What should our kids know and be able to do?

The art of reinvention will be the most critical skill of this century.

Yuval Noah Harari

This is a question that my current district is wrestling with (along with everyone else?). I wrote an article that appear in Choice Literacy’s newsletter today that briefly addressed this topic.

David Perkins describes a curriculum that is worth learning for today’s students as “lifeworthy”. Summarizing his book Future Wise for this Educational Leadership article, he breaks down lifeworthy learning into six descriptors.

  • Beyond content to 21st century skills and competencies.
  • Beyond local to global perspectives, problems, and studies.
  • Beyond topics to content as material for thinking and action.
  • Beyond the traditional disciplines to renewed and extended versions of the disciplines.
  • Beyond the traditional disciplines to renewed and extended versions of the disciplines.
  • Beyond academic engagement to personal choice, significance, commitment, and passion.

Yet Perkins holds short of making specific recommendations for what students should know and able to do. “I don’t think there is a universal answer for every school and society in today’s diverse world.” Fair enough.

Yuval Noah Harari takes the torch from Perkins and does offer specificities regarding what kids need to learn to succeed in the near and distant future. In his book 21 Lessons for the 21st Century, Harari offers insights on what we might expect and what we as educators can do about it. He starts by delivering a hard pill to swallow for educators.

Much of what kids learn today will likely be irrelevant by 2050.

Harari is referring to many of the subject-specific topics and ideas about our world. Perkins alludes to this in his lifeworthy criteria, listing “competencies”, “perspectives”, and describing content as merely “material for thinking and action”. Harari agrees, pushing the reader to consider the larger, more intangible outcomes that we might expect of our students to acquire.

The last thing a teacher needs to give her pupils is more information. They already have far too much of it. Instead, people need the ability to make sense of information, to tell the difference between what is important and what is unimportant, and, above all, to combine many bits of information into a broad picture of the world.

This shift from a “sit-and-get” approach to education to building knowledge and skills applicable to many areas is not new. The concept of constructivism (Piaget) has been around for decades. Maybe what is new is this sense of urgency we now feel in an age of complexity and not being able to predict even the near future. Harari himself concedes this reality.

Nobody can predict the specific changes we will witness in the future. Any particular scenario is likely to be far from the truth. If somebody describes the world of the mid-21st century to you and it sounds like science fiction, it is probably false. But then again, if somebody describes the world of the mid-21st century to you and it doesn’t sound like science fiction, it is certainly false. We cannot be sure of the specifics; change itself is the only certainty.

So if we had to focus on one thing for preparing our students for an unknown future, what might it be? For my money, I want to help kids develop a strong sense of personal identity within the context of a big world that has as many perspectives as it does communities and individuals.

For example, can students describe their beliefs and values and be able to revisit them over time in light of new information and different points of view? All while maintaining a strong sense of self? Being able to change one’s mind while maintaining our identify seems like a prerequisite skill for living and succeeding in this world.

To keep up with the world of 2050, you will need to do more than merely invest new ideas and products, but above all, reinvent yourself again and again.

Yuval Noah Harari

Final question: how can we foster this ability with our students? I believe it starts with ourselves. We need to model what it means to be a lifelong learner. For instance, students should see and hear us hold two different points of view at the same time and not succumb to bias or our emotions. This invites literacy and many other subjects areas to work together, an interdependence of ideas that our current curriculums have yet to address.

Building a Literacy Culture: Fostering Trust Through Beliefs and Commitments

In the midst of my third year in my “new” school, I feel fortunate that I can reflect on my past experiences as a building principal in one elementary while leading a literacy initiative right now in my current building.

We started at Mineral Point by delving into the foundations of literacy instruction: the reading-writing connection. We are moving forward, feeling more comfortable with our pace and expectations regarding what to try and apply in our classrooms. Some might want to move forward more quickly than others, which seems common in schools.

This is a challenge as a building principal/literacy leader:  What is the right pace in which to move an entire school toward a culture where every student is expected to become an independent reader and writer?

Answer: there is no right way. Many pathways can get you to the same destination. Yet it starts with trust, defined by Dr. Anthony Muhammad as “feeling confident in another person’s ability to follow through on a commitment.” People feel safer in these types of conditions to innovate.

To move toward a literacy culture as a whole faculty, trust has to be cultivated. Trust is founded on various elements of which many are tacit and hard to see. Two concrete ways to build trust is through examination of a school’s beliefs and an agreed-upon set of professional commitments. Beliefs and commitments are commonly-held agreements about what we think and how we act. They are the foundation on which a culture sits upon when ensuring that all students are successful readers and writers. Beliefs and commitments are rudders that guide our work toward our goals.

