps the greatest benefit of the Chromebook is the ease in which students can access the internet and, more importantly, Google Drive. Though still in its early stages, Google Drive has already changed the way that we think about “sharing” and is now on the cusp of changing the way that we think about teaching and learning. Through the various Google Apps for Education that are available in Drive, teachers and students can collaborate in “real time” on various projects and classroom assignments. This feature not only challenges all traditional thinking of assessing student understanding, but also how we provide ongoing feedback to students beyond the “brick and mortar” classroom. @DobbsSciRes does this regularly as he provides feedback and guidance to students who are revising their research reports at all hours of the day on Google Docs. Google Drive also provides similar features through other apps that can be viewed as 21st Century answers to MS Office. This includes Google Slides (PowerPoint), Spreadsheet (Excel), and of course Docs (Word).

4) “The Cloud”: This once seemingly abstract concept has now single-handedly changed the way that we think about accessing, saving, and sharing information. In the old days, files and documents were saved to a hard drive on a local computer or a laptop. Transferring or sharing these files would require that we email them to another person (or ourselves) or save them to an easy-to-lose flashdrive. No more. By saving all information to “the cloud,” all files can be easily accessed on any device wherever there is internet access. With this concept in mind, the Chromebook was designed to allow users to quickly and easily access the web and their important files. Essentially, the files are available wherever you go. This is critical for students as they can now access all documents from home or in school (or anywhere) while enjoying a virtually limitless amount of storage space.

5) The CCSS: All of the talk these days seems to be around the new CCSS and the degree to which schools across the nation have made “the shift.” Among the many “college and career readiness” targets that our outlined in the CCSS, there is a shared expectation that students will use technology to produce, publish, interact, collaborate, and evaluate different forms of digital media. To further this point, the NCTM remarked that “unless technology is woven throughout these standards, the credibility of any claim that they will better prepare students in the 21st century is diminished.” Given these demands and expectations, the Chromebook provides easy access to databases, journal abstracts/articles via the “research tool,” and a variety of additional educational apps that are designed to enhance understanding and overall capability.

As we enter the first phase of this new initiative, we do so with the expectation that we are sure to encounter limitations and that there may be some bumps in the road. This is a given whenever we challenge existing paradigms and seek to “(Re) Invent” what we do based on the ever-changing needs of our students. Though exciting and sometimes scary, it is necessary at times to step out of the comfort zone, take the leap, and meet students where they are. It’s what the best teachers have been doing since the beginning of time and is what the teachers that I am fortunate to work with continue to do each day.

Education is a results oriented business. I suppose it always has been. Even back when I was in high school, I can remember the pressure of state exams, the SAT, and AP exams. Students spent countless hours studying, built their resumes with obscure extra-curricular activities in an effort to be “unique,” and looked for any “edge” that might tip the scales in the college admissions process. In that respect, not much has changed. So why do things today feel so much different?

As schools across the nation work feverishly to fully implement the new CCSS, we are seeing reactions from school leaders, teachers, parents, and students that range from grudging compliance to full-out anger and rebellion. And while I can actually make a case for the CCSS (or at least the philosophy behind them), what we are seeing in schools is the opposite of what the creators of the standards had intended. Despite the clear emphasis on developing 21st century learners who are adaptable, think critically, and essentially know “how to learn,” the truth is that the standards are further contributing to a test-driven culture that aims to rank, sort, and level students based on what they don’t know. Not surprisingly, this is causing record levels of anxiety and distress among students and parents as teachers are scrambling to prepare students for an increased number of newly created exams that they have never seen and know little about. Add to the equation that these same teachers are being evaluated on how students perform on these new exams and we are left with panic and, in some cases, complete hysteria.

Given the external pressures that are now pushing the instructional agendas in local districts everywhere, it is easy to succumb and simply encourage teachers to plan “frontwards” by creating CCSS lessons and activities that are rooted in a “test prep” way of thinking and without consideration of enduring understandings or “big ideas.” After all, we are all faced with great urgency, the stakes are high, and we have little time to plan and get ready.

Or we can do something different…

Since the beginning of the school year, I have worked closely with @DobbsSciRes and @careim2 to encourage the teachers at our high school to push the external pressures aside and to engage in some big picture thinking with colleagues from across the disciplines. In some ways, this is a radical concept for teachers who have grown accustomed to a departmentalized high school structure and a traditional nine-period school day. Our goal for these interdisciplinary teams is simple, yet extraordinarily complicated. It is to move our teachers and students out of the fixed “boxes” that come as a result of an outdated schedule and into a mindset that fosters deep interdisciplinary understanding and “out of the box” thinking. It is this approach that will lead to deep understanding for students, true learning and, almost by accident,  “college and career readiness.”

