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Edcamp Voices Series: Christopher Wooleyhand, Ph.D

10/30/2013

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Leading up to our November 9 event, Edcamp Baltimore organizers hope to share the voices of different edcamp stakeholders through our blog. These voices might be reflections on edcamp experiences or diving into discussion topics that might transfer into a session on the day of the event.


Special thanks to Christopher Wooleyhand, Ph.D (@principal64) who volunteered his blog post about teacher-led schools, also published on his blog. The original post can be found here. Interested in contributing? Contact us.


Are Teacher-Led Schools Viable?

The October edition of Educational Leadership focused on leveraging teacher leadership.  This is a topic near and dear to my heart.  I am convinced that growing teacher leadership is the key to raising the level of instruction in our nation’s schools.  I also believe that principals are responsible for making this happen.  I was, therefore, intrigued with Lori Nazareno’s article titled, Portrait of a Teacher-Led School.

In her article, Nazareno describes the teacher-led school she opened in Denver, Colorado.  According to her, “(they) have consciously created an environment that requires all teachers to lead in a climate in which everyone owns student learning.”  The school reports that is uses teacher teams as well as peer observation and evaluation to guide instruction.

The article gives a balanced view of the innovation that can be fostered in a teacher-led school, while also outlining the challenges of leadership in a “flat” organization.  Nazareno isn’t suggesting that all schools can make do without a principal.

New ideas in teaching and school leadership are needed and should be welcomed.  If a teacher-led school model fosters increased academic achievement, then we should embrace it.  Nazareno, however, doesn’t offer any data to tout her school’s success.  It would be interesting to see a longitudinal study conducted on the efficacy of teacher-led schools.  Of course, there is more to a school’s success than student performance data.

After reading the article, I still feel strongly that teacher leadership should be able to thrive regardless of whether a school is led by a principal or by a lead-teacher.  In fact, a strong, collaborative principal can foster a level of leadership that empowers teachers to make the same instructional decisions that are made in teacher-led schools.  Principals are also skilled at protecting teachers from administrative tasks that can sidetrack their instructional focus.

Frankly, the concept of teacher-led schools also makes me a little sad.  Has the state of education reached such a low point that principals are now seen as obstacles to the learning process?  I also find it a little ironic that when you visit the website for Nazareno’s school*, the Mathematics and Science Leadership Academy, they list a principal and a lead teacher as staff members.  This would suggest that maybe the packaging was changed, but the contents are the same.

Perhaps the biggest contribution of the teacher-led movement is that the term lead-learner has become popular.  If a principal sees himself or herself as the lead learner, then it won’t matter what other titles he or she may hold.  Teacher-led schools are unlikely to replace principal-led schools, but maybe their ideology can influence school leaders to be more collaborative and team-centered.

* As noted in the article, Nazareno left the Mathematics and Science Leadership Academy for a position as a teacher-in-residence with the Center for Teaching Quality in Conifer, Colorado.

ASCD members and EL subscribers can access Nazareno’s article at the following link:

http://www.ascd.org/publications/educational_leadership/oct13/vol71/num02/Portrait_of_a_Teacher-Led_School.aspx

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Edcamp Voices Series: Heidi Hutchison

10/19/2013

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Leading up to our November 9 event, Edcamp Baltimore organizers hope to share the voices of different edcamp stakeholders through our blog. These voices might be reflections on edcamp experiences or diving into discussion topics that might transfer into a session on the day of the event.


Special thanks to Heidi Hutchison (@heidihutchison) who volunteered her blog post about student blogging, also published on her blog. The original post can be found here. Interested in contributing? Contact us.

Why Blogging Needs to Be in My Curriculum and Why My Students Need It!



The day before yesterday, I brought my students to our computer lab to blog again. It was so wonderful to see them so excited about writing!

It has taken me a few years to develop a system of how to teach students to blog. It has also taken me a few years to effectively incorporate writing skills I usually taught in other ways into a blogging curriculum. And, I hesitate to even use the word curriculum because I think it is only the beginnings of one. I have also not done this alone. With the help of fabulous technology teachers, Andy Hanes and Jennifer Robinson, we really are starting to make it come together for kids, and ourselves!

