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In the real world, not so much. Whether it’s polling data, analysis of investment options or calculations for timed traffic lights, real-world math can be messy. “If you give those kinds of numbers in homework you’re a mean teacher,” said teacher Victor Hernández. Fortunately, he doesn’t have to worry about that complaint much. Hernández works at \u003ca href=\"https://scienceleadership.org/\">\u003cspan class=\"s2\">Science Leadership Academy\u003c/span>\u003c/a>, a public magnet school in Philadelphia, where students gather and apply real data to hands-on projects throughout the curriculum. In January, Hernández and two colleagues shared some of the benefits of \u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan class=\"s2\">project-based learning\u003c/span>\u003c/a> with math teachers attending EduCon 2020, SLA’s annual school innovation conference.\u003c/span>\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">In addition to incorporating real data, applied projects can bring meaning to the \u003ca href=\"https://www.kqed.org/mindshift/48014/how-schools-can-help-students-develop-a-greater-sense-of-purpose\">\u003cspan class=\"s2\">purpose\u003c/span>\u003c/a> of math. SLA teacher Jonathan Estey said that authenticity is often lacking for students. If you ask a struggling math student how many quarters make 75 cents, he noted, “they’ll know it, because they have to use money.” Similarly, by \u003ca href=\"https://drive.google.com/file/d/0B1etwTlTzTXCRkIxUFptZ1J0eTg/view\">\u003cspan class=\"s2\">building a catapult\u003c/span>\u003c/a> or \u003ca href=\"https://docs.google.com/document/d/1CDfjV8nglz3KhP-7SG7XLsz1VzdpOkeDtsdBgix-kZ8/edit\">\u003cspan class=\"s2\">telling a story with equations\u003c/span>\u003c/a>, students can see how their calculation and formulas translate to contexts beyond a whiteboard. That authenticity yields stronger engagement, especially when projects allow teenagers to connect to their interests. “Even when students complain about the amount of work, it’s a lot more motivating for them to believe they have something to say at the end of a math project,” said Estey.\u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\"> Along with authentic applications and higher engagement comes deeper understanding of math concepts. Take interquartile range, for example. In a typical textbook problem, the data set is small enough to simply count to find quartiles. In a \u003ca href=\"https://docs.google.com/document/d/1lkNjGjgRkMq33mZrD8ZfQRDJzvMqRmewe-Ez_CYHb_0/edit\">\u003cspan class=\"s2\">polling project\u003c/span>\u003c/a> this year, Estey’s classes collected data from more than 100 SLA students. Thus, when determining interquartile range, students needed to use computation to identify quartiles. That required a more clear understanding of the concept, and it also resulted in greater accuracy, Estey said.\u003c/span>\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">Another benefit, according to Hernández, is that students gain knowledge that would not be part of a traditional unit. He discussed a project in which students, working in pairs, \u003ca href=\"https://drive.google.com/file/d/1ETZG0BkQQNO3vgQckRpz90JNgWmas13-/view\">\u003cspan class=\"s2\">created personal financial plans\u003c/span>\u003c/a> for one another’s post-secondary plans. Their predictions required an understanding of exponential functions, but they also learned, for example, the difference between subsidized and unsubsidized loans. As Hernández and Estey shared these and other \u003ca href=\"https://docs.google.com/spreadsheets/d/1aN7Rlk6Aamqy5JlAuVC19P35lhi-IC3v7yaeM-lgB-o/edit?usp=sharing\">\u003cspan class=\"s2\">examples\u003c/span>\u003c/a> from their classrooms, they offered \u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\">\u003cspan class=\"s2\">tips on project-based learning\u003c/span>\u003c/a> for other math educators.\u003c/span>\u003c/p>\n\u003ch2 class=\"p5\">\u003cspan class=\"s1\">\u003cb>Tips for Project-Based Learning in Math\u003c/b>\u003c/span>\u003c/h2>\n\u003cp>\u003ci>\u003c/i>\u003cspan class=\"s1\">\u003cstrong>1. Know your students. \u003c/strong>\u003c/span>\u003cspan class=\"s1\">A few years ago, Estey developed a project that required students to compare costs and carbon footprints of conventional and alternative energy sources. He said the project would have worked great when he taught in Hood River, Oregon, but he realized it was a bad fit in Philadelphia after spending more time teaching what a wood stove is than teaching math. By contrast, a project that \u003ca href=\"https://docs.google.com/document/d/1RPxYpOu9Wlbay-sd82Dj5pooxSXQkcEzHIuevDKa97I/edit\">\u003cspan class=\"s2\">examines inequality through ratios and proportions\u003c/span>\u003c/a> works well at SLA because students are \u003ca href=\"https://www.kqed.org/mindshift/53955/where-did-all-these-teen-activists-come-from\">\u003cspan class=\"s2\">passionate about social justice\u003c/span>\u003c/a>. “They get to tailor it to whichever cause they care about, and because they’re invested in having this message, they’re invested in getting the math right,” said Estey.\u003c/span>\u003cspan class=\"s3\">\u003cb>\u003ci>\u003cbr>\n\u003c/i>\u003c/b>\u003c/span>\u003ci>\u003c/i>\u003ci>\u003c/i>\u003ci>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan class=\"s1\">\u003cstrong>2.\u003c/strong> \u003cstrong>Avoid group grades.\u003c/strong> Many adults and kids can recall working on a class project where some people pulled more of the weight than others. Although project-based learning often involves teamwork, the SLA math teachers said they do not assign group grades. \u003c/span>\u003cspan class=\"s3\">\u003cb>\u003cbr>\n\u003c/b>\u003c/span>\u003c/p>\n\u003cp class=\"p6\">\u003cspan class=\"s1\">They grade students on five domains for each project: design, knowledge, application, presentation and process. While the first three domains relate more to the actual math, the final two relate to how well the student \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan class=\"s2\">explained the work\u003c/span>\u003c/a>, how they collaborated with teammates and whether they kept up with the project in and out of class. A student might have strong math skills but wait till the last minute to complete a project, for example. Another might follow all the right steps but commit calculation errors. The first student would receive higher marks in “knowledge,” while the second would earn higher marks in “process.”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003c/i>\u003cspan class=\"s1\">\u003cstrong>3. Prepare students to work outside of class.\u003c/strong> Project-based learning does not mean that students are always doing hands-on activities in class. “If it’s a project that’s extended over two weeks, no way are we suspending instruction for two weeks,” said Estey. An SLA student at the EduCon session explained that in the “nitty gritty part of a project,” a teacher might start class by addressing questions that have been coming up, but mostly they’re working on projects after school or during free periods. Hernández said he uses nightly checkpoints to ensure projects are progressing, and Estey said that with freshmen he works hard to ensure that they seek additional support when needed because they’re accustomed to getting by on in-class work in middle school.\u003ci>\u003cbr>\n\u003c/i>\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"s1\">\u003cstrong>4. Keep it simple.\u003c/strong> Hernández and Estey said their biggest challenges with project-based learning have come from making projects too complex. For example, in previous years, Estey’s students chose different topics for the polling project, which meant 30 different surveys were flying around. This year, they all focused on one topic — building issues at the school — and proposed various questions to ask their peers. Estey culled the questions to avoid repetition and ensure they would yield usable data.“Every year I ask myself how I can make this simpler,” he said.\u003c/span>\u003cspan class=\"s3\">\u003cb>\u003ci>\u003cbr>\n\u003c/i>\u003c/b>\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003cspan class=\"s1\">\u003cstrong>5. Don’t be afraid of what’s unfamiliar.\u003c/strong> EduCon participants said that some teachers are afraid to try project-based learning because it’s not the way they were taught. Hernández said that need not be a barrier. His job interview at SLA required him to plan a hands-on student project, so he gave it a go. “I would be bored if I taught the way I was taught,” he said.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When students build a catapult or tell a story with equations they can see how their calculation and formulas translate to contexts beyond a whiteboard.","status":"publish","parent":0,"modified":1582311952,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":1040},"headData":{"title":"How Hands-On Projects Can Deepen Math Learning for Teens | KQED","description":"When students build a catapult or tell a story with equations they can see how their calculation and formulas translate to contexts beyond a whiteboard.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55327 https://ww2.kqed.org/mindshift/?p=55327","disqusUrl":"https://ww2.kqed.org/mindshift/2020/02/20/how-hands-on-projects-can-deepen-math-learning-for-teens/","disqusTitle":"How Hands-On Projects Can Deepen Math Learning for Teens","path":"/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p4\">\u003cspan class=\"s1\">On math worksheets, numbers are usually neat and tidy. In the real world, not so much. Whether it’s polling data, analysis of investment options or calculations for timed traffic lights, real-world math can be messy. “If you give those kinds of numbers in homework you’re a mean teacher,” said teacher Victor Hernández. Fortunately, he doesn’t have to worry about that complaint much. Hernández works at \u003ca href=\"https://scienceleadership.org/\">\u003cspan class=\"s2\">Science Leadership Academy\u003c/span>\u003c/a>, a public magnet school in Philadelphia, where students gather and apply real data to hands-on projects throughout the curriculum. In January, Hernández and two colleagues shared some of the benefits of \u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan class=\"s2\">project-based learning\u003c/span>\u003c/a> with math teachers attending EduCon 2020, SLA’s annual school innovation conference.\u003c/span>\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">In addition to incorporating real data, applied projects can bring meaning to the \u003ca href=\"https://www.kqed.org/mindshift/48014/how-schools-can-help-students-develop-a-greater-sense-of-purpose\">\u003cspan class=\"s2\">purpose\u003c/span>\u003c/a> of math. SLA teacher Jonathan Estey said that authenticity is often lacking for students. If you ask a struggling math student how many quarters make 75 cents, he noted, “they’ll know it, because they have to use money.” Similarly, by \u003ca href=\"https://drive.google.com/file/d/0B1etwTlTzTXCRkIxUFptZ1J0eTg/view\">\u003cspan class=\"s2\">building a catapult\u003c/span>\u003c/a> or \u003ca href=\"https://docs.google.com/document/d/1CDfjV8nglz3KhP-7SG7XLsz1VzdpOkeDtsdBgix-kZ8/edit\">\u003cspan class=\"s2\">telling a story with equations\u003c/span>\u003c/a>, students can see how their calculation and formulas translate to contexts beyond a whiteboard. That authenticity yields stronger engagement, especially when projects allow teenagers to connect to their interests. “Even when students complain about the amount of work, it’s a lot more motivating for them to believe they have something to say at the end of a math project,” said Estey.\u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\"> Along with authentic applications and higher engagement comes deeper understanding of math concepts. Take interquartile range, for example. In a typical textbook problem, the data set is small enough to simply count to find quartiles. In a \u003ca href=\"https://docs.google.com/document/d/1lkNjGjgRkMq33mZrD8ZfQRDJzvMqRmewe-Ez_CYHb_0/edit\">\u003cspan class=\"s2\">polling project\u003c/span>\u003c/a> this year, Estey’s classes collected data from more than 100 SLA students. Thus, when determining interquartile range, students needed to use computation to identify quartiles. That required a more clear understanding of the concept, and it also resulted in greater accuracy, Estey said.\u003c/span>\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">Another benefit, according to Hernández, is that students gain knowledge that would not be part of a traditional unit. He discussed a project in which students, working in pairs, \u003ca href=\"https://drive.google.com/file/d/1ETZG0BkQQNO3vgQckRpz90JNgWmas13-/view\">\u003cspan class=\"s2\">created personal financial plans\u003c/span>\u003c/a> for one another’s post-secondary plans. Their predictions required an understanding of exponential functions, but they also learned, for example, the difference between subsidized and unsubsidized loans. As Hernández and Estey shared these and other \u003ca href=\"https://docs.google.com/spreadsheets/d/1aN7Rlk6Aamqy5JlAuVC19P35lhi-IC3v7yaeM-lgB-o/edit?usp=sharing\">\u003cspan class=\"s2\">examples\u003c/span>\u003c/a> from their classrooms, they offered \u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\">\u003cspan class=\"s2\">tips on project-based learning\u003c/span>\u003c/a> for other math educators.\u003c/span>\u003c/p>\n\u003ch2 class=\"p5\">\u003cspan class=\"s1\">\u003cb>Tips for Project-Based Learning in Math\u003c/b>\u003c/span>\u003c/h2>\n\u003cp>\u003ci>\u003c/i>\u003cspan class=\"s1\">\u003cstrong>1. Know your students. \u003c/strong>\u003c/span>\u003cspan class=\"s1\">A few years ago, Estey developed a project that required students to compare costs and carbon footprints of conventional and alternative energy sources. He said the project would have worked great when he taught in Hood River, Oregon, but he realized it was a bad fit in Philadelphia after spending more time teaching what a wood stove is than teaching math. By contrast, a project that \u003ca href=\"https://docs.google.com/document/d/1RPxYpOu9Wlbay-sd82Dj5pooxSXQkcEzHIuevDKa97I/edit\">\u003cspan class=\"s2\">examines inequality through ratios and proportions\u003c/span>\u003c/a> works well at SLA because students are \u003ca href=\"https://www.kqed.org/mindshift/53955/where-did-all-these-teen-activists-come-from\">\u003cspan class=\"s2\">passionate about social justice\u003c/span>\u003c/a>. “They get to tailor it to whichever cause they care about, and because they’re invested in having this message, they’re invested in getting the math right,” said Estey.\u003c/span>\u003cspan class=\"s3\">\u003cb>\u003ci>\u003cbr>\n\u003c/i>\u003c/b>\u003c/span>\u003ci>\u003c/i>\u003ci>\u003c/i>\u003ci>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan class=\"s1\">\u003cstrong>2.\u003c/strong> \u003cstrong>Avoid group grades.\u003c/strong> Many adults and kids can recall working on a class project where some people pulled more of the weight than others. Although project-based learning often involves teamwork, the SLA math teachers said they do not assign group grades. \u003c/span>\u003cspan class=\"s3\">\u003cb>\u003cbr>\n\u003c/b>\u003c/span>\u003c/p>\n\u003cp class=\"p6\">\u003cspan class=\"s1\">They grade students on five domains for each project: design, knowledge, application, presentation and process. While the first three domains relate more to the actual math, the final two relate to how well the student \u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan class=\"s2\">explained the work\u003c/span>\u003c/a>, how they collaborated with teammates and whether they kept up with the project in and out of class. A student might have strong math skills but wait till the last minute to complete a project, for example. Another might follow all the right steps but commit calculation errors. The first student would receive higher marks in “knowledge,” while the second would earn higher marks in “process.”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003c/i>\u003cspan class=\"s1\">\u003cstrong>3. Prepare students to work outside of class.\u003c/strong> Project-based learning does not mean that students are always doing hands-on activities in class. “If it’s a project that’s extended over two weeks, no way are we suspending instruction for two weeks,” said Estey. An SLA student at the EduCon session explained that in the “nitty gritty part of a project,” a teacher might start class by addressing questions that have been coming up, but mostly they’re working on projects after school or during free periods. Hernández said he uses nightly checkpoints to ensure projects are progressing, and Estey said that with freshmen he works hard to ensure that they seek additional support when needed because they’re accustomed to getting by on in-class work in middle school.\u003ci>\u003cbr>\n\u003c/i>\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"s1\">\u003cstrong>4. Keep it simple.\u003c/strong> Hernández and Estey said their biggest challenges with project-based learning have come from making projects too complex. For example, in previous years, Estey’s students chose different topics for the polling project, which meant 30 different surveys were flying around. This year, they all focused on one topic — building issues at the school — and proposed various questions to ask their peers. Estey culled the questions to avoid repetition and ensure they would yield usable data.“Every year I ask myself how I can make this simpler,” he said.\u003c/span>\u003cspan class=\"s3\">\u003cb>\u003ci>\u003cbr>\n\u003c/i>\u003c/b>\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003cspan class=\"s1\">\u003cstrong>5. Don’t be afraid of what’s unfamiliar.\u003c/strong> EduCon participants said that some teachers are afraid to try project-based learning because it’s not the way they were taught. Hernández said that need not be a barrier. His job interview at SLA required him to plan a hands-on student project, so he gave it a go. “I would be bored if I taught the way I was taught,” he said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens","authors":["11487"],"categories":["mindshift_193"],"tags":["mindshift_997","mindshift_20784","mindshift_1040","mindshift_20762","mindshift_392","mindshift_20893","mindshift_256","mindshift_956","mindshift_21159"],"featImg":"mindshift_55354","label":"mindshift"},"mindshift_55333":{"type":"posts","id":"mindshift_55333","meta":{"index":"posts_1591205157","site":"mindshift","id":"55333","score":null,"sort":[1582017101000]},"guestAuthors":[],"slug":"three-steps-for-strengthening-communication-and-resilience-in-science-class","title":"Three Steps for Strengthening Communication and Resilience in Science Class","publishDate":1582017101,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Debbie Barkley held her string tightly and directed the teachers around her to tug theirs downward as they maneuvered a rubber band around the sides of a red Solo cup. “This is so frustrating,” Barkley said when one of the cups fell over, not for the first time. “My fifth graders would be yelling at each other at this point.” A few minutes later, when the group succeeded in stacking several cups in a prescribed arrangement, teacher Ami Patel-Hopkins, exclaimed, “Oh, I love my group!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That range of emotions is what \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/\">\u003cspan style=\"font-weight: 400\">Kathleen Tsai\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a chemistry teacher who facilitated the exercise, expected. “It’s frustrating but then you have a sense of fulfillment,” she said during a group reflection at \u003c/span>\u003ca href=\"http://2020.educon.org/\">\u003cspan style=\"font-weight: 400\">EduCon 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school innovation conference. “The amount of frustration I feel when I do this is the same as my students feel when they’re doing algebra. I’m sweating when I’m stacking cups; they’re sweating when they’re doing homework.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empathizing with students’ emotional experiences was a central component of the workshop that Tsai led on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">cultivating resilience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/science\">\u003cspan style=\"font-weight: 400\">science class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators have increasingly focused on the role of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48984/what-do-we-mean-when-we-say-social-and-emotional-skills\">\u003cspan style=\"font-weight: 400\">social and emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49870/setting-school-culture-with-social-and-emotional-learning-routines\">\u003cspan style=\"font-weight: 400\">school culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">student success\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants at Tsai’s session said the opportunities to teach such skills arise more naturally in humanities courses. At the same time, they agreed that collaboration and the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44870/how-teens-benefit-from-reading-about-the-struggles-of-scientists\">\u003cspan style=\"font-weight: 400\">persist through failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are critical in science. Through Tsai’s exercises and reflections on their classroom experiences, the group discussed how to strengthen communication and build resilience among their students. \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Start Early\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Devoting time early in the year to cooperative games allows students to practice healthy communication and conflict resolution before academic content is in the mix. Tsai, who teaches at \u003c/span>\u003ca href=\"https://slabeeber.org/\">\u003cspan style=\"font-weight: 400\">Science Leadership Academy Beeber\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan style=\"font-weight: 400\">project-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> school — does the cups activity with her students in the first week of class. By trying it themselves, the EduCon participants experienced some of the emotions that students might during group work. In the discussion, one teacher said she found having clear roles helpful as problems arose. (Before the activity began, group members elected to be communications manager, resource manager, task manager or group manager. Tsai provided explicit descriptions for each role.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai pointed out that when one of the groups asked for tips, she told them to figure it out, rather than giving them the answers. Whether with cups or lab work, students often hate that response, Tsai said, and several teachers shouted “yes!” in agreement. Overcoming such hurdles in a low-stakes cooperative game creates a foundation of resilience that can be strengthened as students face similar challenges when science content and grades are involved.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The group discussion, too, was a model for classrooms. As one teacher noted, talking about what behaviors were productive and unproductive in the cups game helped him reflect on how he reacted to the exercise and his teammates. Tsai suggested some “actionable norms” that can come from student discussions about cooperative games: work persistently, take risks and communicate productively.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Build Emotional Vocabulary\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai said her first year of teaching was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change\">\u003cspan style=\"font-weight: 400\">emotionally challenging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She eventually realized this was unsurprising, since she was surrounded by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49829/how-schools-can-help-students-manage-and-mitigate-anxiety\">\u003cspan style=\"font-weight: 400\">emotional teenagers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> every day. “Students say things like ‘I can’t do this,’ ‘I give up,’ ‘I hate this/I hate you,’” Tsai said. “What they really mean is ‘I’m frustrated.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the EduCon session, teachers did a \u003c/span>\u003ca href=\"http://www.theteachertoolkit.com/index.php/tool/gallery-walk\">\u003cspan style=\"font-weight: 400\">gallery walk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> focused on statements about vulnerability, shame and courage. When teachers can get in touch with those three emotions themselves, she said, they are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists\">\u003cspan style=\"font-weight: 400\">better equipped to help students navigate them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tsai has begun talking directly about those feelings with her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55338\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55338\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_135518-e1582014784823.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">\u003cspan style=\"font-weight: 400\">In an EduCon 2020 session on social emotional learning in science, teachers did a gallery walk examining statements about vulnerability, shame and courage. \u003c/span>They reflected on a quote by Brené Brown: \"We don't have to do all of it alone. We were never meant to.