At our opening meetings we have gone “old school” UBD (@grantwiggins) by engaging teachers in the academic (and sometimes abstract) process of thinking and planning “backwards.” The key word in all of this is process. It’s taking the time to evaluate, reflect, debate, and discuss the “desired results” (stage 1) so that teachers are best prepared to bridge the disciplines, to support and complement one another, and to ultimately “work smarter, not harder.” It is this part of the process that is most critical to the design of a rich and meaningful curriculum. It is also the part that is most often breezed over by school leaders and teachers who are overwhelmingly pressed for time and suffocated by top-down pressure. The result in these cases is a narrow curriculum and approach that often lacks depth, vision, and connection across the disciplines. Essentially, it becomes an example of a flawed process leading to a flawed product.

As with anything else, it is important for school leaders to “keep it real” and to recognize that teachers ARE dealing with a tremendous amount of pressure and, to put it plainly, have a lot to do. Given that, too much of the “academic” and too little of the “practical” is a sure fire way to cause greater amounts of stress and angst for teachers. Then you really have a problem on your hands. Instead, it’s important to read the “tea leaves” (@dfdciberry), adjust as necessary, and also build-in time for “now” activities such as short-term planning, data analysis, planning with co-teachers, and practical menu-based professional development (more on this in another post). This will not only help to keep things grounded for teachers, but will ultimately lead to deeper and more productive big picture discussions down the road. Again, it’s the process. Above all else, schools leaders (like teachers) need to embrace the process of being reflective, evaluative, and adaptable in order to adjust to the needs to the school. It’s the process that is always most important. When the process is good, the finished product will always be solid.

The last five years have seen a tremendous shift in the way that we think about teaching and learning. While there will always be value in “reading, writing, and arithmetic” in the traditional sense, students of all ages are now accessing information through the web, social media, and other applications on both public and personal devices. Schools have obviously taken note and are now supporting teachers as they experiment with new forms of technology and social media to both deliver classroom instruction and enrich student learning. To some this change is welcome and the shift to a more “edtech” environment is natural and seamless; to others, there is reticence, uncertainty, and questions about the role of technology and how to best get started.

The question of how and where to start with technology is perhaps as important to teachers as what to do with the technology once they get started. I’ve been fortunate over the past three years to be part of a district that is extraordinarily supportive and open to new ideas. At DFHS, our teachers and students are thriving in an environment where we have essentially “turned off the filters” and embraced the idea of BYOD. Twitter and Facebook are now used as tools to promote engagement both inside and outside of the classroom and our teachers are incorporating Google Drive, Skype, QR Codes, Prezi, flipped approaches, and much more as they embrace this new paradigm of teaching and learning. We are also preparing for a 1:1 initiative where all students in our ninth grade will be provided with a Chromebook for the year.

I recently partnered up with @carastepanian to interview some of the teachers at DFHS as we prepare to present at this month’s NCTE Annual Conference in Boston on the topic of “diving in” with educational technology. In doing so, we asked the teachers for advice that they would offer to others who are at the early stages and are interested in getting started.

Here’s some of what they had to say…

1) Start Small–Don’t Shoot for the Stars (@sarahhmstern): While ambition and drive are clearly a must, doing too much right at the start is a sure fire way to become overwhelmed and to ultimately fail. It is better to focus on one approach or platform and to work out the “kinks” with a smaller population of students before fully integrating with a larger population. @sarahhmstern modeled this for @carastepanin and I as she introduced a new approach for taking quizzes on the iPad with her students. She worked out the details in advance, chose a specific population, and created a “low stakes” environment (the grade was optional) for the students. After a successful first attempt, she now plans to use the approach with all of her students as a new way to assess student understanding and differentiate future instruction.

2) Plan for Students Who Don’t Have Resources (@ms_sardinia): While many of our students have Smartphones or bring their own personal devices, there is also a population who have more traditional phones and/or do not bring a device to school. In these instances, it is important to know who has a device (and who doesn’t) and plan accordingly. When leading an in-class backchannel Tweetchat, for example, it is good practice to pair students who have a device with those who do not. In schools with extra resources, additional devices can be on hand for students to borrow for in-class activities.

3) Communicate with Parents & Administrators (@MrCohn9): Though many are “on board” with technology and social media, there a number of people who still have legitimate concerns and questions. This is particularly true with social media and the issue of security. In all instances, it is critical to be proactive with communication and to provide a clear rationale for using a specific approach. @sarahstern added, “even if you have a supportive administration, it is always better to give them a heads up on what you are doing. Articulate your thinking so that they are not blindsided if a concern is ultimately raised.”

4) Provide Alternatives (@Ms_Molloy): Having alternatives for students and parents who are either not comfortable with technology or who lack resources is a key aspect of successful implementation. When assigning flipped video assignments, for example, @Ms_Molloy will host a “video screening” in her classroom right after school so that students have access. @MrCohn9 has also created a class Twitter page (@dobbsnews) that students can use if they are uncomfortable with using their personal accounts. This works well since multiple users can be logged onto a Twitter account at the same time and can participate in a backchannel by simply placing their initials before their respective tweets.

5) Assume Nothing (@AdamoBiology): Perhaps the greatest misconception is that all students are “tech savvy” and will be prepared to jump right in with little instruction. They won’t. It is important to provide time to walk students through the steps of whatever new technology is being implemented and make sure that that they are comfortable with the process. We have seen this first hand as our school has fully transitioned to Google Docs and we have begun to require that students submit their assignments by “sharing” with their teachers. We assumed that this transition would be seamless. It wasn’t.