We began the year with showing students what blogs were: what was the difference between an article and a blog? I then asked my students to make a list of what they would like to read about. My colleagues and I responded by making a Mentor Mob list of blogs that fit their criteria and were safe for them to read. After giving students about two 1/2 hour periods in the computer lab to simply browse and read, we began to have discussions about questions they had regarding the blogs. Some questions were: How can we tell if the information is coming from a reputable source? What do we do when information is really mixed in with opinion? Can we use blogs as sources for research? Why do some blogs have pop up ads or ads on the screen and some don't? What formats do we prefer...the writing on the right side of the page? The left? Do we like pictures on the page at the top? Is the page too busy for us or too boring? They commented on being annoyed when someone didn't capitalize the word "I" or put too many exclamation points. They loved it when someone was able to tell a clear story and put lots of details.

We are taking part in the Student Blogging Challenge on Edublogs, but using KidBlog to blog. As a teacher, the ability to check my students' writing before they post, as well as approve comments before they are posted, is extremely important to me. For the challenge, students needed to first write an introduction of themselves so we checked out a couple of examples and talked about which one we liked best and why.

This brings me to our class we had two days ago. Students were so excited to write and read other classmates' blogs! During class, I was able to individually conference with students who had finished and submitted their blogs for review. It was differentiation at its' best! I could help students with their specific writing difficulties and build on their strengths. Some students needed to understand how to appropriately use colons, some needed help with organization and learned how to cut sentences out and move them to a different place so that it made more sense, some students just wanted reassurance and praise. Yes, there was time to individually praise students! We are learning about compound subjects and predicates and next time we blog, I can have them copy and paste a favorite sentence into a Word Doc, or better yet, something collaborative, like Pirate Pad. We can then highlight subjects and predicates using their own writing. We can also take that opportunity to share why they love that particular sentence they wrote the best!

When my colleague, Jennifer, who was working with me at the time, asked students why they loved blogging, their responses said it all:
  •     Because it's fun!
  •     Because real people are going to see it that aren't us!
  •     Because when I make mistakes, it makes more sense when I have to fix it!
  •     Because we get to learn more about our classmates and people we don't know!
  •     Because it isn't made up, it's real.

 My students need this kind of writing. They need it because it means something to them, it motivates them to learn and be better readers and writers. They need it because it builds on their interests, taps into their creativity, invites them to be collaborative, and begs them to think critically. What more could you want as a teacher?

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Edcamp Voices Series: Mary Beth Hertz

10/11/2013

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Leading up to our November 9 event, Edcamp Baltimore organizers hope to share the voices of different edcamp stakeholders through our blog. These voices might be reflections on edcamp experiences or diving into discussion topics that might transfer into a session on the day of the event.


Special thanks to Mary Beth Hertz (@mbteach) who volunteered her blog post about the edcamp model, also published on Edutopia (@edutopia). The original blog can be found here. Interested in contributing? Contact us.


Edcamp: A Little History
The edcamp model is based on the international unconference model, BarCamp. Despite its name, BarCamps have little or nothing to do with alcohol. Rather, computer hackers conceived them as a way to come together to share ideas. According the to BarCamp wiki, a BarCamp:

  • is an ad-hoc gathering born from the desire for people to share and learn in an open environment
  • is an intense event with discussions, demos and interaction from participants who are the main actors of the event
The organizers of edcamp Philly attended BarCamp Philly in November 2009. This experience sparked our passion for the unconference model and inspired us to share the model with our colleagues in education. We immediately began considering what the basic principles of the day would be, who would come, how we would get the word out and how we would 'market' it to educators.

We reflected on our experiences at BarCamp and did some research on the model to make sure that we what we were offering was truly and unconference and was truly attendee-driven.

Camp Rules
There are many different kinds of "camps" based around the BarCamp model that follow these basic rules (from the BarCamp website and loosely based on Fight Club rules):

  • 1st Rule: You do talk about BarCamp.
  • 2nd Rule: You do blog about BarCamp.
  • 3rd Rule: If you want to present, you must write your topic and name in a presentation slot.
  • 4th Rule: Only three word intros.
  • 5th Rule: As many presentations at a time as facilities allow for.
  • 6th Rule: No pre-scheduled presentations, no tourists.
  • 7th Rule: Presentations will go on as long as they have to or until they run into another presentation slot.
  • 8th Rule: If this is your first time at BarCamp, you HAVE to present. (Ok, you don't really HAVE to, but try to find someone to present with, or at least ask questions and be an interactive participant.)
Since edcamps are derived from this model, we follow the same basic guidelines. Unlike traditional conferences, sessions are not planned or scheduled until the morning of the event using a scheduling board on which attendees can place an index card with their session on it.