IMG_2750.png

I’ve written about examining literacy beliefs before; you can read about two recent experiences here and here. Regarding collective commitments, you can find this culture-building activity in Learning by Doing: A Handbook for Professional Learning Communities at Work (Solution Tree, 2016). I also shared about our school’s collective commitments on my school blog.

School leaders need to be able to determine when a school is struggling with its culture, such as when teachers are feeling too much stress while implementing new practices. I rely on our instructional leadership team members plus other staff to help discern how faculty is feeling about our work. I am not a mind reader. We have to rely on others’ perceptions regarding professional learning. This dialogue can be improved when we have concrete statements about what we believe and how we will conduct ourselves in accordance with these beliefs. They are words we live by.

The Obstacles We Create

During a Twitter chat this week for #AWSAConnect (Association of Wisconsin School Administrators, @AWSALeaders1), the facilitator Jay Posick posed a challenge for educators to respond to and blog about it before the next chat: Choose one barrier to hurdle next week.

https://platform.twitter.com/widgets.js

The hurdle I choose, one I think I select every week, are the obstacles I might create for myself.

Certainly, some hurdles are beyond our influence. For example, staffing that might be cut or resources that are limited due to budget constraints are legitimate obstacles we have little control over.

But I have found that the majority of the obstacles in our path are the ones we decide to let into our professional lives.

An example I wrote about recently was the commercial resource samples that appeared in our hallway. I had not requested these items. In the past, I would have shrugged and had our custodian put them in my office to review at a later time. And every time I went to my office, there they would be, waiting for me to open them up and make a decision on whether we should adopt these resources. This year, I requested that the company come back and pick up the samples. No more obstacle.

Potential hurdles that can interfere with our important work are not just physical. We also get inundated with online requests that call for our attention. For instance, a few of our faculty members have used Teachers Pay Teachers to order resources. A representative for this site reached out and asked if I was interested in a school account. In the past, I would have hemmed and hawed about making a decision, wondering who I might upset if I said “no” or “yes”. Instead, I asked the rep for more information about how their resources are evaluated for effectiveness and for permissions. I’ll share his responses with our leadership team and make a collaborative decision. Now, this obstacle was a chance to practice shared leadership.

We can event set up professional hurdles in our personal lives. They may not even seem like an obstacle to overcome at first. Case in point: I had my eye on a writers workshop for April. I talked to my wife about this being a birthday present, an opportunity to improve my writing skills. In the meantime, while discussing possible spring activities with my family, my daughter suggested we go to a Milwaukee Brewer game for my birthday (she knows I’m a baseball fan). It was at this point that I realize the workshop was connected closely to my work; I write almost exclusively about education. Her comment helped me get some perspective and reflect on my priorities as a father, husband, and friend. In other words, we’re going to a baseball game.

And with that, I would like to add a follow-up question to Jay’s call to action: Is this barrier that you want to hurdle an obstacle you created for yourself?

How to Build a Literacy Culture: A Theory of Practice

Today was a snow day for our school, so I had some time to tinker with my session for the Wisconsin State Reading Association Convention on February 7.

The topic for this session is on how school leaders of every stripe can build a literacy culture. I took three ideas from a past post I wrote and developed a theory of action that other educators might follow to facilitate schoolwide student improvement in reading, writing, and communicating. See below.

The thing about theories is they are limited, especially when developed by one person. While I do read widely and connect with others, as well as reflect on my experiences here, my perspective is not the only point of view. Other school leaders might have found a different pathway toward success.

So what are your thoughts? I want to put this theory to the test before I present it at the WSRA convention session. That could include offering critique and feedback in the comments, or simply sharing it with a colleague who might have a response. Thank you in advance.

Literacy Leaders: You can’t name it if you don’t know it

Without a synergy between literacy and leadership and a committed, joint effort by teachers and principals, fragile achievement gains do not hold.

– Regie Routman, Read, Write, Lead: Breakthrough Strategies for Schoolwide Literacy Success

In a primary classroom today, I was observing the teacher reading aloud a picture book about penguins. The students were active participants, answering questions about the main character and offering their theories about what might happen next in the story. “Could anyone else share their thinking?” invited the teacher, after affirming one student’s response with an objective “Mmm-hmm”.