6) Build A PLN (@MikeMeagh): Though this goes without saying it still needs to be said. Twitter is perhaps the greatest tool for professional development for teachers and school leaders. Period. For any teacher who is interested in getting started, simply get on Twitter and start following some of the leaders in the field. For more information, see the post “Is Twitter Trending or Trendy?” (8/5/13) by @johnfalino1.

As with any new innovation, it is sometimes necessary to take a leap of faith, jump in, and go for it. Trying new ideas and adjusting to meet the needs of students is at the heart of  effective instruction and also helps to keep things fresh inside of the classroom. For a more comprehensive explanation of these ideas and our other findings, please join us in Boston at #NCTE13 on Sunday, November 24th.

Accountability. This term is now at the political forefront as state and federal officials consider the best ways to improve our schools, student performance, and of course teacher performance. The discussions and changes have naturally led to more questions about the validity and true worth of standardized exams, “value added,” the CCSS, and new teacher evaluation systems. In NYS, for example, teachers and school leaders are now assigned numerical end-year composite scores and students continue to be categorized based on their academic “level” as determined by state exams. While the verdict is still out on how this shift will impact the quality of our schools, the immediate results seem to indicate that there is a great deal of confusion, angst, and distrust on the part of parents, teachers, and (most unfortunately) students.

As part of this wave of change, school leaders are now increasing the number of formal and informal observations of teachers in an effort to gather sufficient evidence to support final end-year ratings. The idea of school leaders observing teachers is certainly not a new concept. In fact, administrators who place instruction and teacher learning at the forefront have long embraced the observation process as the ideal form of professional development for teachers. Of course, the challenge for school leaders is to get teachers to a place where that they are not only comfortable with the process, but see it as an opportunity to explore new methods and take some risks by stepping out of their “comfort zone.” To accomplish this requires a great deal of trust along with an understanding that the process is not about nitpicking in a “gotcha” type of way.

While many school leaders have successfully established a positive culture around the observation process, it is inevitable that the thoughts and perceptions of teachers have taken a bit of a hit in light of the new scoring systems that are being used to evaluate performance. And while I am certainly not advocating against the importance of evaluation in organizations, it is critical for school leaders to continually communicate the true purpose of the process while keeping the focus on what is most important— teacher growth and student success.

As observations are now in full swing in all schools, here are a few important reminders for school leaders…

1) Think Like A Teacher: When school is in session, teachers eat, sleep, and breathe teaching. Just as the Principalship is multifaceted and ever-changing, so too is the life of a teacher. When teachers are not grading and planning (which is pretty much all of the time), they are communicating with parents, conferencing with students, facilitating extra-curricular activities, collaborating with colleagues, participating in meetings, and attending professional workshops. Teachers are busy! Therefore, it is critical to make sure that all feedback is practical, specific, and concise. No teacher wants to sit and listen to an administrator pontificate about abstract theory that comes straight out of a journal article.

2) Provide an Objective Overview: Perhaps that greatest role of the observer is to provide teachers with a “second set of eyes” in the classroom. When observing teachers, I will typically type 4-5 pages of notes based on all that I see and hear and will then share those notes at the start of our post-observation meeting. It is a perfect vehicle for allowing teachers to step outside of themselves so that they may “observe” and critique their own lessons based on the objective notes provided. This practice has worked especially well as our school has made the transition to the Danielson rubric. It allows for a collaborative discussion around the sub-components, is non-threatening, and typically gives rise to a particular aspect of the lesson that the teacher had not considered or might have missed.

3) Think Like A Coach: The best coaches in any sport are successful because they are able to identify what their players do well and can find ways to capitalize on those respective strengths. The same principles hold true when working with teachers. All teachers (particularly seasoned ones) possess a particular style with regard to delivering instruction. Some are teacher-centered while others are more comfortable with facilitating. The key for the school leader is to recognize that it is not necessary to force teachers into a new style in order to become something that they are not; rather, it is essential to harness teachers’ strengths within their respective style by maximizing their repertoire of strategies and approaches to meet the needs of all learners.

4) Provide Differentiated Feedback: Just as teachers differ in terms of style, the same holds true with the individual strengths and weaknesses that teachers possess. When observing new or struggling teachers, for example, the initial focus is always on classroom management and student behavior. Harry Wong’s timeless classic The First Days of School is always a staple in this area. An ability to “run the room” is critical above all else and must be mastered before moving onto some of the more advanced skills that might be focused on with more seasoned teachers. The belief in meeting teachers “where they are” gets to the heart of effective instruction and is what we always demand of teachers when working with diverse populations of students. The expectation for school leaders should be no different.