\" \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gallery walk quotes came from researcher \u003c/span>\u003ca href=\"https://brenebrown.com/\">\u003cspan style=\"font-weight: 400\">Brené Brown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whose books and talks have helped Tsai develop emotional vocabulary for herself and her students. Different resources might resonate for other teachers. “Think about what the students struggle with,” Tsai said. “How do you help yourself with that?” That’s a good starting point.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Practice/Repeat\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with other types of learning, social emotional learning is not a one-and-done process. Tsai creates opportunities to practice social and emotional skills throughout the curriculum. On her blog, she recently shared an activity for \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/blog/teaching-active-listening-for-richer-conversations\">\u003cspan style=\"font-weight: 400\">teaching active listening skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After Tsai modeled active listening and provided sentence starters, her students tried it out with topics they chose. Eventually, they progressed to a topic relevant to their studies — gene therapy and bioethics. Tsai wrote that she used to hate class discussions “because the students never actually listened to each other,” but at the end of these conversations her students reported feeling engaged and challenged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ami Patel-Hopkins, who teaches at Science Leadership Academy Middle School, shared that she uses neuroscience to connect social and emotional skills to science content. By teaching about parts of the brain associated with emotional responses, she increases students’ awareness of what might be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51237/why-teens-should-understand-their-own-brains-and-why-their-teachers-should-too\">\u003cspan style=\"font-weight: 400\">happening in their own brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and bodies in stressful moments. She said she peppers her classes with relevant reminders, such as “Use your prefrontal cortex!” when a task requires thoughtful decision-making.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55339\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_142236-e1582015093318.jpg\" alt=\"\" width=\"1920\" height=\"1263\">\u003cfigcaption class=\"wp-caption-text\">Teacher Kathleen Tsai discusses the role of vulnerability, shame and courage in student experiences of science class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other teachers at Tsai’s session agreed that building social and emotional skills in science class will require repetition and practice in different contexts throughout the year. They ended the workshop by offering six-word summaries of their takeaways, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“You should model for your students.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“It’s a mitzvah to be corrected.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“Emotions underpin all academic work, period.”\u003c/span>\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":"By experiencing some of the more frustrating aspects of group work, teachers can better identify what students need in order to feel ready to work with others. ","status":"publish","parent":0,"modified":1582017101,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1042},"headData":{"title":"Three Steps for Strengthening Communication and Resilience in Science Class | KQED","description":"By experiencing some of the more frustrating aspects of group work, teachers can better identify what students need in order to feel ready to work with others. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55333 https://ww2.kqed.org/mindshift/?p=55333","disqusUrl":"https://ww2.kqed.org/mindshift/2020/02/18/three-steps-for-strengthening-communication-and-resilience-in-science-class/","disqusTitle":"Three Steps for Strengthening Communication and Resilience in Science Class","path":"/mindshift/55333/three-steps-for-strengthening-communication-and-resilience-in-science-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Debbie Barkley held her string tightly and directed the teachers around her to tug theirs downward as they maneuvered a rubber band around the sides of a red Solo cup. “This is so frustrating,” Barkley said when one of the cups fell over, not for the first time. “My fifth graders would be yelling at each other at this point.” A few minutes later, when the group succeeded in stacking several cups in a prescribed arrangement, teacher Ami Patel-Hopkins, exclaimed, “Oh, I love my group!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That range of emotions is what \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/\">\u003cspan style=\"font-weight: 400\">Kathleen Tsai\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a chemistry teacher who facilitated the exercise, expected. “It’s frustrating but then you have a sense of fulfillment,” she said during a group reflection at \u003c/span>\u003ca href=\"http://2020.educon.org/\">\u003cspan style=\"font-weight: 400\">EduCon 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school innovation conference. “The amount of frustration I feel when I do this is the same as my students feel when they’re doing algebra. I’m sweating when I’m stacking cups; they’re sweating when they’re doing homework.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empathizing with students’ emotional experiences was a central component of the workshop that Tsai led on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">cultivating resilience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/science\">\u003cspan style=\"font-weight: 400\">science class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators have increasingly focused on the role of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48984/what-do-we-mean-when-we-say-social-and-emotional-skills\">\u003cspan style=\"font-weight: 400\">social and emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49870/setting-school-culture-with-social-and-emotional-learning-routines\">\u003cspan style=\"font-weight: 400\">school culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">student success\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants at Tsai’s session said the opportunities to teach such skills arise more naturally in humanities courses. At the same time, they agreed that collaboration and the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44870/how-teens-benefit-from-reading-about-the-struggles-of-scientists\">\u003cspan style=\"font-weight: 400\">persist through failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are critical in science. Through Tsai’s exercises and reflections on their classroom experiences, the group discussed how to strengthen communication and build resilience among their students. \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Start Early\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Devoting time early in the year to cooperative games allows students to practice healthy communication and conflict resolution before academic content is in the mix. Tsai, who teaches at \u003c/span>\u003ca href=\"https://slabeeber.org/\">\u003cspan style=\"font-weight: 400\">Science Leadership Academy Beeber\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan style=\"font-weight: 400\">project-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> school — does the cups activity with her students in the first week of class. By trying it themselves, the EduCon participants experienced some of the emotions that students might during group work. In the discussion, one teacher said she found having clear roles helpful as problems arose. (Before the activity began, group members elected to be communications manager, resource manager, task manager or group manager. Tsai provided explicit descriptions for each role.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai pointed out that when one of the groups asked for tips, she told them to figure it out, rather than giving them the answers. Whether with cups or lab work, students often hate that response, Tsai said, and several teachers shouted “yes!” in agreement. Overcoming such hurdles in a low-stakes cooperative game creates a foundation of resilience that can be strengthened as students face similar challenges when science content and grades are involved.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The group discussion, too, was a model for classrooms. As one teacher noted, talking about what behaviors were productive and unproductive in the cups game helped him reflect on how he reacted to the exercise and his teammates. Tsai suggested some “actionable norms” that can come from student discussions about cooperative games: work persistently, take risks and communicate productively.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Build Emotional Vocabulary\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai said her first year of teaching was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change\">\u003cspan style=\"font-weight: 400\">emotionally challenging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She eventually realized this was unsurprising, since she was surrounded by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49829/how-schools-can-help-students-manage-and-mitigate-anxiety\">\u003cspan style=\"font-weight: 400\">emotional teenagers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> every day. “Students say things like ‘I can’t do this,’ ‘I give up,’ ‘I hate this/I hate you,’” Tsai said. “What they really mean is ‘I’m frustrated.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the EduCon session, teachers did a \u003c/span>\u003ca href=\"http://www.theteachertoolkit.com/index.php/tool/gallery-walk\">\u003cspan style=\"font-weight: 400\">gallery walk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> focused on statements about vulnerability, shame and courage. When teachers can get in touch with those three emotions themselves, she said, they are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists\">\u003cspan style=\"font-weight: 400\">better equipped to help students navigate them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tsai has begun talking directly about those feelings with her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55338\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55338\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_135518-e1582014784823.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">\u003cspan style=\"font-weight: 400\">In an EduCon 2020 session on social emotional learning in science, teachers did a gallery walk examining statements about vulnerability, shame and courage. \u003c/span>They reflected on a quote by Brené Brown: \"We don't have to do all of it alone. We were never meant to.\" \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gallery walk quotes came from researcher \u003c/span>\u003ca href=\"https://brenebrown.com/\">\u003cspan style=\"font-weight: 400\">Brené Brown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whose books and talks have helped Tsai develop emotional vocabulary for herself and her students. Different resources might resonate for other teachers. “Think about what the students struggle with,” Tsai said. “How do you help yourself with that?” That’s a good starting point.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Practice/Repeat\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with other types of learning, social emotional learning is not a one-and-done process. Tsai creates opportunities to practice social and emotional skills throughout the curriculum. On her blog, she recently shared an activity for \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/blog/teaching-active-listening-for-richer-conversations\">\u003cspan style=\"font-weight: 400\">teaching active listening skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After Tsai modeled active listening and provided sentence starters, her students tried it out with topics they chose. Eventually, they progressed to a topic relevant to their studies — gene therapy and bioethics. Tsai wrote that she used to hate class discussions “because the students never actually listened to each other,” but at the end of these conversations her students reported feeling engaged and challenged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ami Patel-Hopkins, who teaches at Science Leadership Academy Middle School, shared that she uses neuroscience to connect social and emotional skills to science content. By teaching about parts of the brain associated with emotional responses, she increases students’ awareness of what might be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51237/why-teens-should-understand-their-own-brains-and-why-their-teachers-should-too\">\u003cspan style=\"font-weight: 400\">happening in their own brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and bodies in stressful moments. She said she peppers her classes with relevant reminders, such as “Use your prefrontal cortex!” when a task requires thoughtful decision-making.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55339\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_142236-e1582015093318.jpg\" alt=\"\" width=\"1920\" height=\"1263\">\u003cfigcaption class=\"wp-caption-text\">Teacher Kathleen Tsai discusses the role of vulnerability, shame and courage in student experiences of science class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other teachers at Tsai’s session agreed that building social and emotional skills in science class will require repetition and practice in different contexts throughout the year. They ended the workshop by offering six-word summaries of their takeaways, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“You should model for your students.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“It’s a mitzvah to be corrected.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“Emotions underpin all academic work, period.”\u003c/span>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55333/three-steps-for-strengthening-communication-and-resilience-in-science-class","authors":["11487"],"categories":["mindshift_194"],"tags":["mindshift_997","mindshift_870","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_256","mindshift_21038","mindshift_956","mindshift_943","mindshift_391"],"featImg":"mindshift_55335","label":"mindshift"},"mindshift_50675":{"type":"posts","id":"mindshift_50675","meta":{"index":"posts_1591205157","site":"mindshift","id":"50675","score":null,"sort":[1522650051000]},"guestAuthors":[],"slug":"five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue","title":"Five Ways to Sustain School Change Through Pushback, Struggle and Fatigue","publishDate":1522650051,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Teaching through projects, interrogating the value of grades, attempting to make learning more meaningful and connected to young people’s lives and interests, thoughtful ways of using technology to amplify and share student work. These are just some of the ways teaching and learning are changing. But moving to these kinds of learning environments is a big shift for many teachers, schools, and districts; it’s hard to sustain change once the shiny newness wears off. That’s when people tend to slip back into \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/23/why-unlearning-old-habits-is-an-essential-step-for-innovation/\" target=\"_blank\" rel=\"noopener\">old habits\u003c/a>, relying on what they know best. The transformation requires a leader who understands how to manage the change process.\u003c/p>\n\u003cp>“Sustained modes of change can be incredibly meaningful and yield for your community in huge ways, but you have to be incredibly intentional in order to make space for these things to happen,” said \u003ca href=\"https://twitter.com/dlaufenberg\">Diana Laufenberg\u003c/a> at an EduCon 2018 session about how to lead through change. Laufenberg is the executive director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\" rel=\"noopener\">Inquiry Schools\u003c/a>, a nonprofit working with schools around the country to make these shifts. She has come to the conclusion that there are five pillars to sustaining change: permission, support, community engagement, accountability and staying the course.\u003c/p>\n\u003cp>\u003cstrong>PERMISSION\u003c/strong>\u003c/p>\n\u003cp>Many educators have become accustomed to working in a suffocating system that doesn’t allow room for their professional judgment or creativity. Leaders have to give teachers permission to try new things in their classrooms in order to gain educator support for the changes. It’s easy to say “give them permission to fail,” but much harder to be clear about exactly what that means in a teacher’s daily life.\u003c/p>\n\u003cp>“Most of these adults have been successful,” Laufenberg said, “so then when you tell them to try things they’re bad at or not successful at, you need to tell them it’s OK, and give them a structure to get better.” She suggests giving teachers specific examples.\u003c/p>\n\u003caside class=\"pullquote alignright\">'There needs to be a real timeline of three to five years, where you understand you are on a path of change, and you have to hold the line.'\u003ccite>Diana Laufenberg, Executive Director of Inquiry Schools\u003c/cite>\u003c/aside>\n\u003cp>The principal of Enosburg Falls High School in Vermont, Erik Remmers, gave several of his teachers permission to experiment with getting rid of grades in their class. Teachers wanted to do a competency-based assessment model in the hopes it would train students to focus on learning instead of grades. The teachers tested the approach by waiting until the end of the first quarter to give grades, updating students on their progress through conferences instead. Remmers made sure the two teachers clearly communicated the goals and expectations to students and parents, but then he took the heat when parents felt uncertain.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I like to frame it as permission to learn,” said \u003ca href=\"https://twitter.com/MrChase\" target=\"_blank\" rel=\"noopener\">Zac Chase\u003c/a>, a Language Arts coordinator for St. Vrain Valley Schools who co-presented with Laufenberg. “We assume that people are really good at learning, but learning is really hard, especially for teachers because we’re used to making other people do it.” And learning how to teach in new ways often requires teachers to \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/03/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches/\" target=\"_blank\" rel=\"noopener\">feel uncomfortable and disoriented\u003c/a> at times.\u003c/p>\n\u003cp>Often a leader thinks they are giving teachers permission to try, fail and learn, but teachers don’t trust that the permission won’t eventually be revoked. Laufenberg suggests that leaders and teachers forecast together how the experiment or change might play out, and what permission will be needed down the road. Naming those things early, and getting verbal agreement from a leader, can free that teacher up to confidently experiment.\u003cbr>\n\u003cstrong>\u003cbr>\nSUPPORT\u003c/strong>\u003c/p>\n\u003cp>Teachers have a lot going on, and while it’s tempting to think that setting them lose to try to fail will transform every classroom, in reality there are always bumps along the way. \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/30/when-coaching-teachers-has-curiosity-as-its-primary-goal/\" target=\"_blank\" rel=\"noopener\">Teachers need support\u003c/a> through those moments, and once again, it helps to forecast what support might be needed, confirm it is available at the start, and make sure teachers know how to ask for it.\u003c/p>\n\u003cp>In San Marcos, California, the district is pushing teachers to use technology to let kids create and showcase their work with a broader audience. There’s also a lot of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/06/how-schools-can-face-the-bad-habits-that-inhibit-meaningful-changes/\" target=\"_blank\" rel=\"noopener\">pushback and fear from educators\u003c/a>. It’s \u003ca href=\"https://twitter.com/adinasullivan\" target=\"_blank\" rel=\"noopener\">Adina Sullivan\u003c/a>’s job to support their skill building, highlight teacher successes, and support teachers to go deeper after an initial attempt. Sullivan says it helps when teachers are willing to acknowledge their fears or concerns so she can address them. She bases her support on a strengths-based approach, pointing out brave teacher attempts and successes as often as possible.\u003c/p>\n\u003cp>The goal is to build the capacity of the teachers and leaders in the system gradually over time. That means the level of support should gradually diminish; if the changes don’t continue without the highest levels of support, something is wrong. Another way to offer support is by connecting teachers doing similar things so they can learn from one another. Whatever the support, it’s unrealistic to ask teachers or systems to change without it.\u003c/p>\n\u003cp>\u003cstrong>COMMUNITY ENGAGEMENT\u003c/strong>\u003c/p>\n\u003cp>Big school changes don’t just affect the educators in the building, so bringing students and parents into the conversation early is crucial. And as learning shifts to become more interdisciplinary, connected and real-world focused, there may also be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\" target=\"_blank\" rel=\"noopener\">community partners who can help support the vision\u003c/a>.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">How do we help create the “Ideal Graduate”? We have to become teachers who foster those traits in our Students... \u003ca href=\"https://twitter.com/hashtag/learningmatters?src=hash&ref_src=twsrc%5Etfw\">#learningmatters\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shouttheawesomeHCS?src=hash&ref_src=twsrc%5Etfw\">#shouttheawesomeHCS\u003c/a> \u003ca href=\"https://twitter.com/DFlowTeaches?ref_src=twsrc%5Etfw\">@DFlowTeaches\u003c/a> \u003ca href=\"https://twitter.com/PDamianeas?ref_src=twsrc%5Etfw\">@PDamianeas\u003c/a> \u003ca href=\"https://twitter.com/nickieducate?ref_src=twsrc%5Etfw\">@nickieducate\u003c/a> \u003ca href=\"https://t.co/DkSUkgZiRO\">pic.twitter.com/DkSUkgZiRO\u003c/a>\u003c/p>\n\u003cp>— Melissa Thomas (@melissa13thomas) \u003ca href=\"https://twitter.com/melissa13thomas/status/968217117114945536?ref_src=twsrc%5Etfw\">February 26, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I walk into meetings assuming that everyone is on my side, whether they know it or not,” Chase said. Assuming good intent and getting other people excited about the vision of change helps provide energy to teachers and administrators as they slog through work that can feel hard.\u003c/p>\n\u003cp>The gradeless experiment at Enosburg Falls High School has since grown into a schoolwide effort to abandon all traditional grades. It started five years ago when teachers began moving to standards-based grading. But the more they tried to focus on learning, the more grades got in the way.\u003c/p>\n\u003cp>“We tried to use different scales to change things up,” said Gabrielle Marquette, who taught junior English at the time and is now the district innovation coach. “And the reality is kids were focused on the grade and not the learning.”\u003c/p>\n\u003cp>The whole staff decided to go to a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/09/steps-to-help-schools-transform-to-competency-based-learning/\" target=\"_blank\" rel=\"noopener\">competency-based model \u003c/a>with the incoming ninth-grade class, but knew it would be a big change for parents. Their engagement efforts started early and focused on personal, relationship-based strategies. For example, before the year started teachers invited incoming eighth-graders and their families to come to the school, eat pizza, and talk about what learning would look like.\u003c/p>\n\u003cp>They also introduced every ninth-grade parent to the online system measuring competency individually. Teachers volunteered to walk each parent through the online portal, explained what the visualizations meant, and answered questions with nearly a hundred families. “It was way more one-on-one conversations and really just trying to be personal about it,” Marquette said.\u003c/p>\n\u003cp>Shifting to the new grading system has been hard for everyone. The competencies aren’t pegged to grade level and each assignment might include only a few competencies, so it can be hard to tell how a student is progressing. Teachers who were excited about the change initially are struggling. But despite the challenges of upending the traditional school model, the community tends to trust those working at the school. The intense community engagement and transparency around the goals and reasons for the change have given the educators some breathing room to figure out how to make it work.\u003c/p>\n\u003cp>\u003cstrong>ACCOUNTABILITY\u003c/strong>\u003c/p>\n\u003cp>“This word is fraught with peril and has all sorts of connotations,” Laufenberg acknowledged. “But if you do something, and faculty has been through all kinds of initiative burn, and there’s no wraparound to make sure it’s happening in a productive way, there’s a good chunk of faculty who will sit and wait it out until that next initiative comes through.”\u003c/p>\n\u003cp>In addition to gaining community support, giving teachers permission to try new things and supporting them as they experiment, leaders have to check in to make sure the changes are happening. Laufenberg worked for a district where all the elements of support were in place and the principal instructed teachers to leave their doors open so he could pop in and make sure things were moving forward. In rebellion, the teachers turned the lights off and taught in the dark.