Collaboration = Convergence of Ideas

I have written about Convergence before. It’s a 2-day professional development conference sponsored by my current school district, Wake County Public Schools (WCPSS). The name is not happenstance.

Dictionary.com defines the act of converging as meeting “in a point or line; inclin[ing] towards each other, as lines that are not parallel.”   WCPSS Convergence brings together library media and technology teachers across the vast school system to share with and learn from each other. It is clear Spring Convergence 2017 is focused on collaboration.

Almost every session I attended today used collaboration as its core whether the collaboration was virtual (Google Drive & Classroom) or the keynote address by Chris Barton and Don Tate about their collaborative efforts in creating the book Whoosh! Lonnie Johnson’s Super-Soaking Stream of Inventions.

I, too, presented about collaboration with my “batty” partner-in-crime, Krista Brinchek. Krista and I collaborated on a unit with 4th and 5th graders. Students learned about bat conversation and white nose syndrome in Science specials class with Mrs. Brinchek. In library, students learned how to conduct research, determine important information, cite resources, and use Google Classroom while researching general information about bats and their habitats. Our unit hit the next level when Christy Bigelow, technology teacher, incorporated 3-D modeling having students create 3-D models of bats using geometric shapes.

Today’s presentation, titled “Does Collaboration Make You ‘Batty’?” was fun to create and present because my collaborative partners make it so. We allow each other to dream an idea then help one another bring the idea to fruition. Part of today’s session allowed attendees the opportunity to think about and note drivers and barriers to collaboration. It is clear collaboration can happen within any organization if adults allow it.   Teachers are not silos. They work best in groups holding each other accountable and pushing one another outside of comfortable spaces. The session ended with an opportunity for attendees to share their successful collaboration stories. This was my chance to learn from those to whom I had been presenting. I now have ideas to implement!

As the name implies, I believe Convergence is about building relationships, trusting others, and bending my instruction to others’ best practices and successes. My presentation is linked here for you to view. If you have any collaboration ideas, and especially if you have success stories to share or how you overcame barriers, please share in the comments below. I want to continue my learning.

Photo credit:  @stacydarwin

Find Your Tribe: They are your wind, energy, and dreams.

 

Dreamers, realists, doers, thinkers…people are grouped into categories. These labels have a ring of truth but most often one person is a mixture of all types. In Launch Cycle by John Spencer and A.J. Juliani, the first chapters outline the types of teachers within a school building. The premise is it takes all types to create a well-rounded instructional program and enact systematic educational change.

Much like the various types, my small “tribe” at Taylor had a mixture. While all groups and my relationships to each group mattered, it was the small tribe that gave me wings. The music and art teachers comprised this tribe. Much like when the architect, engineer, and artist collaborate, the three of us dreamed, designed, and built.

The relationship mattered because we found common allies who were not afraid to challenge the status quo of education. We saw a greater vision and understood for it to become reality, large and small changes were needed. The tribe began with art and music collaborating. I was already a friend with them so they would run ideas by me for my input.   When I saw how I could support their dreams, I jumped aboard their ship.

Some of the plans only impacted our individual programs. More often than not, the dreams were wide scale. Something seemingly insignificant as tweaking the master schedule for the next school year has huge rippling effects throughout the building. It touches core principles and beliefs of teachers. To change the master schedule required important, tactful steps.

School dreams only become reality with administrator support. Our tribe never dreamed anything without plotting out the entire approach and presenting information including all possible pros and cons, along with human impacts, to our principal. In many ways, he was our tribal leader. Our sage was the ITRT. Their wise council moved our vision to either become reality or go back for rethinking. Our tribe never accepted “no”. We tolerated and understood “not right now”.

A functional tribe understands its impact. Our tribe was a force. Much like a hurricane, our force grew when we were fueled by one another. The more we allowed each other space to dream, the greater our dreams became. The bigger our dreams, the larger instructional impact we would have.

Our tribe identified and understood unproductive dreams and instructional changes. Those ideas never were spoken to our principal. Sometimes, they were addressed with our ITRT to see if there were tweaks to make the dreams plausible. Because we tolerated each ideas, we happily agreed with one of our tribe members who pumped the breaks.

This relationship made us all better instructors. As a dreamer, I am always imagining what can happen in the future and constantly looking for improvements. I become bored when work is the same day after day, year after year. This tribe ensured it never was boring.

The Dynamic Duo: Librarians and Instructional Technology Facilitators

School librarians and Instructional Technology Resource Teacher (ITRT) are islands within their school buildings. Most schools have 1 of each. The librarians and ITFs in these buildings are the lucky to have a counterpart. Some schools only have 1 person to do both jobs! How lonely this must be. The luckiest of all, are schools that have larger teams with more than one librarian and/or ITF.

