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a technology-infused curriculum is a priority.
They must also stay away from technology
initiatives (e.g., 1:1 iPads) and move toward
learning initiatives.
To ensure success, there must be time and
structures for communication. There must be
a safe place where discussions can include the
good, the bad, and the ugly. Ideally, methods
for communication move beyond meetings
and email and into online communities (e.g.,
Facebook, Workplace, Teams) where instant
sharing, collaboration, group messaging, and
video are embedded.
Table groups also discussed the importance
of keeping students at the center and viewing
them as the main focus of this work. Ways
to accomplish that include ensuring that all
professional learning opportunities are student-
centered and encouraging district employees to
stay connected by visiting classrooms.
When making decisions, always include
student voice and choice—whether those
decisions involve purchasing or learning
programs. For example, in Asbury Park, the
literacy intervention program they implemented
as part of their STEAM initiative incorporated
the students’ love of hip hop. The hip-hop
literacy camp contributed to students exceeding
growth targets. At Denton ISD, they surveyed,
observed, and recorded video interviews of
students discussing preferred devices. Students
knew they were a part of the decision, which
helped them own and have agency in their
learning.The final key takeaway was that there must
be a strategic plan to educate and support both
teachers and leaders in understanding the why
and implementing the vision.WORKING GROUPS
Through a series of working groups, Summit
attendees had the opportunity to discuss topics
of interest such as data privacy and security,
digital citizenship, blended learning today,
interdepartmental relationships and getting
everyone on the same page, and the techie part
of STEM.
Session highlights included:MEASURING ROI AND THE IMPACT OF
PROGRAMS
Participants in this session came away with
seven takeaways to consider when measuring the
return on investment of technology programs:
n Know the why
n Focus on digital inclusion
n No screen-time limits
n Technology provides an infrastructure
n Profiling graduates makes the ROI clear
n Showcase students, not test scores
n Package the work in portfolios.CHANGING PEDAGOGY: SUPPORTING TEACHERS
TO TEACH IN NEW WAYS
In this session, Michael Marassa, director
of technology, and Renee Zoladz, associate
superintendent for Grayslake Community (IL)
High School District 127, shared resourcesfrom EdLeader21(edleader21.com) that they’re
using to integrate the 4Cs (critical thinking,
communication, collaboration, and creativity)
into education.
JoJo Farrell and I, who head digital
engagement and learning at the New York City
Department of Education, also highlighted
how we use our #NYCSchoolsTech group to
connect educators with one another as well
as with vendors—both online, via our award-
winning Facebook group, and face-to-face,
via professional learning opportunities and
meet-ups.REDESIGNING CLASSROOMS AND OTHER
LEARNING SPACES
JoJo Farrell explained how New York City is
rethinking professional learning spaces with an
emphasis on learning centers. This approach has
resulted in positive learning gains for educators.
For example, in our partnership with Google
for developing Google Certified Teachers,
only about 15 percent of teachers received
certification before using the learning station
approach. Today, more than 80 percent of our
educators become certified.
Other districts discussed the importance
of flexible learning spaces that are nimble and
agile. Consider “Ikea-izing ” the classroom or
making it more like a coffee shop. Working
group participants discussed how modern
learning spaces do not need to be designed with
technology and furniture built to last. Instead,
they should be inexpensive and created with the
idea that upgrades and iteration every couple of
years keep learning environments current.
Two book recommendations were The Power
of Place and The Third Teacher.LESSONS LEARNED: KEY
TAKEAWAYS
The closing session provided an opportunity
for Summit participants to meet in “job-alike”
groups to identify specific takeaways they could
put into place in their districts. Here are some
of the big ideas that were common across all
groups.HAVE A COMMON “WHY”
Throughout the two days it became clear that it’s
important to ensure that all stakeholders know
and understand the “why”—and that it drives
the vision. Simon Sinek provides a tool to think
about the “why.” It’s called the Golden Circle,
and it has the “why” in the center, with “how”
and “what” in surrounding rings. The “what”T&L PHOENIX LEADERSHIP SUMMIT