\u003c/p>\n\u003cp>“We had to have this massive intervention,” Laufenberg said. “We gave you all these things, you said you got it, we gave you the permission, but no one was doing it.” Especially when teachers are used to a new initiative every year, it’s important that leadership send a consistent message and ensure it is happening.\u003c/p>\n\u003cp>Henry County Schools in Georgia is a big district spanning 50 schools in urban, suburban and rural areas. For the past four years, they’ve been steadily shifting toward a more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\" rel=\"noopener\">“personalized” approach to learning\u003c/a>. Each year eight or nine schools in the district go through a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/\" target=\"_blank\" rel=\"noopener\">redesign process\u003c/a>, so some schools haven’t started the change while others are several years down the road. It’s an unwieldy change process, but \u003ca href=\"https://schoolwires.henry.k12.ga.us/site/Default.aspx?PageID=60175\" target=\"_blank\" rel=\"noopener\">one with a clear vision\u003c/a>.\u003c/p>\n\u003cp>“For us the full answer is kids being good decision-makers about what they learn and how they learn,” said \u003ca href=\"https://twitter.com/karennole?lang=en\" target=\"_blank\" rel=\"noopener\">Karen Perry\u003c/a>, the district’s coordinator of personalized learning.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=Cp2dGeQwyAU?rel=0&w=640&h=360]\u003c/p>\n\u003cp>To keep schools accountable to the redesign plans they set forth, Perry sends teams of people representing different roles in the district to evaluate how well schools are implementing and give feedback. The school itself will have done some self-evaluation and compiled a portfolio of evidence to show how they are carrying out their vision. The district also provides a school change rubric that helps provide consistency.\u003c/p>\n\u003cp>Perry says the model is based on a long-standing district practice of “loose and tight.” Schools have always had a lot of autonomy in Henry County, and they still do, as long as they are moving toward personalized learning. For example, the district says schools must have some kind of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\" rel=\"noopener\">advisory\u003c/a>, but the school decides how it looks, where it fits in the schedule and what curriculum it follows. The district says \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/10/how-writing-down-specific-goals-can-empower-struggling-students/\" target=\"_blank\" rel=\"noopener\">kids need to be setting goals\u003c/a>, but the school decides what that looks like in practice.\u003c/p>\n\u003cp>The outside team highlight bright spots at the school and areas of growth, based on the school’s own plan and the district rubric. “Almost always those things come back in ways that schools already knew,” Perry said. But the advantage of having an outside group of educators present is that they may have some new ideas about how to solve the issue.\u003c/p>\n\u003cp>Perry says often the district has supportive resources that she can send to the school. For example, if a school’s teachers are struggling to make \u003ca href=\"https://ww2.kqed.org/mindshift/2018/02/22/the-six-must-have-elements-of-high-quality-project-based-learning/\" target=\"_blank\" rel=\"noopener\">projects deep and rigorous, \u003c/a>she can send them a project-based learning coach, or recommend teachers visit another school in the district that has already confronted that problem.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I had the opportunity to sit in on an amazing K class \u003ca href=\"https://twitter.com/MCE_HCS?ref_src=twsrc%5Etfw\">@MCE_HCS\u003c/a>! It is clear that these Ss are offered rigorous opportunities for learning and they actively monitor their progress! \u003ca href=\"https://twitter.com/hashtag/ensuringsuccess?src=hash&ref_src=twsrc%5Etfw\">#ensuringsuccess\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shouttheawesomeHCS?src=hash&ref_src=twsrc%5Etfw\">#shouttheawesomeHCS\u003c/a> \u003ca href=\"https://twitter.com/mcemustang?ref_src=twsrc%5Etfw\">@mcemustang\u003c/a> \u003ca href=\"https://twitter.com/DFlowTeaches?ref_src=twsrc%5Etfw\">@DFlowTeaches\u003c/a> \u003ca href=\"https://twitter.com/JulezRulez71?ref_src=twsrc%5Etfw\">@JulezRulez71\u003c/a> \u003ca href=\"https://twitter.com/McCraryJennifer?ref_src=twsrc%5Etfw\">@McCraryJennifer\u003c/a> \u003ca href=\"https://t.co/8n9Yjdl8QT\">pic.twitter.com/8n9Yjdl8QT\u003c/a>\u003c/p>\n\u003cp>— Melissa Thomas (@melissa13thomas) \u003ca href=\"https://twitter.com/melissa13thomas/status/958509670649466884?ref_src=twsrc%5Etfw\">January 31, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“It’s this balance of mostly support, but some accountability as well. You’ve got to do what you said you were going to do,” Perry said.\u003c/p>\n\u003cp>This project has also created more upward accountability. For example, as the schools began to make changes, their principals made it clear they needed the ability to flexibly staff their schools. And, they want more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener\">individualized professional development\u003c/a> keyed toward their specific redesign plans.\u003c/p>\n\u003cp>“Principals have been asking for this school redesign rubric for a long time,” Perry said. The district created it in response to principal feedback. “What they want is an outside point of view because they’re down in it all the time.”\u003c/p>\n\u003cp>The district has also recognized that in order to sustain this change, they need leaders excited about it. The \u003ca href=\"https://schoolwires.henry.k12.ga.us/Page/46561\" target=\"_blank\" rel=\"noopener\">GOLD Academy\u003c/a> is a district leadership program centered on what it means to lead change. District professionals who want to improve or assistant principals who want to become principals can enroll, challenge their beliefs, think with a systems lens, and ultimately become the “bench” that will hop into action when leadership positions open up. Kerry hopes this emphasis on leadership will help sustain the changes they’ve made.\u003c/p>\n\u003cp>\u003cstrong>STAYING THE COURSE\u003c/strong>\u003c/p>\n\u003cp>“There needs to be a real timeline of three to five years, where you understand you are on a path of change, and you have to hold the line,” Laufenberg said. “You can tweak, but the big idea, you’ve got to give it some time to take hold.”\u003c/p>\n\u003cp>She says when leaders don’t do this the staff stops trusting them. She knows that this kind of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/22/how-school-leaders-can-attend-to-the-emotional-side-of-change/\" target=\"_blank\" rel=\"noopener\">change work is hard\u003c/a> and that at times it will feel easier to start over with something else, but she also believes that when change can be sustained it’s incredibly rewarding work.\u003c/p>\n\u003cp>After four years in Henry County, Perry is already seeing the effects of staying the course. Despite the inevitable challenges, schools that are just entering the redesign phase are still enthusiastic about the process and the goals. Even better, “the quality of their conversation is so much better than our first cohort because we’re so much farther down the road,” Perry said.\u003c/p>\n\u003cp>Schools that have gone through the process later are learning from those that came before and they’re seeing success. And it’s easier for teachers to buy into the vision when they can see a class that looks just like theirs down the road, already succeeding.\u003c/p>\n\u003cp>“The district needs to be consistent in the message that this is what we’re doing in Henry County schools,” Perry said. And despite the fact that her district is on its third superintendent since the project began, that message remains loud and clear. In fact, the new superintendent came to the district because she wanted to be part of the innovation.\u003c/p>\n\u003cp>Laufenberg cautions change leaders to attend to all five of these areas to successfully make change. “This is a constant, persistent conversation you have to have in your system when you talk about changing something,” she said. “It’s all these things in concert with each other and constant re-evaluation of the full picture.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She suggests scheduling ways to check in with people in various roles across the district on each of these pillars to make sure the change effort stays on track. It’s possible to continue pushing forward without one of these elements in place, but it’s a lot harder.\u003c/p>\n\n","blocks":[],"excerpt":"Sustaining transformative change to complicated school systems is hard work, requiring leaders to attend to five pillars: permission, support, community engagement, accountability and staying the course.","status":"publish","parent":0,"modified":1522650051,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":46,"wordCount":2616},"headData":{"title":"Five Ways to Sustain School Change Through Pushback, Struggle and Fatigue | KQED","description":"Sustaining transformative change to complicated school systems is hard work, requiring leaders to attend to five pillars: permission, support, community engagement, accountability and staying the course.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50675 https://ww2.kqed.org/mindshift/?p=50675","disqusUrl":"https://ww2.kqed.org/mindshift/2018/04/01/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue/","disqusTitle":"Five Ways to Sustain School Change Through Pushback, Struggle and Fatigue","path":"/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teaching through projects, interrogating the value of grades, attempting to make learning more meaningful and connected to young people’s lives and interests, thoughtful ways of using technology to amplify and share student work. These are just some of the ways teaching and learning are changing. But moving to these kinds of learning environments is a big shift for many teachers, schools, and districts; it’s hard to sustain change once the shiny newness wears off. That’s when people tend to slip back into \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/23/why-unlearning-old-habits-is-an-essential-step-for-innovation/\" target=\"_blank\" rel=\"noopener\">old habits\u003c/a>, relying on what they know best. The transformation requires a leader who understands how to manage the change process.\u003c/p>\n\u003cp>“Sustained modes of change can be incredibly meaningful and yield for your community in huge ways, but you have to be incredibly intentional in order to make space for these things to happen,” said \u003ca href=\"https://twitter.com/dlaufenberg\">Diana Laufenberg\u003c/a> at an EduCon 2018 session about how to lead through change. Laufenberg is the executive director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\" rel=\"noopener\">Inquiry Schools\u003c/a>, a nonprofit working with schools around the country to make these shifts. She has come to the conclusion that there are five pillars to sustaining change: permission, support, community engagement, accountability and staying the course.\u003c/p>\n\u003cp>\u003cstrong>PERMISSION\u003c/strong>\u003c/p>\n\u003cp>Many educators have become accustomed to working in a suffocating system that doesn’t allow room for their professional judgment or creativity. Leaders have to give teachers permission to try new things in their classrooms in order to gain educator support for the changes. It’s easy to say “give them permission to fail,” but much harder to be clear about exactly what that means in a teacher’s daily life.\u003c/p>\n\u003cp>“Most of these adults have been successful,” Laufenberg said, “so then when you tell them to try things they’re bad at or not successful at, you need to tell them it’s OK, and give them a structure to get better.” She suggests giving teachers specific examples.\u003c/p>\n\u003caside class=\"pullquote alignright\">'There needs to be a real timeline of three to five years, where you understand you are on a path of change, and you have to hold the line.'\u003ccite>Diana Laufenberg, Executive Director of Inquiry Schools\u003c/cite>\u003c/aside>\n\u003cp>The principal of Enosburg Falls High School in Vermont, Erik Remmers, gave several of his teachers permission to experiment with getting rid of grades in their class. Teachers wanted to do a competency-based assessment model in the hopes it would train students to focus on learning instead of grades. The teachers tested the approach by waiting until the end of the first quarter to give grades, updating students on their progress through conferences instead. Remmers made sure the two teachers clearly communicated the goals and expectations to students and parents, but then he took the heat when parents felt uncertain.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I like to frame it as permission to learn,” said \u003ca href=\"https://twitter.com/MrChase\" target=\"_blank\" rel=\"noopener\">Zac Chase\u003c/a>, a Language Arts coordinator for St. Vrain Valley Schools who co-presented with Laufenberg. “We assume that people are really good at learning, but learning is really hard, especially for teachers because we’re used to making other people do it.” And learning how to teach in new ways often requires teachers to \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/03/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches/\" target=\"_blank\" rel=\"noopener\">feel uncomfortable and disoriented\u003c/a> at times.\u003c/p>\n\u003cp>Often a leader thinks they are giving teachers permission to try, fail and learn, but teachers don’t trust that the permission won’t eventually be revoked. Laufenberg suggests that leaders and teachers forecast together how the experiment or change might play out, and what permission will be needed down the road. Naming those things early, and getting verbal agreement from a leader, can free that teacher up to confidently experiment.\u003cbr>\n\u003cstrong>\u003cbr>\nSUPPORT\u003c/strong>\u003c/p>\n\u003cp>Teachers have a lot going on, and while it’s tempting to think that setting them lose to try to fail will transform every classroom, in reality there are always bumps along the way. \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/30/when-coaching-teachers-has-curiosity-as-its-primary-goal/\" target=\"_blank\" rel=\"noopener\">Teachers need support\u003c/a> through those moments, and once again, it helps to forecast what support might be needed, confirm it is available at the start, and make sure teachers know how to ask for it.\u003c/p>\n\u003cp>In San Marcos, California, the district is pushing teachers to use technology to let kids create and showcase their work with a broader audience. There’s also a lot of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/06/how-schools-can-face-the-bad-habits-that-inhibit-meaningful-changes/\" target=\"_blank\" rel=\"noopener\">pushback and fear from educators\u003c/a>. It’s \u003ca href=\"https://twitter.com/adinasullivan\" target=\"_blank\" rel=\"noopener\">Adina Sullivan\u003c/a>’s job to support their skill building, highlight teacher successes, and support teachers to go deeper after an initial attempt. Sullivan says it helps when teachers are willing to acknowledge their fears or concerns so she can address them. She bases her support on a strengths-based approach, pointing out brave teacher attempts and successes as often as possible.\u003c/p>\n\u003cp>The goal is to build the capacity of the teachers and leaders in the system gradually over time. That means the level of support should gradually diminish; if the changes don’t continue without the highest levels of support, something is wrong. Another way to offer support is by connecting teachers doing similar things so they can learn from one another. Whatever the support, it’s unrealistic to ask teachers or systems to change without it.\u003c/p>\n\u003cp>\u003cstrong>COMMUNITY ENGAGEMENT\u003c/strong>\u003c/p>\n\u003cp>Big school changes don’t just affect the educators in the building, so bringing students and parents into the conversation early is crucial. And as learning shifts to become more interdisciplinary, connected and real-world focused, there may also be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\" target=\"_blank\" rel=\"noopener\">community partners who can help support the vision\u003c/a>.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">How do we help create the “Ideal Graduate”? We have to become teachers who foster those traits in our Students... \u003ca href=\"https://twitter.com/hashtag/learningmatters?src=hash&ref_src=twsrc%5Etfw\">#learningmatters\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shouttheawesomeHCS?src=hash&ref_src=twsrc%5Etfw\">#shouttheawesomeHCS\u003c/a> \u003ca href=\"https://twitter.com/DFlowTeaches?ref_src=twsrc%5Etfw\">@DFlowTeaches\u003c/a> \u003ca href=\"https://twitter.com/PDamianeas?ref_src=twsrc%5Etfw\">@PDamianeas\u003c/a> \u003ca href=\"https://twitter.com/nickieducate?ref_src=twsrc%5Etfw\">@nickieducate\u003c/a> \u003ca href=\"https://t.co/DkSUkgZiRO\">pic.twitter.com/DkSUkgZiRO\u003c/a>\u003c/p>\n\u003cp>— Melissa Thomas (@melissa13thomas) \u003ca href=\"https://twitter.com/melissa13thomas/status/968217117114945536?ref_src=twsrc%5Etfw\">February 26, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I walk into meetings assuming that everyone is on my side, whether they know it or not,” Chase said. Assuming good intent and getting other people excited about the vision of change helps provide energy to teachers and administrators as they slog through work that can feel hard.\u003c/p>\n\u003cp>The gradeless experiment at Enosburg Falls High School has since grown into a schoolwide effort to abandon all traditional grades. It started five years ago when teachers began moving to standards-based grading. But the more they tried to focus on learning, the more grades got in the way.\u003c/p>\n\u003cp>“We tried to use different scales to change things up,” said Gabrielle Marquette, who taught junior English at the time and is now the district innovation coach. “And the reality is kids were focused on the grade and not the learning.”\u003c/p>\n\u003cp>The whole staff decided to go to a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/09/steps-to-help-schools-transform-to-competency-based-learning/\" target=\"_blank\" rel=\"noopener\">competency-based model \u003c/a>with the incoming ninth-grade class, but knew it would be a big change for parents. Their engagement efforts started early and focused on personal, relationship-based strategies. For example, before the year started teachers invited incoming eighth-graders and their families to come to the school, eat pizza, and talk about what learning would look like.\u003c/p>\n\u003cp>They also introduced every ninth-grade parent to the online system measuring competency individually. Teachers volunteered to walk each parent through the online portal, explained what the visualizations meant, and answered questions with nearly a hundred families. “It was way more one-on-one conversations and really just trying to be personal about it,” Marquette said.\u003c/p>\n\u003cp>Shifting to the new grading system has been hard for everyone. The competencies aren’t pegged to grade level and each assignment might include only a few competencies, so it can be hard to tell how a student is progressing. Teachers who were excited about the change initially are struggling. But despite the challenges of upending the traditional school model, the community tends to trust those working at the school. The intense community engagement and transparency around the goals and reasons for the change have given the educators some breathing room to figure out how to make it work.\u003c/p>\n\u003cp>\u003cstrong>ACCOUNTABILITY\u003c/strong>\u003c/p>\n\u003cp>“This word is fraught with peril and has all sorts of connotations,” Laufenberg acknowledged. “But if you do something, and faculty has been through all kinds of initiative burn, and there’s no wraparound to make sure it’s happening in a productive way, there’s a good chunk of faculty who will sit and wait it out until that next initiative comes through.”\u003c/p>\n\u003cp>In addition to gaining community support, giving teachers permission to try new things and supporting them as they experiment, leaders have to check in to make sure the changes are happening. Laufenberg worked for a district where all the elements of support were in place and the principal instructed teachers to leave their doors open so he could pop in and make sure things were moving forward. In rebellion, the teachers turned the lights off and taught in the dark.\u003c/p>\n\u003cp>“We had to have this massive intervention,” Laufenberg said. “We gave you all these things, you said you got it, we gave you the permission, but no one was doing it.” Especially when teachers are used to a new initiative every year, it’s important that leadership send a consistent message and ensure it is happening.\u003c/p>\n\u003cp>Henry County Schools in Georgia is a big district spanning 50 schools in urban, suburban and rural areas. For the past four years, they’ve been steadily shifting toward a more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\" rel=\"noopener\">“personalized” approach to learning\u003c/a>. Each year eight or nine schools in the district go through a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/\" target=\"_blank\" rel=\"noopener\">redesign process\u003c/a>, so some schools haven’t started the change while others are several years down the road. It’s an unwieldy change process, but \u003ca href=\"https://schoolwires.henry.k12.ga.us/site/Default.aspx?PageID=60175\" target=\"_blank\" rel=\"noopener\">one with a clear vision\u003c/a>.\u003c/p>\n\u003cp>“For us the full answer is kids being good decision-makers about what they learn and how they learn,” said \u003ca href=\"https://twitter.com/karennole?lang=en\" target=\"_blank\" rel=\"noopener\">Karen Perry\u003c/a>, the district’s coordinator of personalized learning.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Cp2dGeQwyAU?rel=0'\n title='//www.youtube.com/embed/Cp2dGeQwyAU?rel=0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>To keep schools accountable to the redesign plans they set forth, Perry sends teams of people representing different roles in the district to evaluate how well schools are implementing and give feedback. The school itself will have done some self-evaluation and compiled a portfolio of evidence to show how they are carrying out their vision. The district also provides a school change rubric that helps provide consistency.\u003c/p>\n\u003cp>Perry says the model is based on a long-standing district practice of “loose and tight.” Schools have always had a lot of autonomy in Henry County, and they still do, as long as they are moving toward personalized learning. For example, the district says schools must have some kind of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\" rel=\"noopener\">advisory\u003c/a>, but the school decides how it looks, where it fits in the schedule and what curriculum it follows. The district says \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/10/how-writing-down-specific-goals-can-empower-struggling-students/\" target=\"_blank\" rel=\"noopener\">kids need to be setting goals\u003c/a>, but the school decides what that looks like in practice.\u003c/p>\n\u003cp>The outside team highlight bright spots at the school and areas of growth, based on the school’s own plan and the district rubric. “Almost always those things come back in ways that schools already knew,” Perry said. But the advantage of having an outside group of educators present is that they may have some new ideas about how to solve the issue.\u003c/p>\n\u003cp>Perry says often the district has supportive resources that she can send to the school. For example, if a school’s teachers are struggling to make \u003ca href=\"https://ww2.kqed.org/mindshift/2018/02/22/the-six-must-have-elements-of-high-quality-project-based-learning/\" target=\"_blank\" rel=\"noopener\">projects deep and rigorous, \u003c/a>she can send them a project-based learning coach, or recommend teachers visit another school in the district that has already confronted that problem.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I had the opportunity to sit in on an amazing K class \u003ca href=\"https://twitter.com/MCE_HCS?ref_src=twsrc%5Etfw\">@MCE_HCS\u003c/a>! It is clear that these Ss are offered rigorous opportunities for learning and they actively monitor their progress! \u003ca href=\"https://twitter.com/hashtag/ensuringsuccess?src=hash&ref_src=twsrc%5Etfw\">#ensuringsuccess\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shouttheawesomeHCS?src=hash&ref_src=twsrc%5Etfw\">#shouttheawesomeHCS\u003c/a> \u003ca href=\"https://twitter.com/mcemustang?ref_src=twsrc%5Etfw\">@mcemustang\u003c/a> \u003ca href=\"https://twitter.com/DFlowTeaches?ref_src=twsrc%5Etfw\">@DFlowTeaches\u003c/a> \u003ca href=\"https://twitter.com/JulezRulez71?ref_src=twsrc%5Etfw\">@JulezRulez71\u003c/a> \u003ca href=\"https://twitter.com/McCraryJennifer?ref_src=twsrc%5Etfw\">@McCraryJennifer\u003c/a> \u003ca href=\"https://t.co/8n9Yjdl8QT\">pic.twitter.com/8n9Yjdl8QT\u003c/a>\u003c/p>\n\u003cp>— Melissa Thomas (@melissa13thomas) \u003ca href=\"https://twitter.com/melissa13thomas/status/958509670649466884?ref_src=twsrc%5Etfw\">January 31, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“It’s this balance of mostly support, but some accountability as well. You’ve got to do what you said you were going to do,” Perry said.\u003c/p>\n\u003cp>This project has also created more upward accountability. For example, as the schools began to make changes, their principals made it clear they needed the ability to flexibly staff their schools. And, they want more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener\">individualized professional development\u003c/a> keyed toward their specific redesign plans.