My Batman to Robin was Ena Wood, former ITRT in Arlington Public Schools (APS). We were truly the “Dynamic Duo.” Ena’s supportive shoulder, guiding thoughts, and listening ears served to be invaluable to my career. Actually, Ena had a large impact in me teaching at Taylor Elementary School in APS. She knew of me through common connections. When an opportunity arrived for me to transfer, she encouraged me to apply. When I was hired, she served as my unofficial mentor. This mentorship grew into a true symbiotic relationship that helped one another grow personally and professionally.

The key to this relationship is that we understand what it is like to be a “silo” or “island” in our school. Her focus was professional development and increasing the effective use of instructional technology while mine was similar in terms of information literacy. We saw the connectedness of our programs. As the school population grew and classroom/office space shrunk, we contemplated moving Ena’s office into the library.

She subbed for me teaching library skills when I was absent. I served as her back up for technology support. We met at least weekly but rarely in a formal capacity. We made sure to eat lunch together no less than once a month. Our friendly informal rapport allowed for greater free flowing ideas. During these “chats” we planned professional development, lessons, and the vision information and technology literacy’s impact to our school.

But just as importantly, we helped one another personally. We shared our personal lives with each other. Serving as counselors and confidants, we ensured appropriate work-home life balance. Having someone at work to share and celebrate home life helped me focus at work and focus on home when each needed it most.

Our Dynamic Duo collaborated to present at ISTE and VAASL (then VEMA). We helped create and implement many APS I-Safe initiatives. But our impact at Taylor was vast. Together, we shaped the school’s technology and library programming. We served on our school’s leadership teams, helped design the school wide instructional focus, and challenged and supported all teachers and students.

We challenged one another as well. When one of us noticed a sign of boredom or static growth in the other, we talked about it. I encouraged her to take leadership roles in the district and state. She encouraged me to get my administration degree. We wrote letters of reference for one another as we pursued other career opportunities or were nominated for awards. This relationship matters to me. Librarians and ITRTs who do not have this same type of relationship, please do yourself a favor and start talking. Start collaborating. Start building trust. Your relationship (or lack there of) matters to each other and to your school community.

Relationships Matter Series

Relationships are key to functioning civilizations. Schools focus on PLCs and other teaming factors to help teachers grow and increase educational effectiveness. Throughout my career I have always built relationships with teaming partners, administrators, parents, and students. These relationships challenged me and made me a better educator. I want to take time to highlight some of my key relationships. Within this series I will not address student to teacher or teacher to administrator relationships. These topics are well covered within the educational world. They matter and have mattered to me. However, I want to focus on the relationship teams I have purposefully sought so I could be a better teacher.

These relationships came both naturally and were forced. I have always found the best relationships to teeter on the edge between comfort and chaos. In that small space is growth, learning, and excelling. Relationships take work to survive. Without these relationships, I would not be where I am in my career: physically and emotionally.

The relationships I will highlight have all come during my time as a librarian. My relationships as a classroom teacher were—and still are—important. I feel like they transcended into the relationships within this series.

I look forward to learning about others’ professional relationships. Leave a comment or find me online to drop a note.

Snow Day Questions…So Many Questions (repost from 2016)

pic0035I need to be upfront at the beginning of this post.  I do not have answers or solutions.  I have questions—and lots of them.  By the end of this reflection, I doubt I will have answered my questions.  Rather, I need your insights.  Please comment and email your perspectives and experiences.  My blog is about learning after all.

So what are my questions?  They are about the virtual learning on snow days.  In mid-January 2016, the eastern portion of the United States experienced a massive snowstorm that left many school systems closed for upwards of a week.  Luckily, we were on the southern end of the storm and were only out of school for two days.  However, those two days hit right during the middle of the year and only three weeks after returning from winter break.  Teachers know how crucial this time is.  Students are showing growth and many formative assessments indicate directions for the 2nd half of the school year.  But this is winter after all, and El Nino or not, winter storms cut into learning.

School districts across the United States are embracing technology and finding ways to lessen the impact of school closings.  Many districts have begun to institute snow-learning days at home through “virtual school days” and snow day packets.  My questions relate to using online resources to continue learning outside of school.