After writing down my observational narrative (instructional walk) of the read-aloud experience, I gave the teacher my notes while commenting publicly about the lesson in front of the student. “Wow, I could tell you all understood the story well. You made predictions about what would happen next, using details from the book.” The class then shared that tomorrow they would be reading a nonfiction text about penguins online.

By sharing what I observed with the class, I did more than recognize the teacher for her efforts in being intentional with her read aloud. I also named the strategies – making a prediction, using details for support – as a reinforcement of their thinking. Students heard the point of the lesson from two different adults. My presence was value-added; I didn’t distract from the lesson but instead became a part of the learning experience.

My formal educational background is not literacy-rich. While I enjoyed reading as a student, my college studies were more focused on mathematics and middle-level philosophy. When I became an elementary principal, I had limited background knowledge about promising reading and writing practices. Thankfully, I had literacy leaders in my prior school who kindly yet firmly encouraged me to participate in our professional development focused on literacy. My first visits to classrooms were as a learner more than a partner, but eventually I felt competent to engage in the process.

Educators enter the world of leadership from many backgrounds. Some involve reading and writing instruction; some do not. Regardless of our backgrounds, we have an obligation to know literacy through formal and informal professional learning experiences. It’s a continuous commitment as new forms of literacy are growing in the information age. Lifelong learning gives me the language to engage in literacy conversations with faculty, an essential trait for sustainable student success.

Notice and Name

This post is from my weekly staff newsletter. Maybe you will find it useful as well! -Matt

“The 3rd graders noticed you were reading a book while walking down the hallway.” The teacher had stepped out to let me know this. I had been walking upstairs with my nose in a professional resource, on my way to help supervise recess. I could see the 3rd graders smiling at me through the open door.

My first reaction was guilt. Maybe I should have been paying more attention in the hallway and not modeling the potentially unsafe behavior of reading while walking. The teacher continued, “We thought it was neat to see the principal also as a reader.” This led to me stepping into the classroom briefly, sharing what I was reading (a series of essays by Alfie Kohn) and letting them know that I thought the books they were holding in their hands looked more interesting.

I’ve always been a “sneak reader”, using downtime to pull out a book or article. While in school, this led to some mild redirection from my teachers, they themselves probably not sure how to manage the dilemma of attending to their instruction while not wanting to dissuade me from reading independently. Maybe that is where my initial feeling of guilt arose from when the 3rd graders noticed me in the hallway.

As we continue to shift our instruction toward more authentic literacy practices, there might be some similar issues we experience. For example, allowing students to read independently while we confer with an individual may feel odd at first. We should be teaching and similar thoughts may arise. But teaching is not exclusive to standing up in front of a group of students and modeling a skill. Bringing students in as part of instruction, providing just enough scaffolding for guided support, and releasing the students to practice independently are just as important to the process of learning.

When I visit classrooms daily and provide feedback about our work, I learn more and more that today’s lesson started before I arrived and will continue after I leave. I want to point out what is happening in the classroom so that you feel affirmed in your efforts to try something new. Also, I like to notice and name tried and true practices that you might be taking for granted. I had forgotten that reading a book in front of others can be a positive model for students. Reading aloud in the classroom may have become routine in a classroom, yet the students notice. When we are in the midst of instruction, it can be hard to take a step back and appreciate our work. We should!

Watch and Learn

I was in a 4th-grade classroom, conducting an instructional walk. The class was being led by the teacher in a shared reading of Little House in the Big Woods. While the students followed along in their copy of the text as the teacher read aloud, my mind was tempted to go toward assumptions about whole class novel studies.

  • They are teacher-directed and do not provide for student voice and choice.
  • One common text does not address different reading abilities.
  • Time spent reading together means less time reading independently.

After a few minutes, the teacher paused where she was reading and asked the students to turn and talk about the story so far. Then she walked over to where I was sitting. “We are using this novel to teach students how to have authentic conversations about what they are reading. We are starting with turn and talk. Gradually we will build in roles and strategies.” 

I thanked her for sharing this information with me. Our school goal is “A Community of Readers”. This teacher was taking a current text they use within their study of history and building in discussion strategies that we were learning about during professional development. I added this context to the anecdotal notes I was writing and would eventually give to her.

When principals visit classrooms, the typical stance is to evaluate. To judge how effective instruction is for students. During instructional walks, the goal is to learn. Not just about what is happening in the classroom. To become smarter as leaders as well as to examine our own assumptions. We don’t have to be the most knowledgeable person in the school, but we should be the one most willing to learn.