\u003c/p>\n\u003cp>“Principals have been asking for this school redesign rubric for a long time,” Perry said. The district created it in response to principal feedback. “What they want is an outside point of view because they’re down in it all the time.”\u003c/p>\n\u003cp>The district has also recognized that in order to sustain this change, they need leaders excited about it. The \u003ca href=\"https://schoolwires.henry.k12.ga.us/Page/46561\" target=\"_blank\" rel=\"noopener\">GOLD Academy\u003c/a> is a district leadership program centered on what it means to lead change. District professionals who want to improve or assistant principals who want to become principals can enroll, challenge their beliefs, think with a systems lens, and ultimately become the “bench” that will hop into action when leadership positions open up. Kerry hopes this emphasis on leadership will help sustain the changes they’ve made.\u003c/p>\n\u003cp>\u003cstrong>STAYING THE COURSE\u003c/strong>\u003c/p>\n\u003cp>“There needs to be a real timeline of three to five years, where you understand you are on a path of change, and you have to hold the line,” Laufenberg said. “You can tweak, but the big idea, you’ve got to give it some time to take hold.”\u003c/p>\n\u003cp>She says when leaders don’t do this the staff stops trusting them. She knows that this kind of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/22/how-school-leaders-can-attend-to-the-emotional-side-of-change/\" target=\"_blank\" rel=\"noopener\">change work is hard\u003c/a> and that at times it will feel easier to start over with something else, but she also believes that when change can be sustained it’s incredibly rewarding work.\u003c/p>\n\u003cp>After four years in Henry County, Perry is already seeing the effects of staying the course. Despite the inevitable challenges, schools that are just entering the redesign phase are still enthusiastic about the process and the goals. Even better, “the quality of their conversation is so much better than our first cohort because we’re so much farther down the road,” Perry said.\u003c/p>\n\u003cp>Schools that have gone through the process later are learning from those that came before and they’re seeing success. And it’s easier for teachers to buy into the vision when they can see a class that looks just like theirs down the road, already succeeding.\u003c/p>\n\u003cp>“The district needs to be consistent in the message that this is what we’re doing in Henry County schools,” Perry said. And despite the fact that her district is on its third superintendent since the project began, that message remains loud and clear. In fact, the new superintendent came to the district because she wanted to be part of the innovation.\u003c/p>\n\u003cp>Laufenberg cautions change leaders to attend to all five of these areas to successfully make change. “This is a constant, persistent conversation you have to have in your system when you talk about changing something,” she said. “It’s all these things in concert with each other and constant re-evaluation of the full picture.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She suggests scheduling ways to check in with people in various roles across the district on each of these pillars to make sure the change effort stays on track. It’s possible to continue pushing forward without one of these elements in place, but it’s a lot harder.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_21178","mindshift_1021","mindshift_20914","mindshift_997","mindshift_20784","mindshift_1040","mindshift_70","mindshift_1041","mindshift_231"],"featImg":"mindshift_50887","label":"mindshift"},"mindshift_47570":{"type":"posts","id":"mindshift_47570","meta":{"index":"posts_1591205157","site":"mindshift","id":"47570","score":null,"sort":[1488788933000]},"guestAuthors":[],"slug":"how-schools-can-face-the-bad-habits-that-inhibit-meaningful-changes","title":"How Schools Can Face The 'Bad Habits' That Inhibit Meaningful Changes","publishDate":1488788933,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Making lasting change in schools is difficult not only because schools are communities made up of individuals with their own opinions about what’s best for kids, but also because, like most institutions, they are full of “bad habits” that can be tough to break. While habitual behavior can be good -- like when it reinforces a positive culture or set of norms -- it can also be a stubborn obstacle to enacting meaningful change.\u003c/p>\n\u003cp>At the \u003ca href=\"http://2017.educon.org/\">EduCon\u003c/a> conference hosted by Science Leadership Academy in Philadelphia, a room full of educators easily listed common “bad habits” they’ve experienced in their work, such as siloed learning, homework just for the sake of it, spending time planning with no action, keeping the door closed and visitors out, poor communication between administrators and teachers, traditional professional development, fixing problems by mandate rather than by team problem solving and initiative overload.\u003c/p>\n\u003cp>Even when everyone in a school building understands that a set of habitual behaviors are holding back change it can be difficult to shift away from them because of time constraints, history, comfort with something familiar, or control issues. But if school leaders and educators in the building truly want to see changes to teaching and learning, they must name negative habitual behaviors, own them, and intentionally make plans to address them.\u003c/p>\n\u003cp>“This issue of patterned behavior and things that are hard to break is something we keep running into over and over and over,” said Diana Laufenberg, executive director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\">Inquiry Schools\u003c/a>. Laufenberg has been consulting with schools around the country on school transformation and often finds that \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/\" target=\"_blank\">long-held beliefs about things like the schedule\u003c/a> present the most persistent obstacles to helping school leaders achieve their visions. She once worked with a project that had lots of flexibility, no accountability, only 15 students and four teachers, but the first thing the organizers freaked out about was the schedule.\u003c/p>\n\u003cp>When Laufenberg encounters patterned behavior that is challenging the rest of a school’s vision, she not only tries to get leaders and educators to identify and own that habit, but she does so in a way that isn’t judgmental. Teachers get defensive when a new leader -- or worse, a consultant -- comes in and implies everything they’ve done in their careers has been wrong. Instead, Laufenberg says it’s crucial to make a strong case for why change is necessary and then invite people to walk through a new door together. Leaders can frame that change as a positive thing and help individuals to focus on transforming practices within their control.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers often complain about “initiative overload” as a bad habit at the system level. It’s a common story: a district superintendent or coordinator attends a conference and comes back with a bunch of new, shiny ideas that she or he wants implemented in classrooms right away. Often new leaders spearhead signature initiatives that then die out when they leave, and classroom teachers are left with the memory of a litany of failed initiatives that were poorly implemented and never given enough time to succeed. It’s no wonder \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/29/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">teachers are reluctant to throw themselves into each new idea\u003c/a> that comes along.\u003c/p>\n\u003cp>\u003cstrong>A COMMON UNDERSTANDING\u003c/strong>\u003c/p>\n\u003cp>Mandated initiatives from the top are a reality that teachers in classrooms can do very little to modify, but when discussing the idea, educator Gerald Aungst realized his personal bad habit is a scaled down version of initiative fatigue.\u003c/p>\n\u003cp>“I always notice what I could be doing better and I tend to try to tackle it right away,” Aungst said. He supports gifted children at Cheltenham Elementary near Philadelphia and often finds good ideas he’d like to try with students mid-year. For example, when running literature circles with his students he was dissatisfied with the kind of questions students were bringing to kickoff the discussions. He stumbled upon the \u003ca href=\"http://rightquestion.org/education/\" target=\"_blank\">Question Formulation Technique\u003c/a> and immediately knew it could help his students develop better questions. He put aside what he had been doing with students and dove into the new strategy.\u003c/p>\n\u003cp>He now realizes that approach didn’t give him enough time to think through how he would introduce the technique most effectively. “I had a good idea and I jumped to implementation of that idea too soon,” Aungst said. Interestingly, that’s often what happens at the school and district level as well. A good idea may be poorly implemented because the leader doesn’t take time to explain and build enthusiasm among staff.\u003c/p>\n\u003cp>To address his own bad habit, Aungst is trying to carve out space in his prep time to not just map out lessons for that day, but also to do some longer range planning. And, he’s trying to develop a system for saving ideas as they arise so he can examine them more deeply over the summer and integrate them into his plan for the following year.\u003c/p>\n\u003cp>Aungst has also worked at the district level, so he knows the view from the central office is quite different from the one in the classroom. “When I was a teacher I felt like so many things that came from district offices felt random and arbitrary,” he said. But he also worked as the supervisor of gifted education for several years, where he began to see that there were lots of individual teachers doing amazing work, but they weren’t all headed in the same direction. He began to see the need for consistency and then struggled to balance that against giving teachers autonomy and preserving their excitement.\u003c/p>\n\u003cp>“It’s the teachers who are constantly reflecting on what they can do to be better at their jobs who feel even more overwhelmed because they’re getting input from so many different places,” Aungst said of initiative fatigue. These experiences have led him to believe that teachers and building leaders need to understand the broader district goals, but \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/16/7-qualities-that-promote-teacher-leadership-in-schools/\" target=\"_blank\">have space to work together on how to get there\u003c/a>. That may not be the most efficient delivery mechanism, but it might end up producing the most positive long term results.\u003c/p>\n\u003cp>Another challenge of habitualized behavior in schools is recognizing that change can’t happen if the structures, schedules, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\">culture and mindsets\u003c/a> don’t also change. That often means that in order to break out of calcified approaches changemakers need to put every idea on the table and consider each equally.\u003c/p>\n\u003cp>For example, when Laufenberg taught in Flagstaff the district was having a lot of financial trouble. She raised the idea of going to a four-day school week, which would save the district a lot of transportation costs. But the idea was dismissed out of hand as something parents and the school board wouldn’t approve. Predetermining solutions like that limits the levers for change available.\u003cbr>\n\u003cstrong>\u003cbr>\nCHANGE IN A TECHNOLOGY CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Adina Sullivan has been thinking for years about how to help teachers in her district break out of patterned beliefs and fears about using technology in the classroom. As the education technology coordinator for San Marcos Unified in Southern California, she often encounters teachers who say kids can’t use technology either because of age or ability, they themselves aren’t “techy” people so they can’t do it, or fear using a tool that they don’t already know everything about.\u003c/p>\n\u003cp>“It’s the same or similar issues that have always been there, it’s just now applied to using technology with students,” Sullivan said. When pushing teachers to try new approaches Sullivan is careful not to shame them about their current strategies or their fears, but instead try to understand where they are coming from and then help them to have a positive classroom technology experience that will bolster confidence.\u003c/p>\n\u003cp>One high school English teacher was resistant to technology at first. She often missed trainings and generally felt that since she planned to retire soon she didn’t need to learn much about it. But the district is six years into a rollout of classroom devices and the pressure from parents and students to have a more tech-savvy class is mounting. This teacher started with a simple project producing brochures with Google Drawings and then moved on to a \u003ca href=\"http://alicekeeler.com/2016/03/09/google-slides-jigsaw-activity-template/\" target=\"_blank\">jigsaw activity with Google Slides\u003c/a>. Those successes gave her confidence.\u003c/p>\n\u003cp>“Now she has found ways and a reason to integrate technology into her college prep English course, which is a course that a lot of teachers don’t feel they have time to add anything new to,” Sullivan said.\u003c/p>\n\u003cp>The first steps teachers take to integrate technology are usually just a substitution of technology for something that used to be done analog. But Sullivan says it’s important to start somewhere. “Sometimes transformation is just changing someone’s idea of what they can and can’t do, or what is and isn’t possible,” she said. And, she notes, bad habits or deeply held beliefs about the roles of students and teachers in classrooms were developed over a long time, so substituting new belief structures and habits will also take time.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Change often comes with a period of discomfort that can be good, but Laufenberg cautions educators trying to make change in their buildings or districts that when morale goes down and buy-in fades it can be easy to end up with exactly the system that existed before the change process started. That’s why leaders and individuals within the system have to fight hard to recognize and replace their own bad habits.\u003c/p>\n\n","blocks":[],"excerpt":"Sometimes the obstacle to change in schools isn't teacher motivation or a guiding vision, it's the habitual behaviors that are hard to break and reinforce the status quo.","status":"publish","parent":0,"modified":1499730933,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1643},"headData":{"title":"How Schools Can Face The 'Bad Habits' That Inhibit Meaningful Changes | KQED","description":"Sometimes the obstacle to change in schools isn't teacher motivation or a guiding vision, it's the habitual behaviors that are hard to break and reinforce the status quo.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"47570 https://ww2.kqed.org/mindshift/?p=47570","disqusUrl":"https://ww2.kqed.org/mindshift/2017/03/06/how-schools-can-face-the-bad-habits-that-inhibit-meaningful-changes/","disqusTitle":"How Schools Can Face The 'Bad Habits' That Inhibit Meaningful Changes","path":"/mindshift/47570/how-schools-can-face-the-bad-habits-that-inhibit-meaningful-changes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Making lasting change in schools is difficult not only because schools are communities made up of individuals with their own opinions about what’s best for kids, but also because, like most institutions, they are full of “bad habits” that can be tough to break. While habitual behavior can be good -- like when it reinforces a positive culture or set of norms -- it can also be a stubborn obstacle to enacting meaningful change.\u003c/p>\n\u003cp>At the \u003ca href=\"http://2017.educon.org/\">EduCon\u003c/a> conference hosted by Science Leadership Academy in Philadelphia, a room full of educators easily listed common “bad habits” they’ve experienced in their work, such as siloed learning, homework just for the sake of it, spending time planning with no action, keeping the door closed and visitors out, poor communication between administrators and teachers, traditional professional development, fixing problems by mandate rather than by team problem solving and initiative overload.\u003c/p>\n\u003cp>Even when everyone in a school building understands that a set of habitual behaviors are holding back change it can be difficult to shift away from them because of time constraints, history, comfort with something familiar, or control issues. But if school leaders and educators in the building truly want to see changes to teaching and learning, they must name negative habitual behaviors, own them, and intentionally make plans to address them.\u003c/p>\n\u003cp>“This issue of patterned behavior and things that are hard to break is something we keep running into over and over and over,” said Diana Laufenberg, executive director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\">Inquiry Schools\u003c/a>. Laufenberg has been consulting with schools around the country on school transformation and often finds that \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/\" target=\"_blank\">long-held beliefs about things like the schedule\u003c/a> present the most persistent obstacles to helping school leaders achieve their visions. She once worked with a project that had lots of flexibility, no accountability, only 15 students and four teachers, but the first thing the organizers freaked out about was the schedule.\u003c/p>\n\u003cp>When Laufenberg encounters patterned behavior that is challenging the rest of a school’s vision, she not only tries to get leaders and educators to identify and own that habit, but she does so in a way that isn’t judgmental. Teachers get defensive when a new leader -- or worse, a consultant -- comes in and implies everything they’ve done in their careers has been wrong. Instead, Laufenberg says it’s crucial to make a strong case for why change is necessary and then invite people to walk through a new door together. Leaders can frame that change as a positive thing and help individuals to focus on transforming practices within their control.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers often complain about “initiative overload” as a bad habit at the system level. It’s a common story: a district superintendent or coordinator attends a conference and comes back with a bunch of new, shiny ideas that she or he wants implemented in classrooms right away. Often new leaders spearhead signature initiatives that then die out when they leave, and classroom teachers are left with the memory of a litany of failed initiatives that were poorly implemented and never given enough time to succeed. It’s no wonder \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/29/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">teachers are reluctant to throw themselves into each new idea\u003c/a> that comes along.\u003c/p>\n\u003cp>\u003cstrong>A COMMON UNDERSTANDING\u003c/strong>\u003c/p>\n\u003cp>Mandated initiatives from the top are a reality that teachers in classrooms can do very little to modify, but when discussing the idea, educator Gerald Aungst realized his personal bad habit is a scaled down version of initiative fatigue.\u003c/p>\n\u003cp>“I always notice what I could be doing better and I tend to try to tackle it right away,” Aungst said. He supports gifted children at Cheltenham Elementary near Philadelphia and often finds good ideas he’d like to try with students mid-year. For example, when running literature circles with his students he was dissatisfied with the kind of questions students were bringing to kickoff the discussions. He stumbled upon the \u003ca href=\"http://rightquestion.org/education/\" target=\"_blank\">Question Formulation Technique\u003c/a> and immediately knew it could help his students develop better questions. He put aside what he had been doing with students and dove into the new strategy.\u003c/p>\n\u003cp>He now realizes that approach didn’t give him enough time to think through how he would introduce the technique most effectively. “I had a good idea and I jumped to implementation of that idea too soon,” Aungst said. Interestingly, that’s often what happens at the school and district level as well. A good idea may be poorly implemented because the leader doesn’t take time to explain and build enthusiasm among staff.\u003c/p>\n\u003cp>To address his own bad habit, Aungst is trying to carve out space in his prep time to not just map out lessons for that day, but also to do some longer range planning. And, he’s trying to develop a system for saving ideas as they arise so he can examine them more deeply over the summer and integrate them into his plan for the following year.\u003c/p>\n\u003cp>Aungst has also worked at the district level, so he knows the view from the central office is quite different from the one in the classroom. “When I was a teacher I felt like so many things that came from district offices felt random and arbitrary,” he said. But he also worked as the supervisor of gifted education for several years, where he began to see that there were lots of individual teachers doing amazing work, but they weren’t all headed in the same direction. He began to see the need for consistency and then struggled to balance that against giving teachers autonomy and preserving their excitement.\u003c/p>\n\u003cp>“It’s the teachers who are constantly reflecting on what they can do to be better at their jobs who feel even more overwhelmed because they’re getting input from so many different places,” Aungst said of initiative fatigue. These experiences have led him to believe that teachers and building leaders need to understand the broader district goals, but \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/16/7-qualities-that-promote-teacher-leadership-in-schools/\" target=\"_blank\">have space to work together on how to get there\u003c/a>. That may not be the most efficient delivery mechanism, but it might end up producing the most positive long term results.\u003c/p>\n\u003cp>Another challenge of habitualized behavior in schools is recognizing that change can’t happen if the structures, schedules, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\">culture and mindsets\u003c/a> don’t also change. That often means that in order to break out of calcified approaches changemakers need to put every idea on the table and consider each equally.\u003c/p>\n\u003cp>For example, when Laufenberg taught in Flagstaff the district was having a lot of financial trouble. She raised the idea of going to a four-day school week, which would save the district a lot of transportation costs. But the idea was dismissed out of hand as something parents and the school board wouldn’t approve. Predetermining solutions like that limits the levers for change available.\u003cbr>\n\u003cstrong>\u003cbr>\nCHANGE IN A TECHNOLOGY CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Adina Sullivan has been thinking for years about how to help teachers in her district break out of patterned beliefs and fears about using technology in the classroom. As the education technology coordinator for San Marcos Unified in Southern California, she often encounters teachers who say kids can’t use technology either because of age or ability, they themselves aren’t “techy” people so they can’t do it, or fear using a tool that they don’t already know everything about.\u003c/p>\n\u003cp>“It’s the same or similar issues that have always been there, it’s just now applied to using technology with students,” Sullivan said. When pushing teachers to try new approaches Sullivan is careful not to shame them about their current strategies or their fears, but instead try to understand where they are coming from and then help them to have a positive classroom technology experience that will bolster confidence.\u003c/p>\n\u003cp>One high school English teacher was resistant to technology at first. She often missed trainings and generally felt that since she planned to retire soon she didn’t need to learn much about it. But the district is six years into a rollout of classroom devices and the pressure from parents and students to have a more tech-savvy class is mounting. This teacher started with a simple project producing brochures with Google Drawings and then moved on to a \u003ca href=\"http://alicekeeler.com/2016/03/09/google-slides-jigsaw-activity-template/\" target=\"_blank\">jigsaw activity with Google Slides\u003c/a>. Those successes gave her confidence.\u003c/p>\n\u003cp>“Now she has found ways and a reason to integrate technology into her college prep English course, which is a course that a lot of teachers don’t feel they have time to add anything new to,” Sullivan said.\u003c/p>\n\u003cp>The first steps teachers take to integrate technology are usually just a substitution of technology for something that used to be done analog. But Sullivan says it’s important to start somewhere. “Sometimes transformation is just changing someone’s idea of what they can and can’t do, or what is and isn’t possible,” she said. And, she notes, bad habits or deeply held beliefs about the roles of students and teachers in classrooms were developed over a long time, so substituting new belief structures and habits will also take time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Change often comes with a period of discomfort that can be good, but Laufenberg cautions educators trying to make change in their buildings or districts that when morale goes down and buy-in fades it can be easy to end up with exactly the system that existed before the change process started. That’s why leaders and individuals within the system have to fight hard to recognize and replace their own bad habits.