Is it beneficial?  Truthfully, I cannot believe I am asking this question.  Yes, it’s beneficial.  Further exploratory learning, allowing students to be masters of their learning in a virtual setting, flipping the classroom, and online classrooms are trends that I believe are not only improving education but also teaching lifelong skills of collaboration and critical thinking.  Students are learning about life in the “real world”.  After all, I continue my work on snow days by sitting at the kitchen counter planning lessons, creating book lists, and participating in Twitter chats to just name a few. (As an aside, I want to give a quick shout out to #ncsnowchat for awesome pop-up professional development on snow days.) But for students who are excited about their snow day, are we taking away the “joy” of snow days to put focus on nonstop schooling?  Is that a bad thing or another way we are improving as a society embracing curiosity, exploration, and home:school connected learning?

So, if we embrace snow day “e-learning”, how do we proceed?  Many districts have taken to Twitter as a means.  Within my previous district, Arlington Public Schools in Virginia, many librarians have effectively utilized Twitter to sponsor snow day Twitter chats, virtual librarian access, and encouraging reading from their e-book collections.  During this past snow storm, APS teachers participated in a #APSchats focused on how teachers have continued students’ virtual learning during their extended snow days. This is certainly one way to go.  But can this be measured and are students able to show progress when participation is voluntary?

What about the great economic divide?  Who does virtual learning positively impact and are students most in need of continued growth able to participate in virtual learning.  I’ve only begun a cursory search—this is a topic that could be and is well studied—but I found a 2013report showing that in 2011, roughly 70% of the U.S. homes have Internet access with the Asian and Non-Hispanic White households having the greatest Internet access.  Only 58.3 and 56.9 of Hispanic and Black households respectively have Internet access.  Simple Internet searches reflect positive aspects to household Internet access.  So if we are offering virtual school on snow days those benefiting are the ones who already have benefit from Internet access.  Are we furthering the space between the have and have-nots?

What if we provide the technology?  In North Carolina, Transylvania County School System has given all 6th-12th graders laptops.  Teachers have set up continuous work, even on snow days.  The thought is school is still “in session” although at home therefore no make up days needed.  Teachers hold online hours when they are available through email, phone, and other means to help students with their work.  This is amazing! Much like the online professional development teachers participate, students are learning from a truly blended environment.

Snow days are great even if I complain about not wanting snow or a day out of school.  Encouraging virtual education is one of my passions.  Then, why am I pondering this virtual snow day trend?  Shouldn’t I be showcasing its boldness and need?  Maybe I am doing just that.

What about you?  What are your thoughts and experiences?  What resources are available to support this trend?

Snowflake image created by:
Moulton, Jim. pic0035.jpg. February 1, 2009. Pics4Learning. 11 Jan 2017

Welcome to the new site

My blog is back up and running and on a new site. New Adventures of an Old Librarian

Hello and welcome to the new site rickydhamilton.com.  Last year, I started a blog on blogspot and enjoyed when I wrote.  But, I rarely gave myself time to do it.  After a few weeks of not posting, I thought, “Why bother?  No one is reading anymore anyway.”  But November 2016, I was fortunate enough to sit in a conference session by the one and only (and totally amazing…I’m geeking out here, just so you know) George Couros.  The session focused on blogging as form of professional portfolio.

This session challenged me in a way I had not anticipated.  Honestly, I thought I would enjoy hearing from him.  I have followed him on Twitter for years. I truly was going to the session as a fan an less as a learner.  Now before you skewer me for attending a conference and not opening myself as a learner please understand I value cognitive breaks.  As a teacher and librarian, I am focuseimg_0510d on instructing all day.  My learning muscles are not as sharp as they were when I spent my whole day in school as a learner.  So after attending a previous full day of attending sessions, taking notes, and devouring as much learning as possible, by day two I was a bit tired.  But I entered a packed room and found one empty chair I rushed to claim as mine so I could sit and be mesmerized by an edchat guru.

Instead of being mesmerized by his knowledge, I was dumbfounded by my lack of blogging; my lack of reflective writing; my lack of proving my passion.  I left his session wanting and needing to write.  But I did not.  I have sat on this for upwards of two months.

Why?  Because I was not ready.  Why? Because I was holding myself back.  Why? Because I felt inferior to those around me.  I allowed myself to forget how to correctly #failforward. And I have felt ashamed because I have kept myself from stepping out on a limb.  If I truly believe and want and demand that my students take risks, I have to as well.  So, here it is.  I’m back baby!  I have a lot to say and I hope others will learn from it.  But more importantly, I hope others will continue to push me, challenge me, and help teach me so I can continue to grow as a learner.

The next few posts are copies of the 4 posts from blogspot.  If you have not read them before, I hope you get something from reading them.  If you have, I believe rereading is always a good thing.  Once you read, please connect with me and share your thoughts.

Now let’s step onward in this new journey together.