5) Focus on Students: In the end, observations and professional development are about furthering student learning so that they are best prepared for life beyond high school. Period. When observing classes, it is sometimes as simple as looking at the faces of the students in the room to see if they are engaged and challenged. A zoned blank expression says a lot. Speaking with students about what they are learning if the opportunity presents itself during a lesson can also go a long way. When providing feedback, the focus then becomes on how to engage and inspire students through questioning, meaningful and relevant activities, assessment, and flexible approaches to connecting with the “big idea.” This is what is most important, is non-negotiable, and is what the expectation needs to be in all classes each and every day.

As noted in the “The Principalship: What’s Most Important?” (Post: 9/13), the nature of the Principalship has changed dramatically in a very short period of time. As the demands continue to increase due to the CCSS, standardized exams, and new teacher evaluation systems, perhaps the greatest “game changer” for Principals is the high level of accessibility and connectedness that is now possible due to technology and social media. In fact, a whole new skill set is now required for Principals as the position has quickly become a 24/7 endeavor. Though there is plenty of room for debate on whether this level of access is necessary (or healthy!), the bottom line is that Principals need to be prepared for anything at all hours. There is no such thing as an “off” switch.

While many technological innovations have undoubtedly transformed the position in a relatively short period of time, perhaps there is none greater than the advent of the Smartphone. Since making the switch a little over a year ago to the iPhone, my ability to stay connected to the school community has reached new heights. In fact, this small device is in many ways the mobile “hub” of the school as information on all aspects of building operations comes my way both day and night. It is singularly the most powerful device that a Principal can have.

Here’s why…

• Direct Emails: It seems silly and obvious to start with this one in the year 2013. However, I am still blown away by the number of school leaders who shut their desktop computer off on a Friday afternoon and come back to over a hundred emails when they return on Monday morning. Essentially, if you are a Principal and are not receiving emails to your phone, you are stuck somewhere in the 1990s (maybe earlier). If this is you, stop reading and go speak with your IT person immediately to get your email linked to your phone. On average, I receive 100 emails a day and respond to most as I am moving throughout the building. By accessing emails in this fashion, I can give immediate attention to an issue, concern, or complaint instead of letting it sit and fester for hours or days. People are always appreciative for the immediate response and most situations are quickly diffused as a result.

• Attendance Alerts, Timesheets, & Other Approvals:  In addition to daily emails, I also receive alerts when staff members call in sick and can approve requests for personal and vacation days right from my iPhone. Similarly, approving teacher timesheets and professional development requests can also be done in a quick and easy manner.

• Direct Messages via Twitter: As noted in “Is Twitter Trending or Trendy?” (8/5/13), Twitter is a superb resource for professional development, building a PLN, and engaging students. While a user friendly app is available on all Smartphones, the direct message feature provides parents and community members with an additional way to communicate or share ideas. I typically get at least one direct message a day via Twitter that I can respond to immediately since it comes up as an alert to my phone.

• Facebook: The iPhone allows users to fully maintain and update a school’s Facebook page while tracking usage and views through a user friendly “Facebook Pages Manager” app. I regularly use the camera feature to post pictures of various school events and also provide community members with “live” Facebook updates at different sporting events. The app also provides alerts whenever there is a direct message, a “like,” or a comment. This feature is especially important for ongoing monitoring of potentially inappropriate comments that are posted to the page. With the iPhone, I am able to see and delete the comment in an instant. For more on the benefits of using Facebook, check out “Do you like Facebook?” (7/26/13).

• Building Security & Management: One of the most useful apps on my iPhone is “Milestone Mobile.” This app allows our entire security team to view all of the video cameras that we have set up throughout our school and around the perimeter of our campus. The app is also web-based so it is not uncommon for me to check out what is happening around the school when I am away from the building. Just the other day I watched a smooth end-of-day dismissal via the app while attending a meeting an hour away from school.

• Google Drive: This powerful “cloud-based” platform has single-handedly changed the way that we think about word processing and collaboration. I regularly access the Google Drive app on my phone to take notes during classroom observations, to “collaborate” with colleagues throughout the day, and to write blog posts such as this one. Alerts are sent whenever a document is shared and all documents can be accessed and edited at any time in any place via my iPhone. Gone are the days of emailing documents to myself or searching at the bottom of my desk drawer for a flash drive.

Concluding thoughts…

By no means do I see myself as a “high tech” person. Far from it, actually. However, the uses discussed above are now considered basic requirements for any 21st century school leader and only serve to enhance the aspects of the Principalship that are truly most important (Post: 9/13). Furthermore, there are hundreds of additional apps that school leaders use each day AND there are all types of Smartphones that people prefer over the iPhone (Android anyone?). But while the type of phone and/or specific uses may differ to a degree, the idea of leading without one is as ancient as the “no cellphone zone” signs that still pervade too many schools. So please feel free to comment, share your ideas, and add to the list!

The landscape in education has changed more radically in the past five years than perhaps at any other time in our history. People now have access to information that comes from a multitude of sources and they can get that information within seconds. In schools, many students now carry “mini” computers in their pockets as their phones are more powerful (and can do more) than many of the desktop computers that fill their classrooms. Despite this obvious reality, many schools continue to push forward with policies that discourage the use of personal devices and prominently (proudly?) display “No Cell Phone Zone” signs throughout the school building. This includes the use of personal laptops, iPads, tablets, etc. In fact, NYC has gone so far as to prohibit any students from bringing devices to school whatsoever. This has resulted in numerous confiscations, unnecessary conflict, and a black market of sorts for individuals who set up shop outside of city schools and “hold” students’ devices each day for a fee. The obvious irony, of course, is that some of these city schools possess the greatest financial constraints yet have all that they need in terms of technology locked up in someone’s van outside of their school. Seems like a waste.