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47570/how-schools-can-face-the-bad-habits-that-inhibit-meaningful-changes","authors":["234"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_20914","mindshift_20678","mindshift_997","mindshift_20784","mindshift_1040","mindshift_386"],"featImg":"mindshift_47708","label":"mindshift"},"mindshift_47587":{"type":"posts","id":"mindshift_47587","meta":{"index":"posts_1591205157","site":"mindshift","id":"47587","score":null,"sort":[1488179111000]},"guestAuthors":[],"slug":"five-guidelines-to-make-school-innovation-successful","title":"Five Guidelines to Make School Innovation Successful","publishDate":1488179111,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Eleven years ago Chris Lehmann and a committed team of educators started \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>, a public magnet school in Philadelphia that focuses on student inquiry through projects in a community that cultivates a culture of care. The school has been so successful over the last decade that the district has \u003ca href=\"http://thenotebook.org/articles/2015/07/08/sla-s-lehmann-named-to-head-innovative-schools-network\" target=\"_blank\">tapped Lehmann\u003c/a> to help other schools get started or transform themselves.\u003c/p>\n\u003cp>“We’ve learned a lot and it’s been fascinating for me thinking about what it was like to go through the SLA process and then working with people who have different missions, different visions,” Lehmann told a room full of educators at the school’s yearly conference, EduCon. SLA is now part of an Innovation Network of eight district schools that each have their own take on transforming the traditional model of education. Throughout the process of opening or transforming schools, training staff and sustaining the work, Lehmann and others working on the \u003ca href=\"https://apps1.philasd.org/onlinedirectory/onlinedirectory.do?handler=org.philasd.onlinedirectory.handler.GetLocationDetailHandler&adLoc=true&page_next=locDetails.jsp&page_error=regionList.jsp&ulcs=3530\" target=\"_blank\">Innovative Schools Network \u003c/a>have gained some clarity on five areas that leaders need to consider for change to be successful.\u003c/p>\n\u003cp>\u003cstrong>1. Simplicity Matters\u003c/strong>\u003c/p>\n\u003cp>Often the vision and mission statements of schools are written by committee and read more like a wish list than a statement of purpose. While many of the ideas expressed in those statements are valuable, Lehmann says if the mission and vision aren’t a guiding star, they end up meaning nothing. The \u003ca href=\"https://scienceleadership.org/pages/Mission_and_Vision\" target=\"_blank\">Science Leadership Academy mission reads\u003c/a>: “Students at SLA learn in a project-based environment where the core values of inquiry, research, collaboration, presentation and reflection are emphasized in all classes.”\u003c/p>\n\u003cp>Every year the staff at SLA revisit these five core values to talk about what they mean in the current moment and how the staff envisions them, but “we’ve never taken a 90-degree turn,” Lehmann said. This laserlike focus on a simple mission and vision can help make sure every person in the building is focused on putting into daily practice the things the school says it values.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2. Common Language Matters\u003c/strong>\u003c/p>\n\u003cp>In some ways this is an extension of a clear mission and vision statement, but extended down to the level of the words used by educators in the building. Every teacher at SLA has the same understanding of what constitutes a project and how inquiry works. When education \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">catchphrases like “personalized learning”\u003c/a> are thrown into mission statements, make sure everyone in the building and the wider community of parents know what that means.\u003c/p>\n\u003cp>But Lehmann would argue the mission statement shouldn’t have a lot of jargon in it because those terms obscure the meat of teaching and learning. And because change work is hard, every teacher and student needs to know what values guide the work. “If your ideas don’t add up, if you’ve got beautiful flowery language, but it doesn’t serve anything,” then you’re doing nothing, Lehmann said. And worse, students usually see through inconsistencies like those and choose not to buy in.\u003c/p>\n\u003cp>\u003cstrong>3. Operations Matter\u003c/strong>\u003c/p>\n\u003cp>The values set out by teachers and leaders should be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/12/why-discipline-should-be-aligned-with-a-schools-learning-philosophy/\" target=\"_blank\">infused into everything the school does\u003c/a>, whether it’s academics, discipline or school safety. As a public school in Philadelphia, SLA has a security guard, but she understands the core values as well as classroom teachers and practices a culture of care with students, too.\u003c/p>\n\u003cp>The values also extend to the adults in the building -- inquiry, research, projects, collaboration, reflection and a culture of care don’t exist only for students. They are part of how teachers interact with one another and how they go about their work, and they are central to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">how leadership treats teachers\u003c/a>.\u003c/p>\n\u003cp>“You’ve got to love your teachers as much as you want your teachers to love your kids,” Lehmann said. He acknowledged that much of what happens in school is a negotiation between the needs of students and the needs of teachers, and that’s fine. But he doesn’t think schools should hide that fact, and they should be transparent about how tricky that balance can be.\u003c/p>\n\u003cp>\u003cstrong>4. Culture, Talent and Instruction Must Align\u003c/strong>\u003c/p>\n\u003cp>Any great school has a strong school culture, talented teachers and a powerful instructional program that all \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\">overlap to create a sweet spot for learning\u003c/a>. If a school has a strong culture and talented staff but no instructional consistency, then school is a place kids like to be, but they may not be learning much. If there’s a strong culture and great instructional design, but the teachers aren’t supported to do their best work, then the implementation can go awry. And if talented teachers are working with a great instructional program, but there’s not a strong school culture, then students won’t feel safe taking risks. Cultivating all three of these areas in tandem has been crucial to successful transformations in the Innovative Schools Network.\u003c/p>\n\u003cp>\u003cstrong>5. Startup Is Hard, But So Is Sustainability\u003c/strong>\u003c/p>\n\u003cp>Anyone who has started a new school or tried to transform an existing one knows that the work can take over life. Sometimes the all-encompassing nature of the work is OK because passionate people are excited at its potential and know it will end at some point. But Lehmann said the schools that have been successful in their transitions intentionally plan for the moment when the \u003ca href=\"http://practicaltheory.org/blog/2016/03/22/schools-are-fragile/\" target=\"_blank\">hectic startup mode turns to sustainability mode\u003c/a>. That roadmap helps ensure staff doesn’t burn out, but maintains the urgency necessary to sustain what was started.\u003c/p>\n\u003cp>“What I’ve learned the most is we need time to do the work,” said Alexa Dunn, who heads up professional learning for the Innovation Network. “If we want to make strides, and we want to improve the model, and we want to make teaching and learning meaningful for teachers and students, we need time.”\u003c/p>\n\u003cp>All the schools in the Innovative Schools Network have staff meetings once a week and find ways to bank time to comply with union work rules. Teachers need that collaborative time to figure out how to teach in ways that can feel uncomfortable and to reflect on how their everyday practice sustains the mission and vision statements. “When adults in the building feel supported they want to take more risks,” Dunn said.\u003c/p>\n\u003cp>Visiting SLA and talking to teachers there, it is clear that even though they open their doors to visitors from all over the country and share their approach at this annual conference, they don’t feel finished or all-knowing. Teachers here are constantly pushing to improve, try new things, and balance the demands of school with a fulfilling personal life.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Eleven years later we actually believe these things more than when we started,” Lehmann said. Helping other passionate people start schools that aren’t exactly like SLA has only reaffirmed that there are some core tenets of change work that must be present, no matter the model or philosophy.\u003c/p>\n\n","blocks":[],"excerpt":"Lessons learned from over 10 years of sustaining a school model that goes against the grain of traditional education.","status":"publish","parent":0,"modified":1488179111,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1195},"headData":{"title":"Five Guidelines to Make School Innovation Successful | KQED","description":"Lessons learned from over 10 years of sustaining a school model that goes against the grain of traditional education.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"47587 https://ww2.kqed.org/mindshift/?p=47587","disqusUrl":"https://ww2.kqed.org/mindshift/2017/02/26/five-guidelines-to-make-school-innovation-successful/","disqusTitle":"Five Guidelines to Make School Innovation Successful","path":"/mindshift/47587/five-guidelines-to-make-school-innovation-successful","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Eleven years ago Chris Lehmann and a committed team of educators started \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>, a public magnet school in Philadelphia that focuses on student inquiry through projects in a community that cultivates a culture of care. The school has been so successful over the last decade that the district has \u003ca href=\"http://thenotebook.org/articles/2015/07/08/sla-s-lehmann-named-to-head-innovative-schools-network\" target=\"_blank\">tapped Lehmann\u003c/a> to help other schools get started or transform themselves.\u003c/p>\n\u003cp>“We’ve learned a lot and it’s been fascinating for me thinking about what it was like to go through the SLA process and then working with people who have different missions, different visions,” Lehmann told a room full of educators at the school’s yearly conference, EduCon. SLA is now part of an Innovation Network of eight district schools that each have their own take on transforming the traditional model of education. Throughout the process of opening or transforming schools, training staff and sustaining the work, Lehmann and others working on the \u003ca href=\"https://apps1.philasd.org/onlinedirectory/onlinedirectory.do?handler=org.philasd.onlinedirectory.handler.GetLocationDetailHandler&adLoc=true&page_next=locDetails.jsp&page_error=regionList.jsp&ulcs=3530\" target=\"_blank\">Innovative Schools Network \u003c/a>have gained some clarity on five areas that leaders need to consider for change to be successful.\u003c/p>\n\u003cp>\u003cstrong>1. Simplicity Matters\u003c/strong>\u003c/p>\n\u003cp>Often the vision and mission statements of schools are written by committee and read more like a wish list than a statement of purpose. While many of the ideas expressed in those statements are valuable, Lehmann says if the mission and vision aren’t a guiding star, they end up meaning nothing. The \u003ca href=\"https://scienceleadership.org/pages/Mission_and_Vision\" target=\"_blank\">Science Leadership Academy mission reads\u003c/a>: “Students at SLA learn in a project-based environment where the core values of inquiry, research, collaboration, presentation and reflection are emphasized in all classes.”\u003c/p>\n\u003cp>Every year the staff at SLA revisit these five core values to talk about what they mean in the current moment and how the staff envisions them, but “we’ve never taken a 90-degree turn,” Lehmann said. This laserlike focus on a simple mission and vision can help make sure every person in the building is focused on putting into daily practice the things the school says it values.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. Common Language Matters\u003c/strong>\u003c/p>\n\u003cp>In some ways this is an extension of a clear mission and vision statement, but extended down to the level of the words used by educators in the building. Every teacher at SLA has the same understanding of what constitutes a project and how inquiry works. When education \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">catchphrases like “personalized learning”\u003c/a> are thrown into mission statements, make sure everyone in the building and the wider community of parents know what that means.\u003c/p>\n\u003cp>But Lehmann would argue the mission statement shouldn’t have a lot of jargon in it because those terms obscure the meat of teaching and learning. And because change work is hard, every teacher and student needs to know what values guide the work. “If your ideas don’t add up, if you’ve got beautiful flowery language, but it doesn’t serve anything,” then you’re doing nothing, Lehmann said. And worse, students usually see through inconsistencies like those and choose not to buy in.\u003c/p>\n\u003cp>\u003cstrong>3. Operations Matter\u003c/strong>\u003c/p>\n\u003cp>The values set out by teachers and leaders should be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/12/why-discipline-should-be-aligned-with-a-schools-learning-philosophy/\" target=\"_blank\">infused into everything the school does\u003c/a>, whether it’s academics, discipline or school safety. As a public school in Philadelphia, SLA has a security guard, but she understands the core values as well as classroom teachers and practices a culture of care with students, too.\u003c/p>\n\u003cp>The values also extend to the adults in the building -- inquiry, research, projects, collaboration, reflection and a culture of care don’t exist only for students. They are part of how teachers interact with one another and how they go about their work, and they are central to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">how leadership treats teachers\u003c/a>.\u003c/p>\n\u003cp>“You’ve got to love your teachers as much as you want your teachers to love your kids,” Lehmann said. He acknowledged that much of what happens in school is a negotiation between the needs of students and the needs of teachers, and that’s fine. But he doesn’t think schools should hide that fact, and they should be transparent about how tricky that balance can be.\u003c/p>\n\u003cp>\u003cstrong>4. Culture, Talent and Instruction Must Align\u003c/strong>\u003c/p>\n\u003cp>Any great school has a strong school culture, talented teachers and a powerful instructional program that all \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\">overlap to create a sweet spot for learning\u003c/a>. If a school has a strong culture and talented staff but no instructional consistency, then school is a place kids like to be, but they may not be learning much. If there’s a strong culture and great instructional design, but the teachers aren’t supported to do their best work, then the implementation can go awry. And if talented teachers are working with a great instructional program, but there’s not a strong school culture, then students won’t feel safe taking risks. Cultivating all three of these areas in tandem has been crucial to successful transformations in the Innovative Schools Network.\u003c/p>\n\u003cp>\u003cstrong>5. Startup Is Hard, But So Is Sustainability\u003c/strong>\u003c/p>\n\u003cp>Anyone who has started a new school or tried to transform an existing one knows that the work can take over life. Sometimes the all-encompassing nature of the work is OK because passionate people are excited at its potential and know it will end at some point. But Lehmann said the schools that have been successful in their transitions intentionally plan for the moment when the \u003ca href=\"http://practicaltheory.org/blog/2016/03/22/schools-are-fragile/\" target=\"_blank\">hectic startup mode turns to sustainability mode\u003c/a>. That roadmap helps ensure staff doesn’t burn out, but maintains the urgency necessary to sustain what was started.\u003c/p>\n\u003cp>“What I’ve learned the most is we need time to do the work,” said Alexa Dunn, who heads up professional learning for the Innovation Network. “If we want to make strides, and we want to improve the model, and we want to make teaching and learning meaningful for teachers and students, we need time.”\u003c/p>\n\u003cp>All the schools in the Innovative Schools Network have staff meetings once a week and find ways to bank time to comply with union work rules. Teachers need that collaborative time to figure out how to teach in ways that can feel uncomfortable and to reflect on how their everyday practice sustains the mission and vision statements. “When adults in the building feel supported they want to take more risks,” Dunn said.\u003c/p>\n\u003cp>Visiting SLA and talking to teachers there, it is clear that even though they open their doors to visitors from all over the country and share their approach at this annual conference, they don’t feel finished or all-knowing. Teachers here are constantly pushing to improve, try new things, and balance the demands of school with a fulfilling personal life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Eleven years later we actually believe these things more than when we started,” Lehmann said. Helping other passionate people start schools that aren’t exactly like SLA has only reaffirmed that there are some core tenets of change work that must be present, no matter the model or philosophy.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47587/five-guidelines-to-make-school-innovation-successful","authors":["234"],"categories":["mindshift_192","mindshift_20524"],"tags":["mindshift_997","mindshift_20784","mindshift_1040","mindshift_70","mindshift_1041","mindshift_21069","mindshift_956"],"featImg":"mindshift_47670","label":"mindshift"},"mindshift_43685":{"type":"posts","id":"mindshift_43685","meta":{"index":"posts_1591205157","site":"mindshift","id":"43685","score":null,"sort":[1455523984000]},"guestAuthors":[],"slug":"how-engineering-class-in-9th-grade-can-excite-diverse-learners","title":"How Engineering Class in 9th Grade Can Excite Diverse Learners","publishDate":1455523984,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Engineering has been getting a lot of attention because of its real-world applications and clear job prospects, but learning to think like an engineer could be useful no matter what students decide to pursue for work. At \u003ca href=\"https://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy\u003c/a>, a public magnet school in Philadelphia, all ninth-graders take a one-semester introduction-to-engineering course to help them learn how to tackle big projects. That’s a skill they will need in every high school class going forward at this project-based, inquiry-centered school.\u003c/p>\n\u003cp>SLA teachers see engineering as the perfect vehicle to get students practicing the transferable skills of breaking work down into manageable pieces, working together and learning from failed attempts. By introducing students to the built world and giving some simple ways to think about problems, they’ve also empowered students to design and build improvements for the physical school environment. And that freedom to make an impact has in turn attracted a more diverse set of students to the school’s elective advanced engineering classes.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I don't like engineering because of engineering. I like engineering because of what it does for the rest of my life.'\u003ccite>Javier, Science Leadership Academy senior\u003c/cite>\u003c/aside>\n\u003cp>The engineering programs at SLA’s two campuses are run by two teachers who used to work in the industry and remember exactly which skills they were lacking coming out of college and starting their first engineering jobs. “I felt like I didn’t know how to make enough stuff,” said Chris Pilla, the engineering teacher at \u003ca href=\"http://slabeeber.org/\" target=\"_blank\">SLA Beeber\u003c/a> (a second campus that opened two years ago).\u003c/p>\n\u003cp>Pilla worked as a mechanical engineer at Lockheed Martin before switching to teaching. “I didn’t have enough experience working on and planning out a really big project,” he told educators gathered at the school’s annual \u003ca href=\"http://2016.educon.org/\" target=\"_blank\">EduCon conference\u003c/a>. That’s what he tries to give his students in high school.\u003c/p>\n\u003cp>SLA Beeber is co-located with a middle school in a big old building that doesn’t have any of the open collaborative spaces teachers and students would like to have. But rather than seeing that as an insurmountable barrier, Pilla has incorporated the challenge of changing the physical spaces around the school into the engineering program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They started by building a makerspace to house all their tools and provide workshop space for various ambitious projects going on around the building. “There was a huge advantage of doing that over paying an architect to design and build everything,” Pilla said. Every Wednesday afternoon from 1 to 5 p.m., Pilla and a handful of committed students worked on building the makerspace into exactly what they wanted. It took six to eight months and over 1,000 hours of manpower. But because students were so involved in its design and construction, they care a lot about keeping it neat and functioning, and want to help other students learn about it.\u003c/p>\n\u003cfigure id=\"attachment_43699\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43699\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber3-1440x810.jpg\" alt=\"The SLA Beeber makerspace is in a converted classroom.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The SLA Beeber makerspace is in a converted classroom. \u003ccite>(Courtesy Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s slow, but it’s tremendous for them because they know they’re building something that will be used by the school,” Pilla said.\u003c/p>\n\u003cp>The team intentionally built big glass doors into the makerspace so students walking by get curious about what’s going on inside and drop in to find out. The students who were most involved in constructing the makerspace are now so competent with the tools and protocols of the space that they are teaching assistants for Pilla. When students newer to making come in excited to take on a project, the old hands help them get up to speed on the skills. And a lot of those projects are about improving the school itself.\u003c/p>\n\u003cp>“We want to make sure that they can take control of the physical environment where they go to school,” Pilla said. That’s a radical idea, but it has been a tremendous way to engage students who might not otherwise be interested in engineering.\u003c/p>\n\u003cp>“It’s bringing in new people who might not have been into building the makerspace itself, but now they found a need in the building and are starting to get more involved,” Pilla said. Two girls who showed no interest in making or engineering before came to him with an idea to build a reading loft. They had identified a lack of quiet reading space as a school need and are now building it. They’re also taking engineering as an elective.\u003c/p>\n\u003cp>When kids are excited about what they can design and build, it makes it easier to excite them about more traditional engineering topics, too, Pilla said. Early on in his teaching, he tried to teach students about circuits. They gave up quickly and lost interest because it wasn't connected to anything. But after they'd had a chance to prototype their own projects, build them, fail and try again, they had much more appetite for harder engineering challenges put forward by their teacher.\u003c/p>\n\u003cp>The SLA Beeber students and teachers have a lot of space to repurpose, which is both a lot of work and a luxury. At the Center City SLA campus space is tighter, but engineering teacher John Kamal still encourages his students to solve problems of design they see around the building.\u003c/p>\n\u003cp>“We’re just taking over any little places we can find,” Kamal said. Students noticed a hallway outside one classroom wasn’t being used for much, so they put up double doors and turned it into a storage room for some making equipment. Kamal and his students also converted a chemistry lab into a machine shop, putting the big equipment in the center of the room where the tables used to be and having students sit at the countertops in the back for times when direct instruction is necessary.\u003c/p>\n\u003cp>Using an engineering lens as a way of thinking about problem-solving and then letting students actually design and build solutions to those problems has made engineering a much more approachable subject to many students. Kamal said his goal has always been to draw more minority and female students into the discipline. Two years ago 70 percent of the engineering students were boys, partly because the courses were all electives. Now 41 percent of students in the program are women, up from 30 percent.\u003c/p>\n\u003cfigure id=\"attachment_43700\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43700\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber2-1440x810.jpg\" alt=\"SLA Beeber students working on projects in the makerspace.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">SLA Beeber students working on projects in the makerspace. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I come from a family where everyone builds and what-not, but I was never really involved in it,” said Tiarra Bell, a senior at SLA Center City. Design drew her into engineering. She experimented with architecture and industrial design, but has really become passionate about furniture design. She now makes and sells her own furniture.\u003c/p>\n\u003cp>“It’s really cool because I’m a female and I’m teaching all the guys to do stuff,” Bell said.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON CORE SKILLS\u003c/strong>\u003c/p>\n\u003cp>Kamal and Pilla meet with an advisory group of engineering industry professionals periodically to make sure their program is truly equipping students with the skills they’ll need to go into these fields later. When they ask industry experts the core skills required for good employees, no one mentions the ability to do differential equations. Instead, the qualities experts list look a lot more like what every teacher in every subject wants to see from students.\u003c/p>\n\u003cp>The experts say students need to be able to write, to find problems, to communicate, to Google, to understand constraints. They need to be creative, take thoughtful risks and have a “fearlessness to leap.” One project the SLA teachers have devised to help students work on all these skills is a massive Rube Goldberg machine with 70 moving parts designed by 30 people working together. There are lots of opportunities to fail on this project, but Pilla said he’s going to let the project continue until students have some success.\u003c/p>\n\u003cp>“I realized I wasn’t giving kids enough time to succeed after they failed,” Pilla said. He likes this project because it requires a lot of communication and careful design, as well as the ability to break a big project down into its many pieces and work on them step-by-step.\u003c/p>\n\u003cfigure id=\"attachment_43701\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber4-1440x810.jpg\" alt=\"The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As students move into higher-level engineering electives at SLA (robotics, senior engineering, astronomy and space sciences, MakerSpace, electronics and programming), they get more and more control over the problems they’ll tackle, which is a challenge in and of itself. “We are so used to coming in and having our engineering teacher giving us a problem and a set of restraints,” said Javier, a senior at SLA Center City. In the advanced engineering class, the seniors run the whole class themselves, with Kamal playing more of a coaching role.\u003c/p>\n\u003cp>“We realized this is our class, it’s not his class, and he didn’t chime in until the very end to reflect,” Javier said. He’s found it to be good practice to sit down with peers and push one another to do the best work possible. Currently they’re working on designing a solar cooker that can be built out of materials in Madagascar, since it’s too expensive to ship parts.\u003c/p>\n\u003cp>“I don’t like engineering because of engineering,” Javier said. “I like engineering because of what it does for the rest of my life.” This multitalented young man is a self-described painter, writer and endurance runner. He says when he finishes a tough calculus problem that unlocks some part of an engineering challenge, it gives him confidence that he can finish a long run.\u003c/p>\n\u003cp>“To me it’s not about becoming an engineer in college or after. It’s about the critical thinking and the challenges and the creativity that comes with it,” Javier said. There was a collective sigh of longing and admiration from the educators in the room when he said that. What teacher doesn’t want his or her students to feel that way?\u003c/p>\n\u003cp>“We as educators are trying to develop whole people and that love of learning and that connectedness across the whole of life,” Kamal said. At both SLA campuses, engineering has been woven into the fabric of the school and has become a way for this community of people to come together and devise solutions that affect everyone.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And they’re taking it beyond the school walls. Pilla says his students’ next challenge is to transform a swath of concrete outside their school into a playground and community garden for neighbors to enjoy.\u003c/p>\n\n","blocks":[],"excerpt":"Giving kids the freedom to design, build and iterate in a high school makerspace has helped excite students about engineering and bring a more diverse set of students into STEM subjects.","status":"publish","parent":0,"modified":1455523984,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1866},"headData":{"title":"How Engineering Class in 9th Grade Can Excite Diverse Learners | KQED","description":"Giving kids the freedom to design, build and iterate in a high school makerspace has helped excite students about engineering and bring a more diverse set of students into STEM subjects.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"43685 http://ww2.kqed.org/mindshift/?p=43685","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/15/how-engineering-class-in-9th-grade-can-excite-diverse-learners/","disqusTitle":"How Engineering Class in 9th Grade Can Excite Diverse Learners","path":"/mindshift/43685/how-engineering-class-in-9th-grade-can-excite-diverse-learners","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Engineering has been getting a lot of attention because of its real-world applications and clear job prospects, but learning to think like an engineer could be useful no matter what students decide to pursue for work. At \u003ca href=\"https://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy\u003c/a>, a public magnet school in Philadelphia, all ninth-graders take a one-semester introduction-to-engineering course to help them learn how to tackle big projects. That’s a skill they will need in every high school class going forward at this project-based, inquiry-centered school.\u003c/p>\n\u003cp>SLA teachers see engineering as the perfect vehicle to get students practicing the transferable skills of breaking work down into manageable pieces, working together and learning from failed attempts. By introducing students to the built world and giving some simple ways to think about problems, they’ve also empowered students to design and build improvements for the physical school environment. And that freedom to make an impact has in turn attracted a more diverse set of students to the school’s elective advanced engineering classes.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I don't like engineering because of engineering. I like engineering because of what it does for the rest of my life.'\u003ccite>Javier, Science Leadership Academy senior\u003c/cite>\u003c/aside>\n\u003cp>The engineering programs at SLA’s two campuses are run by two teachers who used to work in the industry and remember exactly which skills they were lacking coming out of college and starting their first engineering jobs. “I felt like I didn’t know how to make enough stuff,” said Chris Pilla, the engineering teacher at \u003ca href=\"http://slabeeber.org/\" target=\"_blank\">SLA Beeber\u003c/a> (a second campus that opened two years ago).\u003c/p>\n\u003cp>Pilla worked as a mechanical engineer at Lockheed Martin before switching to teaching. “I didn’t have enough experience working on and planning out a really big project,” he told educators gathered at the school’s annual \u003ca href=\"http://2016.educon.org/\" target=\"_blank\">EduCon conference\u003c/a>. That’s what he tries to give his students in high school.\u003c/p>\n\u003cp>SLA Beeber is co-located with a middle school in a big old building that doesn’t have any of the open collaborative spaces teachers and students would like to have. But rather than seeing that as an insurmountable barrier, Pilla has incorporated the challenge of changing the physical spaces around the school into the engineering program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They started by building a makerspace to house all their tools and provide workshop space for various ambitious projects going on around the building. “There was a huge advantage of doing that over paying an architect to design and build everything,” Pilla said. Every Wednesday afternoon from 1 to 5 p.m., Pilla and a handful of committed students worked on building the makerspace into exactly what they wanted. It took six to eight months and over 1,000 hours of manpower. But because students were so involved in its design and construction, they care a lot about keeping it neat and functioning, and want to help other students learn about it.\u003c/p>\n\u003cfigure id=\"attachment_43699\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43699\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber3-1440x810.jpg\" alt=\"The SLA Beeber makerspace is in a converted classroom.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The SLA Beeber makerspace is in a converted classroom. \u003ccite>(Courtesy Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s slow, but it’s tremendous for them because they know they’re building something that will be used by the school,” Pilla said.\u003c/p>\n\u003cp>The team intentionally built big glass doors into the makerspace so students walking by get curious about what’s going on inside and drop in to find out. The students who were most involved in constructing the makerspace are now so competent with the tools and protocols of the space that they are teaching assistants for Pilla. When students newer to making come in excited to take on a project, the old hands help them get up to speed on the skills. And a lot of those projects are about improving the school itself.\u003c/p>\n\u003cp>“We want to make sure that they can take control of the physical environment where they go to school,” Pilla said. That’s a radical idea, but it has been a tremendous way to engage students who might not otherwise be interested in engineering.\u003c/p>\n\u003cp>“It’s bringing in new people who might not have been into building the makerspace itself, but now they found a need in the building and are starting to get more involved,” Pilla said. Two girls who showed no interest in making or engineering before came to him with an idea to build a reading loft. They had identified a lack of quiet reading space as a school need and are now building it. They’re also taking engineering as an elective.\u003c/p>\n\u003cp>When kids are excited about what they can design and build, it makes it easier to excite them about more traditional engineering topics, too, Pilla said. Early on in his teaching, he tried to teach students about circuits. They gave up quickly and lost interest because it wasn't connected to anything. But after they'd had a chance to prototype their own projects, build them, fail and try again, they had much more appetite for harder engineering challenges put forward by their teacher.\u003c/p>\n\u003cp>The SLA Beeber students and teachers have a lot of space to repurpose, which is both a lot of work and a luxury. At the Center City SLA campus space is tighter, but engineering teacher John Kamal still encourages his students to solve problems of design they see around the building.\u003c/p>\n\u003cp>“We’re just taking over any little places we can find,” Kamal said. Students noticed a hallway outside one classroom wasn’t being used for much, so they put up double doors and turned it into a storage room for some making equipment. Kamal and his students also converted a chemistry lab into a machine shop, putting the big equipment in the center of the room where the tables used to be and having students sit at the countertops in the back for times when direct instruction is necessary.\u003c/p>\n\u003cp>Using an engineering lens as a way of thinking about problem-solving and then letting students actually design and build solutions to those problems has made engineering a much more approachable subject to many students. Kamal said his goal has always been to draw more minority and female students into the discipline. Two years ago 70 percent of the engineering students were boys, partly because the courses were all electives. Now 41 percent of students in the program are women, up from 30 percent.\u003c/p>\n\u003cfigure id=\"attachment_43700\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43700\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber2-1440x810.jpg\" alt=\"SLA Beeber students working on projects in the makerspace.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">SLA Beeber students working on projects in the makerspace. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I come from a family where everyone builds and what-not, but I was never really involved in it,” said Tiarra Bell, a senior at SLA Center City. Design drew her into engineering. She experimented with architecture and industrial design, but has really become passionate about furniture design. She now makes and sells her own furniture.\u003c/p>\n\u003cp>“It’s really cool because I’m a female and I’m teaching all the guys to do stuff,” Bell said.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON CORE SKILLS\u003c/strong>\u003c/p>\n\u003cp>Kamal and Pilla meet with an advisory group of engineering industry professionals periodically to make sure their program is truly equipping students with the skills they’ll need to go into these fields later. When they ask industry experts the core skills required for good employees, no one mentions the ability to do differential equations. Instead, the qualities experts list look a lot more like what every teacher in every subject wants to see from students.\u003c/p>\n\u003cp>The experts say students need to be able to write, to find problems, to communicate, to Google, to understand constraints. They need to be creative, take thoughtful risks and have a “fearlessness to leap.” One project the SLA teachers have devised to help students work on all these skills is a massive Rube Goldberg machine with 70 moving parts designed by 30 people working together. There are lots of opportunities to fail on this project, but Pilla said he’s going to let the project continue until students have some success.\u003c/p>\n\u003cp>“I realized I wasn’t giving kids enough time to succeed after they failed,” Pilla said. He likes this project because it requires a lot of communication and careful design, as well as the ability to break a big project down into its many pieces and work on them step-by-step.\u003c/p>\n\u003cfigure id=\"attachment_43701\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber4-1440x810.jpg\" alt=\"The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As students move into higher-level engineering electives at SLA (robotics, senior engineering, astronomy and space sciences, MakerSpace, electronics and programming), they get more and more control over the problems they’ll tackle, which is a challenge in and of itself. “We are so used to coming in and having our engineering teacher giving us a problem and a set of restraints,” said Javier, a senior at SLA Center City. In the advanced engineering class, the seniors run the whole class themselves, with Kamal playing more of a coaching role.\u003c/p>\n\u003cp>“We realized this is our class, it’s not his class, and he didn’t chime in until the very end to reflect,” Javier said. He’s found it to be good practice to sit down with peers and push one another to do the best work possible. Currently they’re working on designing a solar cooker that can be built out of materials in Madagascar, since it’s too expensive to ship parts.\u003c/p>\n\u003cp>“I don’t like engineering because of engineering,” Javier said. “I like engineering because of what it does for the rest of my life.” This multitalented young man is a self-described painter, writer and endurance runner. He says when he finishes a tough calculus problem that unlocks some part of an engineering challenge, it gives him confidence that he can finish a long run.\u003c/p>\n\u003cp>“To me it’s not about becoming an engineer in college or after. It’s about the critical thinking and the challenges and the creativity that comes with it,” Javier said. There was a collective sigh of longing and admiration from the educators in the room when he said that. What teacher doesn’t want his or her students to feel that way?\u003c/p>\n\u003cp>“We as educators are trying to develop whole people and that love of learning and that connectedness across the whole of life,” Kamal said. At both SLA campuses, engineering has been woven into the fabric of the school and has become a way for this community of people to come together and devise solutions that affect everyone.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And they’re taking it beyond the school walls. Pilla says his students’ next challenge is to transform a swath of concrete outside their school into a playground and community garden for neighbors to enjoy.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43685/how-engineering-class-in-9th-grade-can-excite-diverse-learners","authors":["234"],"categories":["mindshift_20524","mindshift_20874"],"tags":["mindshift_997","mindshift_20967","mindshift_20784","mindshift_1040","mindshift_797","mindshift_20945","mindshift_885","mindshift_20877","mindshift_956","mindshift_47"],"featImg":"mindshift_43697","label":"mindshift"},"mindshift_39337":{"type":"posts","id":"mindshift_39337","meta":{"index":"posts_1591205157","site":"mindshift","id":"39337","score":null,"sort":[1430846841000]},"guestAuthors":[],"slug":"does-the-grit-narrative-blame-students-for-schools-shortcomings","title":"Does The Grit Narrative Blame Students For School's Shortcomings?","publishDate":1430846841,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Ever since Angela Duckworth \u003ca href=\"http://www.sas.upenn.edu/~duckwort/images/Grit%20JPSP.pdf\" target=\"_blank\">published research in 2007\u003c/a> showing a connection between a student’s ability to persevere on long-term challenges and his academic success, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\" target=\"_blank\">“grit” has become a buzzword in education\u003c/a>. Some schools have even made being “gritty” a core goal of their educational mission. Working hard to achieve success is a narrative firmly rooted in American history, so it’s no surprise that helping kids stick to their learning appeals to many in education. But some question the research, claiming it has been accepted too easily without a proper examination of whether it’s a fair way to evaluate students.\u003c/p>\n\u003cp>“Is grit [about] getting the kids to do what I want them to do?” asked educator Becky Fisher at the \u003ca href=\"http://2015.educon.org/\" target=\"_blank\">EduCon\u003c/a> conference hosted by Science Leadership Academy, a magnet public high school, in Philadelphia earlier this year. A group of about 50 teachers gathered to discuss these issues, and several expressed concerns that the \u003ca href=\"http://blogs.edweek.org/edweek/independent_schools/2014/03/whats_dangerous_about_the_grit_narrative_and_how_to_fix_it.html\" target=\"_blank\">grit narrative ignores many of the structural barriers\u003c/a> that make it difficult for some children from low-income homes -- or those who have learning differences -- to succeed in school. Many educators questioned whether the current definition of grit is more about compliance than about possessing personal determination, particularly amid pressures on academic achievement.\u003c/p>\n\u003cp>“Kids are passionate about stuff,” said Fisher. “It’s incumbent upon me to grab that passion and find ways to connect it to the stuff the organization cares about.” Fisher, an educator at Abermarle County Public Schools, wants to help students find personal reasons to persevere beyond the canned (and transparently false to kids) line that doing well in school will lead to eventual success in life.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I want our schools to be a kind of agar that grows kids who think creatively, that work together. And if we are really growing that, we are growing resiliency at the same time.'\u003c/aside>\n\u003cp>“If you look at the schools where grit is being pushed, it’s not in schools where kids look like me,” said Adam Holman, a Caucasian educator from Texas. When schools say kids aren’t succeeding because they don’t know how to persevere, it ignores the role teachers and schools play in helping to motivate and interest students in their academics, Holman said. In other words, it lets teachers off the hook for continuing to teach in boring ways that emphasize lecture and memorization and then blames children for being unable to see its value.\u003c/p>\n\u003cp>“Our kids that come from the most challenging home environments, I believe, bring the most grit to school,” said Pam Moran, superintendent of \u003ca href=\"http://www2.k12albemarle.org/Pages/default.aspx\" target=\"_blank\">Albemarle County Public Schools\u003c/a> in Virginia. “They’ve learned how to defend; they’ve learned how to get revenge; they’ve learned how to push back; they’ve learned how to figure out and problem-solve in some of the most intense situations.” But she acknowledged that many educators don’t see those life skills as evidence of grit. A student who turns her homework in on time every day is much more likely to be credited with grit, Moran said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"qij3xSzpEMx69yMxfPWHX1Hr9awDDwsh\"]\u003c/p>\n\u003cp>The most troubling critique of Angela Duckworth’s work contends that it stems from the eugenics movement, whose proponents believed positive human traits were biologically hereditary. Sir Francis Galton is credited with coining the term eugenics; Duckworth \u003ca href=\"http://www.sas.upenn.edu/~duckwort/images/Grit%20JPSP.pdf\" target=\"_blank\">cites him in her research\u003c/a>.\u003c/p>\n\u003cp>Duckworth says her work has been taken out of context. \"I'm sorry my work is perceived in that light. It certainly isn't intended as such,\" Duckworth told \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2015/01/is_grit_racist.html\" target=\"_blank\">Education Week in an email response\u003c/a>. \"I don't believe we've ever written a single word that would suggest we are ignorant of structural problems, including poverty.\"\u003c/p>\n\u003cp>\u003cstrong>BUT RESILIENCY IS A GOOD THING, ISN’T IT?\u003c/strong>\u003c/p>\n\u003cp>While several educators have raised concerns over the way grit and perseverance have become a catchall explanation for why some kids struggle in school, others still find it valuable.\u003c/p>\n\u003cp>“We’re losing sight of what Duckworth was trying to bring to light with this research,” said Pennsylvania-based educator Ryan Quinn. “Resiliency is an admirable trait that I would want any student in my class to have.” Many other educators in the room could point to a time when pushing through challenges and sticking to a project that didn’t come naturally yielded positive results. But part of being resilient may be knowing when to give up on things, too.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Is grit [about] getting the kids to do what I want them to do?'\u003c/aside>\n\u003cp>The grit narrative doesn’t erase what many educators see as the bigger problem: The current education system doesn’t give students a clear reason to be persistent. On the traditional A-F grading scale, kids move on to the next subject whether they’ve learned all the information or not, and that provides little incentive to persist.\u003c/p>\n\u003cp>That’s why leaders in Albemarle County are trying to flip the paradigm. Rather than asking kids from the most difficult backgrounds to just try harder, they are trying to bring creative, kid-friendly spaces into their schools that aren’t tied to academic success. They believe that if they create a feeling of \u003ca href=\"https://radicalscholarship.wordpress.com/2013/11/10/the-poverty-trap-slack-not-grit-creates-achievment/\" target=\"_blank\">abundance in school\u003c/a>, kids will have the breathing room to try, fail and persist.\u003c/p>\n\u003cp>“I want our schools to be a kind of agar that grows kids who think creatively, that work together,\" Moran said. \"And if we are really growing that, we are growing resiliency at the same time.\"\u003c/p>\n\u003cp>“We think it’s the abundance that gives people the place that lets kids find their route to grit writ large, and that’s resilience,” said Ira Socol, the educational technology and innovation team leader in Albemarle County. They’ve tried to make libraries places where kids can hang out, lounge, eat and drink. They’ve built \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">makerspaces\u003c/a> and hackerspaces and even put a recording studio into a high school that all students can use, regardless of how they are doing academically.\u003c/p>\n\u003cp>“We gave these kids a music studio and it changed their lives,” Socol said. “We didn’t ask them to do well in math, science, reading first. We just gave them a place we thought they’d love.”\u003c/p>\n\u003cp>One student (the one with the Brooklyn Nets hat in the video below) loved recording music so much he’d come in early and stay late, so he could use the equipment. That meant he was in school all day, and by default, he started to do better academically.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=9JAMx4IZkSk&w=640&h=360]\u003c/p>\n\u003cp>That’s exactly what Albemarle County is trying to do. “Our goal is to provide all kids -- not just the gifted kids -- that kind of access, so we are changing curriculum and pedagogy,” Socol said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The idea is to tap into what makes kids tick, the things that make them unique and, by identifying those passions, help students to develop persistence around the things that really matter to them. This puts greater control of defining grit in the hands of the students.