The sessions range from basic conversations around teaching methods to sessions sharing digital projects by students or sessions based around just having fun. Most BarCamps have a technology focus, and many edcamps include sessions about using technology in the classroom, but a technology focus is not necessary. However, it is suggested that you bring a laptop to an edcamp as many presentations will be interactive and there is usually a heavy backchannel conversation going on. It is also a great way to be two places at once when you want to attend two different sessions at the same time.

When thinking about who would attend edcamp Philly it was clear that we wanted a varied group that included classroom teachers, instructional coaches, administrators, colleagues and others. We were excited by the opportunity for a wide variety of people in education to be in the same room discussing their ideas and passions. One of the best parts of an unconference like edcamp is that it creates a level playing field for discussion. Since the attendees drive the conference and the attendees also serve as presenters there is no hierarchy between presenters and attendees. Teachers can present in front of administrators and administrators can engage teachers in dialogue with both parties taking an active role in the discussion.

Attendance Must Be Free
One of the most exciting and challenging aspects of putting together an edcamp is that they are 100% FREE. Technically, an edcamp should not require any funds aside from some name tag stickers, index cards, paper and some markers. However, there may be a need to secure a venue and/or wireless connection and of course it's always nice to be able to provide breakfast or tee shirts, so you may want to find sponsors. Later blog posts will discuss sponsorship, but keep in mind that edcamp unconferences, as ad-hoc gatherings, do not require the bells and whistles of a traditional conference.

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Edcamp Voices Series: Jen Filosa

10/8/2013

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Leading up to our November 9 event, Edcamp Baltimore organizers hope to share the voices of different edcamp stakeholders through our blog. These voices might be reflections on edcamp experiences or diving into discussion topics that might transfer into a session on the day of the event.


Special thanks to Jen Filosa (@jafilosa) who volunteered her blog post from her experience at Edcamp Baltimore last year for the first post. The original blog can be found here. Interested in contributing? Contact us.



Edcamp Bmore - The Baltimore Edcamp Experience

     Yesterday I attended Edcamp Baltimore--Edcamp Bmore--Be More! Since it was my first true Edcamp experience, I was very excited to watch it all unfold (I went to Edscape last month in New Milford, NJ, which was amazing and had preplanned sessions, but I had never attended an Edcamp "unconference" before).  I met some incredible local educators that I hope to stay connected to, and I also met some of my PLN face-to-face, which is always very exciting.  The organizers of Edcamp Baltimore were nervous about whether the schedule would fill up with volunteers, but after just a few minutes, you could tell that would not be a problem - here's what their schedule ended up looking like after the planning phase.  I was excited and nervous to "lead" a session, but the unconference model helps alleviate that pressure because the session ends up being a conversation among educators asking questions, offering suggestions, and problem solving.  The energy at edcamps is truly contagious and invigorating, and it should be a model for our professional development days in school.  

     I took a lot away from the experience--I learned what it means to be a teacherprenuer (thanks to Andrew Coy, @andrewcoy, for the great discussion and opening my eyes to this concept).  It was fascinating to hear about events where teachers and techies meet up on a weekend and try to problem-solve and create apps or tools for the classroom.  I'm interested in trying out an EdTech meet-up soon in the Maryland region--maybe I'll create something really cool!  My big drive lately has been to create my own open-source AP US History text for my classroom, especially with the new College Board curriculum design rolling out next year.  Along with the teacherprenuer discussion, I was also able to participate in a discussion about how to take the Edcamp/unconference experience back to my school and help implement it in our school.  We discussed the possibility of resistance from staff and colleagues and some ways to counter that resistance, and we also heard successful implementation models from Reed Gillespie,@rggillespie, and Phil Griffins, @philgriffins, both administrators in schools in Virginia.  It was nice to see the example described from the top down, which I think can make the transistion easier.  Hopefully, I can help convince some of my colleagues to see the benefit of an unconference model--it is more valuable, participants have a buy-in because some of them are leading disucssions, and the energy that comes from the collaboration can help us refocus potential negative energy and morale issues in order to re-invigorate our teaching.  I think Mr. Gillespie said it best in his reflection on his edcamp-modeled professional development day--"Teachers were actively engaged, asking questions and taking notes as opposed to the traditional PD where teachers are grading papers, reading books, playing on their cell phones, crocheting, etc."

    Thanks so much to the Edcamp Baltimore Co-Founders Shannon Montague, @montysays, and Chris Shriver, @ccshriver - it was a wonderful experience, and I can't wait to participate again next year!
     
     Here's the wiki for Edcamps in the US--check it out!
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