Thankfully, many schools outside of NYC have been rethinking policies around personal devices while some have fully made the leap into the world BYOD. As the Principal of a school who is making this transition, I am often faced with legitimate questions and concerns from parents about the potentially distracting nature of personal devices and how they can actually detract from overall student learning if not carefully monitored. To further this point, a parent recently indicated that she visited a top college and witnessed a student who was online purchasing clothing while sitting in class. The thinking was that if a college student is not mature enough to responsibly use a personal device, how can we realistically have that expectation for high school students? Again, a completely legitimate question. And while I could go on and on about the benefits of both BYOD and educational technology in terms of student engagement, differentiation, and overall learning, the truth is that this question was asking something different, and perhaps something more.

So here are my thoughts…                                                                       

The example of the student in college who was shopping online is precisely the reason why K-12 schools need to consider moving to BYOD. My guess is that if the student behaves in this manner on a consistent basis, she will do terribly in the course and will ultimately have issues when she enters the workforce since she is sure to have access to all devices at that time. So the question is whether schools who have policies against the use of personal devices are actually doing a disservice to their students. One can certainly make that argument since workplaces are unlikely to have a van parked outside for workers to “check” their phones before entering.

While many of us (myself included!) often think back with fondness to a time when teachers imparted all knowledge and textbooks made up for what was missed, the reality is that students in today’s world can access unlimited information with only a few touches of the finger. And what we are seeing now is only the beginning. The quality of technology is going to improve and increase to levels that we can’t imagine even by the time that our current ninth graders are in college. In ten years, the way that we view education will be completely different and the “traditional” schools that we have come to know are likely to be obsolete. As a result, both schools and parents need to embrace the use of personal devices while taking on the responsibility of teaching proper use, internet safety, purposes of social media, etc. In fact, we owe it to all students to make sure that we do just that. When we talk 21st century learning…well, this is as 21st century as it gets.

The beginning of the school year is always an optimal time to engage teachers in some “big picture” thinking. Enthusiasm and energy are at a high as teachers are well rested and optimistic about the possibilities of a new school year. As part of our two-day opening meetings this past week, @careim2 and I spent some time discussing the idea of going from “good to great” with our faculty. Based loosely on the work of Jim Collins, our teachers considered what it means to be a “great” school, what we have done to get us closer to “great,” and what we still need to do in the upcoming year and beyond. I engaged the staff in a similar activity during our first faculty meeting in 2011 and shared their responses at the opening of this meeting. It led to some chuckles and a realization that we have come a long way in our two years together.

The question of how a school goes from “good” to “great” is an “essential” question in every sense of the word. It is thought provoking, lacks one definitive answer, and prompts additional questions and ideas. Ask any school leader if they feel that their school is “great” and you are likely to get a quick “yes” based on that person’s respective definition of the term. I can do the same. In addition to having full participation in the prestigious IB Diploma Program, our students excel in the arts, enjoy a full menu of co-curricular offerings, and are regularly among the best in the county in academics, athletics, science research, visual arts, film, and music. I can go on and on…

So do we have a “great” school?  What makes for a “great” school? And what do “good” schools need to do in order to get to the next level? Our faculty took to Twitter to share their thoughts on the subject. Check out our hashtag (#DFHS2014) for the full list. Here are some of the highlights…

1. “A great school has a common set of values and a shared vision for success. All stakeholders share accountability.” (@ScottPatrillo)

Having a shared vision that fully captures the values of the entire community is a fundamental component of any successful organization. Think Understanding By Design (UBD) on this one. Just as students attain greater understanding when teachers plan (and think) with the end in mind, the same holds true when members of the school community are guided by a common vision along with a shared sense of direction and purpose.

2. “Keep the long view, but also remember that change happens one day at a time.” (@Hoffmanr2044)

Perspective is critical and stakeholders in the most successful schools have it. While schools must be guided by a clear vision that aims for a better tomorrow, it is equally important that all stakeholders recognize the importance of putting in the work each and every day in order for it to be realized. Just as “Rome wasn’t built in a day,” the same holds true for schools that are “great.”

3. “In a great school every participant, EVERY, is engaged and challenged and learning something new everyday!” (@MegHalberg)

Connecting and reaching ALL students is without question the most important function of every school and is what the “great” schools do better than the rest. “Great” schools are differentiated to the core and truly provide “something for everyone” through co-curricular activities and a flexible curriculum that is designed to maximize the potential of each student. Teachers in “great” schools also recognize the importance of engaging ALL parents as true partners and work tirelessly to connect them to the school in a meaningful way (@LisaFerrara).