\u003c/p>\n\n","blocks":[],"excerpt":"Educators are pushing back against the notion that kids need to develop perseverance to get through school they find boring. Part of the responsibility is on the school. ","status":"publish","parent":0,"modified":1430846841,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1246},"headData":{"title":"Does The Grit Narrative Blame Students For School's Shortcomings? | KQED","description":"Educators are pushing back against the notion that kids need to develop perseverance to get through school they find boring. Part of the responsibility is on the school. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"39337 http://blogs.kqed.org/mindshift/?p=39337","disqusUrl":"https://ww2.kqed.org/mindshift/2015/05/05/does-the-grit-narrative-blame-students-for-schools-shortcomings/","disqusTitle":"Does The Grit Narrative Blame Students For School's Shortcomings?","path":"/mindshift/39337/does-the-grit-narrative-blame-students-for-schools-shortcomings","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ever since Angela Duckworth \u003ca href=\"http://www.sas.upenn.edu/~duckwort/images/Grit%20JPSP.pdf\" target=\"_blank\">published research in 2007\u003c/a> showing a connection between a student’s ability to persevere on long-term challenges and his academic success, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\" target=\"_blank\">“grit” has become a buzzword in education\u003c/a>. Some schools have even made being “gritty” a core goal of their educational mission. Working hard to achieve success is a narrative firmly rooted in American history, so it’s no surprise that helping kids stick to their learning appeals to many in education. But some question the research, claiming it has been accepted too easily without a proper examination of whether it’s a fair way to evaluate students.\u003c/p>\n\u003cp>“Is grit [about] getting the kids to do what I want them to do?” asked educator Becky Fisher at the \u003ca href=\"http://2015.educon.org/\" target=\"_blank\">EduCon\u003c/a> conference hosted by Science Leadership Academy, a magnet public high school, in Philadelphia earlier this year. A group of about 50 teachers gathered to discuss these issues, and several expressed concerns that the \u003ca href=\"http://blogs.edweek.org/edweek/independent_schools/2014/03/whats_dangerous_about_the_grit_narrative_and_how_to_fix_it.html\" target=\"_blank\">grit narrative ignores many of the structural barriers\u003c/a> that make it difficult for some children from low-income homes -- or those who have learning differences -- to succeed in school. Many educators questioned whether the current definition of grit is more about compliance than about possessing personal determination, particularly amid pressures on academic achievement.\u003c/p>\n\u003cp>“Kids are passionate about stuff,” said Fisher. “It’s incumbent upon me to grab that passion and find ways to connect it to the stuff the organization cares about.” Fisher, an educator at Abermarle County Public Schools, wants to help students find personal reasons to persevere beyond the canned (and transparently false to kids) line that doing well in school will lead to eventual success in life.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I want our schools to be a kind of agar that grows kids who think creatively, that work together. And if we are really growing that, we are growing resiliency at the same time.'\u003c/aside>\n\u003cp>“If you look at the schools where grit is being pushed, it’s not in schools where kids look like me,” said Adam Holman, a Caucasian educator from Texas. When schools say kids aren’t succeeding because they don’t know how to persevere, it ignores the role teachers and schools play in helping to motivate and interest students in their academics, Holman said. In other words, it lets teachers off the hook for continuing to teach in boring ways that emphasize lecture and memorization and then blames children for being unable to see its value.\u003c/p>\n\u003cp>“Our kids that come from the most challenging home environments, I believe, bring the most grit to school,” said Pam Moran, superintendent of \u003ca href=\"http://www2.k12albemarle.org/Pages/default.aspx\" target=\"_blank\">Albemarle County Public Schools\u003c/a> in Virginia. “They’ve learned how to defend; they’ve learned how to get revenge; they’ve learned how to push back; they’ve learned how to figure out and problem-solve in some of the most intense situations.” But she acknowledged that many educators don’t see those life skills as evidence of grit. A student who turns her homework in on time every day is much more likely to be credited with grit, Moran said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The most troubling critique of Angela Duckworth’s work contends that it stems from the eugenics movement, whose proponents believed positive human traits were biologically hereditary. Sir Francis Galton is credited with coining the term eugenics; Duckworth \u003ca href=\"http://www.sas.upenn.edu/~duckwort/images/Grit%20JPSP.pdf\" target=\"_blank\">cites him in her research\u003c/a>.\u003c/p>\n\u003cp>Duckworth says her work has been taken out of context. \"I'm sorry my work is perceived in that light. It certainly isn't intended as such,\" Duckworth told \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2015/01/is_grit_racist.html\" target=\"_blank\">Education Week in an email response\u003c/a>. \"I don't believe we've ever written a single word that would suggest we are ignorant of structural problems, including poverty.\"\u003c/p>\n\u003cp>\u003cstrong>BUT RESILIENCY IS A GOOD THING, ISN’T IT?\u003c/strong>\u003c/p>\n\u003cp>While several educators have raised concerns over the way grit and perseverance have become a catchall explanation for why some kids struggle in school, others still find it valuable.\u003c/p>\n\u003cp>“We’re losing sight of what Duckworth was trying to bring to light with this research,” said Pennsylvania-based educator Ryan Quinn. “Resiliency is an admirable trait that I would want any student in my class to have.” Many other educators in the room could point to a time when pushing through challenges and sticking to a project that didn’t come naturally yielded positive results. But part of being resilient may be knowing when to give up on things, too.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Is grit [about] getting the kids to do what I want them to do?'\u003c/aside>\n\u003cp>The grit narrative doesn’t erase what many educators see as the bigger problem: The current education system doesn’t give students a clear reason to be persistent. On the traditional A-F grading scale, kids move on to the next subject whether they’ve learned all the information or not, and that provides little incentive to persist.\u003c/p>\n\u003cp>That’s why leaders in Albemarle County are trying to flip the paradigm. Rather than asking kids from the most difficult backgrounds to just try harder, they are trying to bring creative, kid-friendly spaces into their schools that aren’t tied to academic success. They believe that if they create a feeling of \u003ca href=\"https://radicalscholarship.wordpress.com/2013/11/10/the-poverty-trap-slack-not-grit-creates-achievment/\" target=\"_blank\">abundance in school\u003c/a>, kids will have the breathing room to try, fail and persist.\u003c/p>\n\u003cp>“I want our schools to be a kind of agar that grows kids who think creatively, that work together,\" Moran said. \"And if we are really growing that, we are growing resiliency at the same time.\"\u003c/p>\n\u003cp>“We think it’s the abundance that gives people the place that lets kids find their route to grit writ large, and that’s resilience,” said Ira Socol, the educational technology and innovation team leader in Albemarle County. They’ve tried to make libraries places where kids can hang out, lounge, eat and drink. They’ve built \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">makerspaces\u003c/a> and hackerspaces and even put a recording studio into a high school that all students can use, regardless of how they are doing academically.\u003c/p>\n\u003cp>“We gave these kids a music studio and it changed their lives,” Socol said. “We didn’t ask them to do well in math, science, reading first. We just gave them a place we thought they’d love.”\u003c/p>\n\u003cp>One student (the one with the Brooklyn Nets hat in the video below) loved recording music so much he’d come in early and stay late, so he could use the equipment. That meant he was in school all day, and by default, he started to do better academically.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/9JAMx4IZkSk'\n title='//www.youtube.com/embed/9JAMx4IZkSk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>That’s exactly what Albemarle County is trying to do. “Our goal is to provide all kids -- not just the gifted kids -- that kind of access, so we are changing curriculum and pedagogy,” Socol said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The idea is to tap into what makes kids tick, the things that make them unique and, by identifying those passions, help students to develop persistence around the things that really matter to them. This puts greater control of defining grit in the hands of the students.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39337/does-the-grit-narrative-blame-students-for-schools-shortcomings","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20815","mindshift_997","mindshift_20784","mindshift_1040","mindshift_945"],"featImg":"mindshift_40426","label":"mindshift"},"mindshift_39408":{"type":"posts","id":"mindshift_39408","meta":{"index":"posts_1591205157","site":"mindshift","id":"39408","score":null,"sort":[1426274021000]},"guestAuthors":[],"slug":"want-to-get-more-girls-into-stem-give-them-real-world-work","title":"Want to Get More Girls Into STEM? Give Them Real-World Work","publishDate":1426274021,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_39711\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/want-to-get-more-girls-into-stem-give-them-real-world-work/techie-ladies/\" rel=\"attachment wp-att-39711\">\u003cimg class=\"size-full wp-image-39711\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Techie-ladies.jpg\" alt=\"A screen grab from Burlington High School's Help Desk video, "All the Techie Ladies," produced by the female members of the team. \" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A screen grab from Burlington High School's Help Desk video, \"All the Techie Ladies,\" produced by the female members of the team. From the left: student Kelsey O’Brien and instructional technology specialist Jennifer Scheffer.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In an effort to encourage girls’ interest in STEM, a high school in Massachusetts is giving students a chance to apply their skills at the school’s help desk. Students can join, regardless of their tech savviness, and learn on the job. The program's combination of strong, fun, female role models and hands-on learning has helped boost girls' confidence and excitement about tech.\u003c/p>\n\u003cp class=\"p1\">The all-student run Help Desk is part of \u003ca href=\"http://bhshelpdesk.com/about/\" target=\"_blank\">Burlington High School’s Student Technology Innovation and Integration course\u003c/a>. If any student or teacher at Burlington has a tech issue, it’s a student who solves it for them. (In a nod to Apple's support services, the Help Desk's tagline is \"A Student Run Genius Bar.\") Last year the program had only one girl. This year, with a \u003ca href=\"https://jennscheffer.wordpress.com/2014/12/27/student-tech-teams-101-a-toolkit-for-educators/\" target=\"_blank\">big push from the school’s instructional technology specialist, Jennifer Scheffer\u003c/a>, there are four girls taking the course. And they’ve got some ideas about how to make the tech and science fields more approachable to females.\u003c/p>\n\u003cp>“It’s great you have this great coursework, but what’s the real-world application of these skills?” Scheffer asked a group of educators gathered at EduCon, a conference hosted by Science Leadership Academy in Philadelphia. “That’s where Help Desk comes in.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Girls think they shouldn't be interested in STEM, but if they try it they often are.\"\u003c/aside>\n\u003cp>The four female students involved with Help Desk take many other science and math classes, but they’ve found technology to be a passion when solving the real problems of their peers and teachers.\u003c/p>\n\u003cp>“Help Desk is not a real-world simulation,” said senior Cat Hoyt, “Help Desk is the real world.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hoyt is an avid soccer player, but when she got injured and couldn’t play, she joined a bunch of clubs to fill up her schedule. That’s how she met Scheffer and eventually signed up for the Help Desk class her senior year. She did not feel confident with technology when she started.\u003c/p>\n\u003cp>“I found I have the problem-solving skills and the ability to work with people, so I’ve done OK in Help Desk,” Hoyt said.\u003c/p>\n\u003cp>Even though Hoyt felt out of her depth, Scheffer structures the course to gradually let students take on more and harder challenges. Scheffer says girls often come in more interested in designing and making multimedia presentations, but \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\" target=\"_blank\">she slowly pushes them\u003c/a> to try fixing software bugs or tinkering with broken hardware.\u003c/p>\n\u003cp>And to let other students know about their services (fixing broken iPads, using new apps, help with a project), the female Help Desk crew introduced themselves in a self-produced \"All the Techie Ladies\" video with their own lyrics, set to Beyonce's \"All the Single Ladies\" hit.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=byeiFJT0R6I&w=640&h=360]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>THE POWER OF STEREOTYPES\u003c/strong>\u003c/p>\n\u003cp>“People don’t join [Help Desk] because of the negative stereotypes,” said senior Mira Mehdi. Many girls think STEM subjects are boring, for boys only, too hard for girls or that their peers will look down on them as weird for taking an interest.\u003c/p>\n\u003cp>“Girls think they shouldn’t be interested in STEM, but if they try it they often are,” Hoyt said. The problem, she points out, is that the negative stereotypes are enough to make girls pause, and they often get pulled into other interests in the meantime.\u003c/p>\n\u003cp>One of the biggest negative stereotypes these girls say they hear from friends is that STEM jobs are isolating. But they’ve found the opposite to be true. They collaborate all the time and work off each other's strengths.\u003c/p>\n\u003cp>“We’re all different; We all see and think differently,\" said Kristin Johnson, the one girl among the four who can code in three different programming languages. She says she fell in love with computers when she was very small, watching her uncle take apart and reassemble a computer. She found a female computer science teacher who mentored her and has stuck to her passion, even though she’s often the only girl in her computer science classes.\u003c/p>\n\u003cp>“They’re hard, but fun,” said Kelsey O’Brien of her STEM classes. “I feel like science is a puzzle.”\u003c/p>\n\u003cp>Kelsey is now working to build an app that would alert teachers if kids are off-task on their iPads. It's one of her long-term projects for Scheffer's class. She’s teaching herself the code, learning as she goes. These girls are clearly proud of the work they’ve done in Help Desk. They attribute their confidence to the encouragement they’ve received from Scheffer.\u003c/p>\n\u003cp>[contextly_sidebar id=\"OcUbr8QeDxqvzshLJdqbH3HftmfNfNqY\"]\u003c/p>\n\u003cp>“A big part of getting girls engaged is who the teachers are,” O’Brien said. Most of the STEM teachers are men, so when a glamorous, fun woman like Scheffer came along, she helped these girls see that the stereotypes of nerdy, weird tech girls isn’t true. All four girls said solving tech problems is a creative process that they enjoy because they have to think critically and try multiple solutions.\u003c/p>\n\u003cp>And gradually they’ve come to see that enjoying tricky problems, coding or science doesn’t have to define them. Each girl has an active life outside school. They are athletes, musicians and active volunteers in their communities. They feel it's important to change the negative stereotypes around STEM to help girls see there’s no one model for someone who participates in these fields.\u003c/p>\n\u003cp>\u003cstrong>HOW TO ENGAGE GIRLS WITH STEM\u003c/strong>\u003c/p>\n\u003cp>One big thing all teachers can do is continue to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/\" target=\"_blank\">encourage girls in STEM subjects\u003c/a> and help them see that they can and do perform as well as boys. Teachers may also need to help girls develop tough skins because if they want to continue in these fields they’re likely to continue facing discrimination.\u003c/p>\n\u003cp>Several girls on the Help Desk team described experiencing bias when visiting colleges with the intention of applying to engineering or computer science programs. Subtle and overt \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-to-grab-and-keep-girls-interest-in-computer-coding/\" target=\"_blank\">slights are common in many STEM careers\u003c/a>, so girls have to learn to stand up for themselves, advocate for their work and themselves, while also learning to ignore the unpleasantness.\u003c/p>\n\u003cp>“It’s really intimidating to even ask each other questions because [the boys are] always chiming in,” O'Brien said about Help Desk.\u003c/p>\n\u003cp>She and the other girls tend to work together or alone. Even though she recognizes the boys shouldn’t treat her and the other female students that way, O'Brien says she doesn’t expect them to act differently. She says if a teacher were to step in and tell the boys to behave differently, it would be perceived as more weakness. She’d rather just be confident herself so she doesn’t feel like she played into the stereotype.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/closing-the-gender-and-minority-gap-in-computer-science/\" target=\"_blank\">Other ways\u003c/a> to attract girls to STEM include naming and designing courses differently to attract a more diverse set of students. Course titles like “game design,” “app development” or “digital media communication” are much more likely to pique interest and provide a window into the coursework than generic computer science or programming titles.\u003c/p>\n\u003cp>Scheffer also thinks it’s important to have collaborative, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/11/the-benefits-of-students-teaching-students-through-online-video/\" target=\"_blank\">peer-led learning opportunities\u003c/a> like \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">Makerspaces\u003c/a>, where students can exist in a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/11/how-a-moveable-space-can-ignite-creativity-in-the-classroom/\" target=\"_blank\">physical space that is comfortable\u003c/a> for them and that fosters creativity. She insists this work should start with very young girls, long before eighth grade, when a lot of schools see a drop in girls’ STEM participation because of social pressure.\u003c/p>\n\u003cp>“Get the parents of elementary students in there learning and exploring together,” Scheffer said. “It’s OK if you don’t know how to do it. The kids will teach you.” When parents show a willingness to experiment and take on new challenges, it \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/whats-your-learning-disposition-how-to-foster-students-mindsets/\" target=\"_blank\">communicates a growth mindset\u003c/a> to students. In fact, Scheffer sees it as her job to model failing fast and iterating for her students.\u003c/p>\n\u003cp>“If I don’t fail at least once a day, I feel it wasn’t a productive day for me,” Scheffer said.\u003c/p>\n\u003cp>Scheffer also recommends STEM-focused clubs, opportunities to recognize and celebrate the work of STEM students, hiring or \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/the-forgotten-female-programmers-who-created-modern-tech/\" target=\"_blank\">highlighting female role models\u003c/a>, letting girls compete and giving students leadership opportunities. Scheffer asked her Help Desk students to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/can-google-glass-take-learning-to-another-level/\" target=\"_blank\">research Google Glass\u003c/a> and present on how it could be used as an education tool.\u003c/p>\n\u003cp>“I get really excited and energized and the kids won’t admit it, but they think that’s cool,” Scheffer said. “There’s a lot I don’t know, so putting them in a leadership role [helps] and letting them just go with it.”\u003c/p>\n\u003cp>The gender gap in STEM education is well known and at least partially understood, so there are a lot of organizations out there that can support an innovative, energetic teacher who wants to take on the challenge of mentoring female students. Scheffer says groups like \u003ca href=\"http://www.engineergirl.org/\" target=\"_blank\">Engineer Girl\u003c/a>, \u003ca href=\"http://nerdgirls.com/\" target=\"_blank\">Nerd Girls\u003c/a>, \u003ca href=\"http://www.technovationchallenge.org/home/\" target=\"_blank\">Technovation Challenge\u003c/a>, \u003ca href=\"http://girlswhocode.com/\" target=\"_blank\">Girls Who Code\u003c/a>, \u003ca href=\"http://www.blackgirlscode.com/\" target=\"_blank\">Black Girls Code\u003c/a> and the \u003ca href=\"http://www.ncwit.org/\" target=\"_blank\">National Center for Women information Technology\u003c/a> have great resources.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And when girls or other underrepresented groups discover they love STEM -- hold up those examples for the world to see because kids listen to other kids.\u003c/p>\n\n","blocks":[],"excerpt":"A high school program’s combination of strong, fun female role models and hands-on learning has helped boost girls’ confidence and excitement about tech. ","status":"publish","parent":0,"modified":1426274598,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1668},"headData":{"title":"Want to Get More Girls Into STEM? Give Them Real-World Work | KQED","description":"A high school program’s combination of strong, fun female role models and hands-on learning has helped boost girls’ confidence and excitement about tech. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"39408 http://blogs.kqed.org/mindshift/?p=39408","disqusUrl":"https://ww2.kqed.org/mindshift/2015/03/13/want-to-get-more-girls-into-stem-give-them-real-world-work/","disqusTitle":"Want to Get More Girls Into STEM? Give Them Real-World Work","path":"/mindshift/39408/want-to-get-more-girls-into-stem-give-them-real-world-work","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39711\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/want-to-get-more-girls-into-stem-give-them-real-world-work/techie-ladies/\" rel=\"attachment wp-att-39711\">\u003cimg class=\"size-full wp-image-39711\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Techie-ladies.jpg\" alt=\"A screen grab from Burlington High School's Help Desk video, "All the Techie Ladies," produced by the female members of the team. \" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A screen grab from Burlington High School's Help Desk video, \"All the Techie Ladies,\" produced by the female members of the team. From the left: student Kelsey O’Brien and instructional technology specialist Jennifer Scheffer.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In an effort to encourage girls’ interest in STEM, a high school in Massachusetts is giving students a chance to apply their skills at the school’s help desk. Students can join, regardless of their tech savviness, and learn on the job. The program's combination of strong, fun, female role models and hands-on learning has helped boost girls' confidence and excitement about tech.\u003c/p>\n\u003cp class=\"p1\">The all-student run Help Desk is part of \u003ca href=\"http://bhshelpdesk.com/about/\" target=\"_blank\">Burlington High School’s Student Technology Innovation and Integration course\u003c/a>. If any student or teacher at Burlington has a tech issue, it’s a student who solves it for them. (In a nod to Apple's support services, the Help Desk's tagline is \"A Student Run Genius Bar.\") Last year the program had only one girl. This year, with a \u003ca href=\"https://jennscheffer.wordpress.com/2014/12/27/student-tech-teams-101-a-toolkit-for-educators/\" target=\"_blank\">big push from the school’s instructional technology specialist, Jennifer Scheffer\u003c/a>, there are four girls taking the course. And they’ve got some ideas about how to make the tech and science fields more approachable to females.\u003c/p>\n\u003cp>“It’s great you have this great coursework, but what’s the real-world application of these skills?” Scheffer asked a group of educators gathered at EduCon, a conference hosted by Science Leadership Academy in Philadelphia. “That’s where Help Desk comes in.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Girls think they shouldn't be interested in STEM, but if they try it they often are.\"\u003c/aside>\n\u003cp>The four female students involved with Help Desk take many other science and math classes, but they’ve found technology to be a passion when solving the real problems of their peers and teachers.\u003c/p>\n\u003cp>“Help Desk is not a real-world simulation,” said senior Cat Hoyt, “Help Desk is the real world.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hoyt is an avid soccer player, but when she got injured and couldn’t play, she joined a bunch of clubs to fill up her schedule. That’s how she met Scheffer and eventually signed up for the Help Desk class her senior year. She did not feel confident with technology when she started.\u003c/p>\n\u003cp>“I found I have the problem-solving skills and the ability to work with people, so I’ve done OK in Help Desk,” Hoyt said.\u003c/p>\n\u003cp>Even though Hoyt felt out of her depth, Scheffer structures the course to gradually let students take on more and harder challenges. Scheffer says girls often come in more interested in designing and making multimedia presentations, but \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\" target=\"_blank\">she slowly pushes them\u003c/a> to try fixing software bugs or tinkering with broken hardware.\u003c/p>\n\u003cp>And to let other students know about their services (fixing broken iPads, using new apps, help with a project), the female Help Desk crew introduced themselves in a self-produced \"All the Techie Ladies\" video with their own lyrics, set to Beyonce's \"All the Single Ladies\" hit.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/byeiFJT0R6I'\n title='//www.youtube.com/embed/byeiFJT0R6I'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>THE POWER OF STEREOTYPES\u003c/strong>\u003c/p>\n\u003cp>“People don’t join [Help Desk] because of the negative stereotypes,” said senior Mira Mehdi. Many girls think STEM subjects are boring, for boys only, too hard for girls or that their peers will look down on them as weird for taking an interest.\u003c/p>\n\u003cp>“Girls think they shouldn’t be interested in STEM, but if they try it they often are,” Hoyt said. The problem, she points out, is that the negative stereotypes are enough to make girls pause, and they often get pulled into other interests in the meantime.\u003c/p>\n\u003cp>One of the biggest negative stereotypes these girls say they hear from friends is that STEM jobs are isolating. But they’ve found the opposite to be true. They collaborate all the time and work off each other's strengths.\u003c/p>\n\u003cp>“We’re all different; We all see and think differently,\" said Kristin Johnson, the one girl among the four who can code in three different programming languages. She says she fell in love with computers when she was very small, watching her uncle take apart and reassemble a computer. She found a female computer science teacher who mentored her and has stuck to her passion, even though she’s often the only girl in her computer science classes.\u003c/p>\n\u003cp>“They’re hard, but fun,” said Kelsey O’Brien of her STEM classes. “I feel like science is a puzzle.”\u003c/p>\n\u003cp>Kelsey is now working to build an app that would alert teachers if kids are off-task on their iPads. It's one of her long-term projects for Scheffer's class. She’s teaching herself the code, learning as she goes. These girls are clearly proud of the work they’ve done in Help Desk. They attribute their confidence to the encouragement they’ve received from Scheffer.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“A big part of getting girls engaged is who the teachers are,” O’Brien said. Most of the STEM teachers are men, so when a glamorous, fun woman like Scheffer came along, she helped these girls see that the stereotypes of nerdy, weird tech girls isn’t true. All four girls said solving tech problems is a creative process that they enjoy because they have to think critically and try multiple solutions.\u003c/p>\n\u003cp>And gradually they’ve come to see that enjoying tricky problems, coding or science doesn’t have to define them. Each girl has an active life outside school. They are athletes, musicians and active volunteers in their communities. They feel it's important to change the negative stereotypes around STEM to help girls see there’s no one model for someone who participates in these fields.\u003c/p>\n\u003cp>\u003cstrong>HOW TO ENGAGE GIRLS WITH STEM\u003c/strong>\u003c/p>\n\u003cp>One big thing all teachers can do is continue to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/\" target=\"_blank\">encourage girls in STEM subjects\u003c/a> and help them see that they can and do perform as well as boys. Teachers may also need to help girls develop tough skins because if they want to continue in these fields they’re likely to continue facing discrimination.\u003c/p>\n\u003cp>Several girls on the Help Desk team described experiencing bias when visiting colleges with the intention of applying to engineering or computer science programs. Subtle and overt \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-to-grab-and-keep-girls-interest-in-computer-coding/\" target=\"_blank\">slights are common in many STEM careers\u003c/a>, so girls have to learn to stand up for themselves, advocate for their work and themselves, while also learning to ignore the unpleasantness.\u003c/p>\n\u003cp>“It’s really intimidating to even ask each other questions because [the boys are] always chiming in,” O'Brien said about Help Desk.\u003c/p>\n\u003cp>She and the other girls tend to work together or alone. Even though she recognizes the boys shouldn’t treat her and the other female students that way, O'Brien says she doesn’t expect them to act differently. She says if a teacher were to step in and tell the boys to behave differently, it would be perceived as more weakness. She’d rather just be confident herself so she doesn’t feel like she played into the stereotype.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/closing-the-gender-and-minority-gap-in-computer-science/\" target=\"_blank\">Other ways\u003c/a> to attract girls to STEM include naming and designing courses differently to attract a more diverse set of students. Course titles like “game design,” “app development” or “digital media communication” are much more likely to pique interest and provide a window into the coursework than generic computer science or programming titles.\u003c/p>\n\u003cp>Scheffer also thinks it’s important to have collaborative, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/11/the-benefits-of-students-teaching-students-through-online-video/\" target=\"_blank\">peer-led learning opportunities\u003c/a> like \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">Makerspaces\u003c/a>, where students can exist in a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/11/how-a-moveable-space-can-ignite-creativity-in-the-classroom/\" target=\"_blank\">physical space that is comfortable\u003c/a> for them and that fosters creativity. She insists this work should start with very young girls, long before eighth grade, when a lot of schools see a drop in girls’ STEM participation because of social pressure.\u003c/p>\n\u003cp>“Get the parents of elementary students in there learning and exploring together,” Scheffer said. “It’s OK if you don’t know how to do it. The kids will teach you.” When parents show a willingness to experiment and take on new challenges, it \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/whats-your-learning-disposition-how-to-foster-students-mindsets/\" target=\"_blank\">communicates a growth mindset\u003c/a> to students. In fact, Scheffer sees it as her job to model failing fast and iterating for her students.\u003c/p>\n\u003cp>“If I don’t fail at least once a day, I feel it wasn’t a productive day for me,” Scheffer said.\u003c/p>\n\u003cp>Scheffer also recommends STEM-focused clubs, opportunities to recognize and celebrate the work of STEM students, hiring or \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/the-forgotten-female-programmers-who-created-modern-tech/\" target=\"_blank\">highlighting female role models\u003c/a>, letting girls compete and giving students leadership opportunities. Scheffer asked her Help Desk students to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/can-google-glass-take-learning-to-another-level/\" target=\"_blank\">research Google Glass\u003c/a> and present on how it could be used as an education tool.\u003c/p>\n\u003cp>“I get really excited and energized and the kids won’t admit it, but they think that’s cool,” Scheffer said. “There’s a lot I don’t know, so putting them in a leadership role [helps] and letting them just go with it.”\u003c/p>\n\u003cp>The gender gap in STEM education is well known and at least partially understood, so there are a lot of organizations out there that can support an innovative, energetic teacher who wants to take on the challenge of mentoring female students. Scheffer says groups like \u003ca href=\"http://www.engineergirl.org/\" target=\"_blank\">Engineer Girl\u003c/a>, \u003ca href=\"http://nerdgirls.com/\" target=\"_blank\">Nerd Girls\u003c/a>, \u003ca href=\"http://www.technovationchallenge.org/home/\" target=\"_blank\">Technovation Challenge\u003c/a>, \u003ca href=\"http://girlswhocode.com/\" target=\"_blank\">Girls Who Code\u003c/a>, \u003ca href=\"http://www.blackgirlscode.com/\" target=\"_blank\">Black Girls Code\u003c/a> and the \u003ca href=\"http://www.ncwit.org/\" target=\"_blank\">National Center for Women information Technology\u003c/a> have great resources.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And when girls or other underrepresented groups discover they love STEM -- hold up those examples for the world to see because kids listen to other kids.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39408/want-to-get-more-girls-into-stem-give-them-real-world-work","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_997","mindshift_20784","mindshift_1040","mindshift_20825","mindshift_47"],"featImg":"mindshift_39711","label":"mindshift"},"mindshift_39491":{"type":"posts","id":"mindshift_39491","meta":{"index":"posts_1591205157","site":"mindshift","id":"39491","score":null,"sort":[1425390919000]},"guestAuthors":[],"slug":"when-school-leaders-empower-teachers-better-ideas-emerge","title":"When School Leaders Empower Teachers, Better Ideas Emerge","publishDate":1425390919,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_39511\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/lollyman/4424552903\">\u003cimg class=\"size-large wp-image-39511\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/lego-collaboration-640x360.jpg\" alt=\"Lollyman/Flickr\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lollyman/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Teachers are increasingly being pushed into new roles as their ability to connect online opens up new opportunities. Educators are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-twitter-replace-traditional-professional-development/\" target=\"_blank\">finding their own professional development\u003c/a>, sharing lesson plans and teaching tips with colleagues around the world, and have often become \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\" target=\"_blank\">ambassadors to the public on new approaches to teaching and learning\u003c/a>. Easy access to information has empowered many educators to think and teach differently, but often those innovations remain isolated inside classrooms. Without a school leader who trusts his or her teachers, it is difficult to convert pockets of innovation into a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-transparency-can-transform-school-culture/\" target=\"_blank\">school culture of empowered teachers\u003c/a>.\u003c/p>\n\u003cp>One way of building that kind of unified school culture is through distributed leadership, the idea that no one person at the top of the hierarchy makes all the decisions that will affect the work lives of the adults in the building. Instead, the school principal or district superintendent empowers teachers and staff to run crucial aspects of a school, such as admissions, professional development and new teacher mentoring.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'You can seek to control or you can seek to support, but very rarely can you do both'\u003c/aside>\n\u003cp>“Distributed leadership is not ‘I empower you to do exactly what I say,’ ” said Chris Lehmann, principal of Science Leadership Academy in an \u003ca href=\"http://2015.educon.org/\" target=\"_blank\">EduCon\u003c/a> session about how to effectively distribute power. Often leaders believe they are distributing power, but they are actually just delegating. For teachers to buy into a system like this, which asks more of their time outside class, they must feel they are professionals trusted by leadership.\u003c/p>\n\u003cp>“Teachers have to really own what they are in charge of,” said Aaron Gerwer, intern principal at SLA. “They have to be invested in what they’re doing.” To get that investment, teachers have to know that support from leadership won’t be pulled away at the first bump or disagreement. There has to be space for different perspectives.\u003c/p>\n\u003cp>“It is a shared belief in the big ideas,” Lehmann said. “However, within the manifestation of the big ideas there’s a lot of room.” It’s the leader’s job to listen and include different viewpoints in a school’s vision statement, and once that structure is set it should guide every decision. If school staff are constantly re-examining core beliefs, there is \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">no time to get good\u003c/a> at anything. Through flexibility and distributed leadership, staff can work together to improve the teaching practices that help them reach those big goals.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"Kpnhh6NInn9YfLu2Od9bQRUWFmz3Cj2h\"]\u003c/p>\n\u003cp>“Just because you are empowered to take responsibility, there’s still that need for support,” said educator Lisa Williams. “That has to come from on top, on bottom and from left and right.” Other educators acknowledged that when power is distributed and then ripped away, it often results in disenchanted teachers disinclined to participate again.\u003c/p>\n\u003cp>When teachers are part of the decision-making process, it also makes it \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/what-if-teachers-were-charged-with-setting-school-direction/\" target=\"_blank\">harder to complain\u003c/a>. And while not everyone in a school is going to agree on how to approach every problem, if the process is consistent, individuals can trust that even when they don’t get their way it will be OK. However, it is just as important for a strong leader to recognize when certain difficult decisions must be made solo -- like layoffs, for example. In a community like SLA, Lehmann has to take responsibility for that decision to preserve the working relationships of the rest of his staff.\u003c/p>\n\u003cp>\u003cstrong>HABITS OF MIND OF A DISTRIBUTED LEADER\u003c/strong>\u003c/p>\n\u003cp>Educators at EduCon had a lot of ideas about how leaders can gain the trust of their staff and genuinely hand over some decision-making power. Good leaders are out in the hallways and classrooms, staying connected to the real work in schools. Leaders model vulnerability, making it OK for their staff to admit a unit didn’t work as well as they’d planned or to ask for help supporting a difficult student. And, while many leaders want to be visible and timely, sometimes taking in information and reflecting before making a decision is the best course of action. Strong leaders try not to say “no” to ideas from teachers, but rather push them to refine their ideas until they are actionable.\u003c/p>\n\u003cp>“You have to be a planner and you have to be strategic,” Lehmann said. As with teaching, if a leader is constantly in crisis mode there won’t be the time and space to make the most strategic decisions or the strongest lessons. “Planning doesn’t mean having the answers,” Lehmann said. “It often means having the questions.” It also means anticipating the challenges and sticking with the hard work it takes to lead in this unconventional way.\u003c/p>\n\u003cp>\u003cstrong>IF IT’S SO HARD, WHY DO IT?\u003c/strong>\u003c/p>\n\u003cp>When done well, distributing leadership creates a community of people on the same page, working hard toward defined goals. And \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/how-leadership-can-make-or-break-classroom-innovation/\" target=\"_blank\">when teachers feel valued and trusted\u003c/a>, they are more likely to trust and empower their students. “The way that SLA is led by Chris is the way that teachers teach,” said SLA teacher Tim Best. And when students are empowered to lead, they not only learn to trust their own capabilities -- they also produce their best work.\u003c/p>\n\u003cp>Shifting school culture is not easy or quick. Often it is impossible to keep all the original staff and still make a culture change. “The people make the culture, so people are either going to come on board with you or you’ll have to coach them out,” Lehmann said. It takes careful and strategic scaffolding over a number of years (as many as seven) to shift and sustain a new school culture, he said.\u003c/p>\n\u003cp>Setting up the systems is the easy part. “The years it takes to get buy-in to make sure the change stays is the hard part,” Lehmann said. And ultimately, as with so many things in education, the success of a leader comes down to the strength of relationships.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“You can seek to control or you can seek to support, but very rarely can you do both,” Lehmann said. One underrated quality he says leaders need is the ability to say, “I’m sorry,” and mean it.\u003c/p>\n\n","blocks":[],"excerpt":"Distributed leadership is not about delegating tasks, but giving individuals ownership over outcomes and creating a culture of innovation. ","status":"publish","parent":0,"modified":1425488956,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1076},"headData":{"title":"When School Leaders Empower Teachers, Better Ideas Emerge | KQED","description":"Distributed leadership is not about delegating tasks, but giving individuals ownership over outcomes and creating a culture of innovation. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"39491 http://blogs.kqed.org/mindshift/?p=39491","disqusUrl":"https://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/","disqusTitle":"When School Leaders Empower Teachers, Better Ideas Emerge","path":"/mindshift/39491/when-school-leaders-empower-teachers-better-ideas-emerge","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39511\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/lollyman/4424552903\">\u003cimg class=\"size-large wp-image-39511\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/lego-collaboration-640x360.jpg\" alt=\"Lollyman/Flickr\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lollyman/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Teachers are increasingly being pushed into new roles as their ability to connect online opens up new opportunities. Educators are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-twitter-replace-traditional-professional-development/\" target=\"_blank\">finding their own professional development\u003c/a>, sharing lesson plans and teaching tips with colleagues around the world, and have often become \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\" target=\"_blank\">ambassadors to the public on new approaches to teaching and learning\u003c/a>. Easy access to information has empowered many educators to think and teach differently, but often those innovations remain isolated inside classrooms. Without a school leader who trusts his or her teachers, it is difficult to convert pockets of innovation into a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-transparency-can-transform-school-culture/\" target=\"_blank\">school culture of empowered teachers\u003c/a>.\u003c/p>\n\u003cp>One way of building that kind of unified school culture is through distributed leadership, the idea that no one person at the top of the hierarchy makes all the decisions that will affect the work lives of the adults in the building. Instead, the school principal or district superintendent empowers teachers and staff to run crucial aspects of a school, such as admissions, professional development and new teacher mentoring.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'You can seek to control or you can seek to support, but very rarely can you do both'\u003c/aside>\n\u003cp>“Distributed leadership is not ‘I empower you to do exactly what I say,’ ” said Chris Lehmann, principal of Science Leadership Academy in an \u003ca href=\"http://2015.educon.org/\" target=\"_blank\">EduCon\u003c/a> session about how to effectively distribute power. Often leaders believe they are distributing power, but they are actually just delegating. For teachers to buy into a system like this, which asks more of their time outside class, they must feel they are professionals trusted by leadership.\u003c/p>\n\u003cp>“Teachers have to really own what they are in charge of,” said Aaron Gerwer, intern principal at SLA. “They have to be invested in what they’re doing.” To get that investment, teachers have to know that support from leadership won’t be pulled away at the first bump or disagreement. There has to be space for different perspectives.\u003c/p>\n\u003cp>“It is a shared belief in the big ideas,” Lehmann said. “However, within the manifestation of the big ideas there’s a lot of room.” It’s the leader’s job to listen and include different viewpoints in a school’s vision statement, and once that structure is set it should guide every decision. If school staff are constantly re-examining core beliefs, there is \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">no time to get good\u003c/a> at anything. Through flexibility and distributed leadership, staff can work together to improve the teaching practices that help them reach those big goals.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Just because you are empowered to take responsibility, there’s still that need for support,” said educator Lisa Williams. “That has to come from on top, on bottom and from left and right.” Other educators acknowledged that when power is distributed and then ripped away, it often results in disenchanted teachers disinclined to participate again.\u003c/p>\n\u003cp>When teachers are part of the decision-making process, it also makes it \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/what-if-teachers-were-charged-with-setting-school-direction/\" target=\"_blank\">harder to complain\u003c/a>. And while not everyone in a school is going to agree on how to approach every problem, if the process is consistent, individuals can trust that even when they don’t get their way it will be OK. However, it is just as important for a strong leader to recognize when certain difficult decisions must be made solo -- like layoffs, for example. In a community like SLA, Lehmann has to take responsibility for that decision to preserve the working relationships of the rest of his staff.\u003c/p>\n\u003cp>\u003cstrong>HABITS OF MIND OF A DISTRIBUTED LEADER\u003c/strong>\u003c/p>\n\u003cp>Educators at EduCon had a lot of ideas about how leaders can gain the trust of their staff and genuinely hand over some decision-making power. Good leaders are out in the hallways and classrooms, staying connected to the real work in schools. Leaders model vulnerability, making it OK for their staff to admit a unit didn’t work as well as they’d planned or to ask for help supporting a difficult student. And, while many leaders want to be visible and timely, sometimes taking in information and reflecting before making a decision is the best course of action. Strong leaders try not to say “no” to ideas from teachers, but rather push them to refine their ideas until they are actionable.\u003c/p>\n\u003cp>“You have to be a planner and you have to be strategic,” Lehmann said. As with teaching, if a leader is constantly in crisis mode there won’t be the time and space to make the most strategic decisions or the strongest lessons. “Planning doesn’t mean having the answers,” Lehmann said. “It often means having the questions.” It also means anticipating the challenges and sticking with the hard work it takes to lead in this unconventional way.\u003c/p>\n\u003cp>\u003cstrong>IF IT’S SO HARD, WHY DO IT?\u003c/strong>\u003c/p>\n\u003cp>When done well, distributing leadership creates a community of people on the same page, working hard toward defined goals. And \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/how-leadership-can-make-or-break-classroom-innovation/\" target=\"_blank\">when teachers feel valued and trusted\u003c/a>, they are more likely to trust and empower their students. “The way that SLA is led by Chris is the way that teachers teach,” said SLA teacher Tim Best. And when students are empowered to lead, they not only learn to trust their own capabilities -- they also produce their best work.\u003c/p>\n\u003cp>Shifting school culture is not easy or quick. Often it is impossible to keep all the original staff and still make a culture change. “The people make the culture, so people are either going to come on board with you or you’ll have to coach them out,” Lehmann said. It takes careful and strategic scaffolding over a number of years (as many as seven) to shift and sustain a new school culture, he said.\u003c/p>\n\u003cp>Setting up the systems is the easy part. “The years it takes to get buy-in to make sure the change stays is the hard part,” Lehmann said. And ultimately, as with so many things in education, the success of a leader comes down to the strength of relationships.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“You can seek to control or you can seek to support, but very rarely can you do both,” Lehmann said. One underrated quality he says leaders need is the ability to say, “I’m sorry,” and mean it.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39491/when-school-leaders-empower-teachers-better-ideas-emerge","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_997","mindshift_20784","mindshift_1040","mindshift_1041"],"featImg":"mindshift_39511","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. 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