4. “Great schools recognize struggling students and come up with a unified strategy in handling those situations.” (@ms_sardinia)

A collective commitment to the success of all students goes beyond mere talk in “great” schools as teachers and community organizations work to design and provide programs based on the instructional, social, and emotional needs of the entire student body. Above all else, communication is key as all members of the school community work together to meet the needs of all students. Again, engaging parents and community organizations is a critical aspect of this process along with strong school-based programs in guidance, special education, ELL, and counseling.

5. “Teachers collaborate to build interdisciplinary units and rubrics, making students aware of uniform expectations in all classes.” (@MrCohn9) 

While you would be hard pressed to find a teacher who would disagree with this point, the challenge is to find schools (particularly high schools) with a structure that allows teachers to collaborate across the disciplines on a consistent basis. “Great” schools not only provide time for this work to occur, but are rooted in the understanding that students must be prepared for an “interdisciplinary” world that continues to change with each passing day. Given that, all subjects are approached from a global perspective and emphasize the importance of learning “how to learn” as opposed to the memorization of rote facts and figures.

6. “A great school has motivated, passionate teachers, motivates students to passion, and is motivated by its leaders.” (@gjdefalco)

I’m sure that most of us can recall a time when we were personally motivated but felt our energy being sapped due to the apathy (negativity?) by those around us. This tweet is significant because it speaks to the importance of synergy within an organization and how passion and motivation are fueled by the energy of others. Take any successful innovation or change that has been successfully implemented and I bet you will find a positive culture that supports new ideas, ongoing learning, and continual growth.

7. Great schools recognize that “better test scores don’t always mean better schools…sometimes scores decrease when making changes to go from good to great.”  (@sarahhmstern)

Perhaps there is no single factor that can greater impact a school’s (in)ability to achieve “greatness” than the influx (barrage?) of standardized exams. As students are being raised in a high stakes test environment that seemingly measures one’s worth based on his/her “level,” teachers, principals, and schools are being evaluated in this same fashion. The danger of course is that schools will go into “survival mode” and demand that teachers redesign their classrooms into test-prep factories. The “great” schools recognize, however, that “greatness” does not lie exclusively in numbers. The schools that continue to lead the way are the ones that can effectively negotiate between the top-down realities that exist and the “real world” skills that students will need to thrive in college, the workforce, and beyond.

Please feel free to comment below or post to our hashtag (#DFHS2014) to share your thoughts on what makes for a “great” school!

It is always a good day when I have an opportunity to focus my attention and energy on working with teachers to design new curriculum and to simply “talk instruction.” The summer is an ideal time for these types of conversations since the building is quiet, the daily stresses that go along with the grind of the school day are eliminated, and everyone feels a sense of renewal as the start of a new year approaches. I recently worked with @careim2 and @meghalberg to plan a two-day Common Core (CCSS) interdisciplinary curriculum development session for the 16 members of our school’s 9th grade team. As an IB World School, taking an interdisciplinary approach when examining (and implementing) the CCSS not only makes sense, but is logical in that the CCSS are closely aligned across the disciplines. This concept is transformative in that it challenges teachers (and ultimately students) to see the interconnectedness between the disciplines while pushing them to move beyond the isolated subject-to-subject approach that is typical in so many American high schools.

Despite our IB focus, many of our experiences from the two days are universal in nature and can easily inform any team who is charged with the task of designing an interdisciplinary curriculum around the new CCSS. Given that, our five “takeaways” are as follows:

1) Where Do We Start?: There is nothing more striking than the overwhelmed expressions that invariably fill the room when a thick packet of new learning standards is passed out for the first time. Questions such as “where do we start?” are typically asked before digressing to easier and more comfortable conversations about “what we already do.” Prepare for that! When getting started with a task that is as involved (daunting?) as interdisciplinary curriculum design using the CCSS, the most important approach for any facilitator is to open by encouraging the team to…

2) Think With The End In Mind: The work of Grant Wiggins and Jay McTighe on Understanding By Design (UBD) was ahead of its time 15 years ago and is still the most logical approach to designing interdisciplinary lessons and units around the CCSS. The idea of planning “backwards” and thinking with “the end in mind” is a critical process and must first occur for teachers within their respective discipline before ultimately leading to a larger focus on potential points of intersection across the disciplines. Essentially, teachers must reflect on who they are and what they value with regard to their own discipline before thinking about how they can connect with others. To facilitate this process, we had initially planned to use Atlas as our primary tool for writing and developing our essential questions, but soon shifted gears and found that it was much easier to…

3) Work in Google Docs: While there are countless benefits to using Atlas as a tool for designing, storing, and sharing curriculum maps, Google Docs is superior in its ability to allow teachers to collaborate, edit, and update their curriculum in “real time.” This was an invaluable aspect of the process as it allowed all teachers to have a direct hand in writing and articulating the essential questions and “big ideas” of each course. It also provided us with the ability to “share” the work of each respective discipline as we prepared to…

4) Establish Interdisciplinary Connections: Perhaps the greatest anxiety that teachers were feeling as we entered the process of designing an interdisciplinary curriculum around the CCSS was that it would result in the creation of large-scale interdisciplinary units that would integrate activities from each subject area in a superficial and forced manner. While large-scale units are one way to go and can certainly be meaningful if done well, we focused our attention on identifying both thematic and skills-based connections as they related to each discipline and the CCSS. In doing so, we divided into two teams (English/social studies & math/science) and began the process of developing a pacing calendar in Google Docs that identified the key CCSS along with the unifying enduring understandings and essential questions for each unit. In addition, we had rich discussions around the “non-fiction” reading standards that are highlighted in the new CCSS and the implications that those standards now have for all teachers. Perhaps the greatest takeaway in this regard is that the CCSS in ELA are “everybody’s business” and do not fall exclusively on the shoulders of our English teachers. This above all else solidified our position that an interdisciplinary approach is best in addressing the CCSS, but still left us with one remaining question…

5) Where is the IB in the CCSS? As noted in “Why IB?” (7/22/13), IB Schools continue to find themselves in a position of strength with regard to the implementation of the new CCSS as the IB was one of five programs that the developers of the CCSS looked to as an example of exemplary learning standards. In closely analyzing the CCSS with my team, we found that both sets of standards are designed to build strong content knowledge and skills while emphasizing the importance of reasoning and communicating from various perspectives and across the disciplines. Both the IB and the CCSS also value independence, conceptual understanding, and the strategic use of technology and digital media. In that sense, American schools will be far better off for adopting the Common Core. However, the importance of looking to the IB, particularly when designing interdisciplinary curricula, cannot be overlooked as the IB Learning Standards continue to serve as the “model” for preparing students who are internationally minded and interculturally aware. This above all else is what is needed as we strive for the  creation of a better and more peaceful society that continues to become more interdependent (and interdisciplinary!) with each passing day.

Introduced to the public in 2006, Twitter is quickly moving to the forefront of all social media and is fast approaching the 1 billion user mark that is proudly held by Facebook. At every turn, we hear of celebrities who are “tweeting” to their fans and now see hashtags (#) on even the most credible of evening news programs. I was first introduced to Twitter at a professional workshop in 2007 and it was presented at the time as “the future” of how we could (and would) connect parents to our schools. Admittedly, I wasn’t impressed and didn’t see why anyone would feel compelled to visit a site in order to read 140 character messages. It all seemed like a silly novelty and I was convinced that it would soon fade away. So I politely nodded during the presentation, opened an obligatory account, and pretty much moved on with my business.

Fast forward five years and I once again found myself in a discussion with a colleague (@ski626) about the power of Twitter and how schools are using it to provide information to parents and community members in a quick and easy way. Always open-minded and on the lookout for new ways to connect with others, I created a new account (@johnfalino1) and started exploring the possibilities. That was around 18 months ago and I’m still going strong. I’ve learned a great deal over that time about the many uses of Twitter and have been truly transformed in some ways and left shaking my head (“smh”) in others. While there is no shortage of lists that provide the hundreds of ways that Twitter can be used (many of which are a stretch), there are four main ways that I have either used (or attempted to use) Twitter as a building principal. They are as follows…

1) Communicating with Parents: My primary reason for venturing into the world of Twitter was to find a new way to connect with parents and community members so that I might share school news and information in a quick and easy fashion. Ironically, this is one of the last things that I now use Twitter for and have turned to Facebook for such purposes. I made many attempts early on to attract parents to Twitter and found that while I was picking up many followers, few (if any) were parents or community members. In this sense, Twitter had been more “trendy” than anything else. Following my last post on the power of Facebook (7/26/13), David Hochheiser (@davidhochheiser) commented that it is important for schools to “go where our community is instead of asking them all to switch to something like Twitter or a district blog.” I found this to be especially true and have since opted to use Twitter for other purposes while sticking with Facebook for communication of school news and events.

2) Building a Professional Learning Network (PLN): While Twitter is merely “trendy” with regard to communication, it is undoubtedly “trending” in its ability to connect professionals from around the world. Since joining Twitter I have connected and interacted with thousands of teachers, researchers, advocates, and administrators in the field through “tweetchats,” “mentions,” and by reading others’ posts. The information comes from all directions and it is easy to get lost in articles and educational research for hours each night. Furthermore, Twitter provides an easy way for professionals to share resources with other members of their PLN and has quickly replaced the “hard-copy” journals from professional organizations that come in the mail each month. It is also an invaluable resource for sharing information and examples of best practice with the leaders in my school (@careim2, @meghalberg, @scottpatrillo). It is differentiated, far-reaching, “up to the minute,” and an absolute must for any educator who is serious about ongoing professional growth and improvement.

3) Engaging and Connecting Teachers: The “trendy” vs. “trending” debate gets a bit cloudy with regard to engaging and connecting teachers in a school setting. Since getting involved with Twitter, I have encouraged the teachers in my school to open an account and to “follow” some of the relevant educators and publications in the field. For some, this has worked beautifully and has allowed me to share links to resources and articles on a regular basis. For others, Twitter is viewed as an “extra” that is not part of the daily routine. I never fault anyone who feels this way and instead continue to model best practice by referring staff members to my Twitter page and by engaging teachers in “backchannel” discussions during both faculty meetings and professional development workshops. At this point, the majority of the staff members at my school are active on Twitter and it is not uncommon to overhear teachers saying that they will “tweet” a link to a professional article to one of their colleagues. In this respect, Twitter is fully “trending.” However, the question of whether it will continue to be the best and easiest way to share information with everyone will determine if it ultimately falls into the land of the “trendy.”

4) Engaging and Connecting Students: The degree to which many of the teachers at my school have used Twitter inside of the classroom has helped to keep it “trending” in every sense. Teachers such as @dobbsbiology, @mrcohn9, @mikemeagh, @ms_sardinia, and @sarahhmstern regularly use Twitter in class as a tool to engage and assess student knowledge and understanding. It is not uncommon to walk by any one of these teachers’ classrooms and see the students with their phones out and engaging in a “backchannel” discussion while viewing an educational film or a student-led presentation. These teachers also organize evening “tweetchat” review sessions as well as “backchannel” discussions around important evening programming. In this sense, these teachers are “meeting students where they are” (@davidhochheiser) while opening them up to new ways that Twitter can be used as an engaging and worthwhile educational tool.

Twitter is truly transforming the educational landscape in ways that were probably never intended when it was first created. While there is plenty of room for debate on the uses discussed above, it is clear that its ability to connect others will ensure that it is “trending” for quite some time. Please feel free to comment on this post by sharing your experiences about how Twitter has (or hasn’t) worked for you.

The explosion of social media over the past decade has not only changed the nature of networking in both social and professional circles, but is now on the precipice of changing the landscape of education. While it seems like yesterday that it was “taboo” for teachers (and adults) to find themselves on social networking sites, the paradigm has shifted so radically that teachers are now using social media in their classrooms and parents have come to rely on sites such as Twitter and Facebook for important school news and events. In fact, many schools (mine included) have moved away from traditional “mailings” and have gone completely digital in a very short period of time.

At the start of this past school year, I ventured into the world of Facebook as a vehicle for connecting with parents after an unsuccessful attempt at using Twitter for that same purpose (more on this in a later post). With over 1 billion users–many of whom are the parents of students–Facebook is now leading the way in the world of social media and has become an obvious and easy way to connect with families. There was of course some initial apprehension on my part around whether I could “keep up” with the site while attending to everything that goes with being a building principal. However, I quickly learned that it was not only easy (and natural) to post to the site, but the site itself had gained momentum and popularity in the building. In fact, I soon found that teachers and staff members were emailing me on a regular basis with pictures and “blurbs” to post as events occurred inside of their classrooms. In the end, we were left with a digital archive that chronicled our entire school year.

In looking back at the year, we found that there were many positives to developing a Facebook page for our school. Here are the top five:

1) Communication with Families: Perhaps the most basic (and important!) function of a Facebook page is communication. By “liking” the school’s page, families can receive regular updates on school news and events on their Facebook News Feed whenever they sign-on to their account. Families can also receive information without “liking” the page by clicking on the link that is on our school website. This is ideal for people who either do not have Facebook or are concerned with the security of linking their account with the school page.

2) Celebration of Accomplishments: While communication is the most basic function of the page, perhaps the most enjoyable is the opportunity to share the many accomplishments of our student body with the school community. We regularly post individual and group accomplishments along with the many achievements of our school as a whole. These posts not only build togetherness and support around the diverse talents of our students, but also generate the most “likes” from community members who follow the page.

3) “A Window into the School”: Too often parents feel disconnected to their child’s school and know very little about the “day-to-day” for students. This is especially true for parents of high school students. To help with this, we often send student and teacher “photographers” out in the building to capture our students in action. This might include students who are working in our science labs, engaging in a discussion in English class, or exercising in physical education. These types of posts not only provide a better sense of what is happening in our school, but also provide possible “talking points” for parents and students later that evening.

4) Connection of the School Community: The various posts about the accomplishments of our students often prompt comments and interaction among the community members who “like” the page. This virtual dialogue not only helps to further build a positive school community, but also allows past graduates and other members of our town to connect with our school. Parents also have the option to “direct message” a question or comment to me if they prefer to not engage in a public dialogue.

5) A Digital Archive: Simply stated, a well managed Facebook page that is updated regularly is a digital archive that tells “the story” of your school. It provides community members with a sense of what the school is about and is perfect for parents and students who are new to the school. It is also an excellent resource for prospective families who are considering the purchase of a home in your community.

As we look to our second year of maintaining a Facebook page, our top challenge and priority is to draw more traffic and “likes” to the page so that more families are connected to our school. It is important to be relentless in communicating the importance of visiting the page to community members. We regularly display our school’s page at parents events and have posted the link on our school website. Parent involvement and community support are essential components of student success and Facebook provides one vehicle for helping to make that happen. With that said, take a look at our page (link below) and feel free to “like” it!

https://www.facebook.com/pages/Dobbs-Ferry-High-School/250384698413557