“Inspired to Learn and Other Lessons from Kansas Stories”

By Vicki Bechard, LFKS Secretary

The videos are completed.  The series, Inspired to Learn:  Kansas Stories, is ready for use.  We are proud of the product, but the journey was more than an end point. What did we learn in this process?  From the beginning this has been a learning journey filled with hope, joy, frustration, perseverance, and pride.  We have been inspired by those we interviewed, and those who were willing to let us peek into their professional learning experiences. We have been energized by the convictions and expertise of these Kansas educators. Our own learning and passion have been reignited.  The “we” in this blog represents Dayna Richardson (LFKS Executive Director) and me - partners, colleagues and friends in this journey.  A year after we intended to be done, here is a glimpse of our story…

The journey of Inspired to Learn:  Kansas Stories is much like a school year – only longer.  We began with a vision in the application process 4 years ago, and started with so much hope, excitement and energy once we received this 3 year grant just like the first day of school.  Our “classroom” was filled with unknowns, dreams that needed direction, and the desire to acquire skills and support to make those dreams a reality.

Transforming professional learning was our focus in Learning Forward Kansas as we rebooted our organization.  As LFKS reached out to educators across the state, we continued to hear, “But what does it look like in my school?”  This driving question became the trigger for LFKS to apply for the Learning Forward Affiliate Grant in 2015.  The Kansas State Board of Education approved the Standards for Professional Learning in 2012, but few schools knew about this, much less utilized the standards to improve their instructional practice.  Our vision was to do something different:  to create a video series featuring Kansas educators that could be a resource to schools and educators who were seeking to improve their professional learning experiences.  Our purpose was to facilitate their understanding so our initial plan was to create a video on each of the Standards of Professional Learning, plus one on the process of change. 

Every educator begins their school year with a vision and a plan to support that vision.  But the needs of the students often alter those plans.  Our experience with the video series was very similar.  Once we received the grant, our thoughts began to shift into a different direction based on continued discussions and observations from the field.  Educators didn’t need another resource defining the Standards for Professional Learning.  They wanted something to help them use and implement them.  After discussing our new understanding with our LFKS board, several Kansas educational leaders, and our support group from Learning Forward, we realized that we must create something that was useful, modeled effective professional learning, and helped guide educational leaders to use the Standards of Professional Learning collectively, not individually.  Silos were a thing of the past.  We soon came to realize, we are better together.

Kansas has a wide range of school sizes, strengths, and needs.  One size does not fit all for learning in the classroom, with the faculty, or from one school to the next.  What effective professional learning looks like in an urban school is vastly different than a small rural school hundreds of miles from a large city.  Regardless of the differences in resources, delivery methods, or personnel, the goal remains the same:  every educator wants to use effective instructional practices that lead to student success.  And to that end, all educators are inspired to learn, and want to know “What does that look like in my school?”

Our Work:  Inspiration, Listening, People, Collaboration, Time and Feedback (repeat 5 times)

When we listen to the learners, our instruction becomes more focused on the needs of that learner.  Sometimes what we believe to be the best way to learn may not be the best method for the learner.  With that understanding comes revision and a renewed focus on the purpose of our work.  What is the learning goal?  How will we get there?

Our first video attempt was too long and lacked clear focus.  We got some tough feedback from a supportive organization of educators.  We swallowed hard but we listened and started again.  We realized we had failed to establish the WHY and convey that what we were doing was important – not just to us – but to all Kansas educators aspiring to improve teaching and learning.  It wasn’t enough to have great sound bites from great educators; we had to weave a meaningful message of the importance of effective professional learning.  Our learners spoke to us and we listened.  Those plans we made when “school started” were put aside and reworked with a renewed focus on the learner’s needs.

Since Lois Brown Easton’s article, “The Why, How, and What of Professional Learning,” appeared in Learning Forward’s Tools for Learning Schools in 2012, we have focused on the importance of establishing the “why” in everything we do and within every learning opportunity LFKS offers.  Further study of Simon Sinek’s work (which was the basis for Easton’s article), strengthened our belief in ensuring that establishing the why is the first and most important step to effectively change one’s practice.  This understanding and the feedback we received led us to the realization that our first video attempt lacked the WHY and subsequently required a major revision. Going forward, this philosophy guided everything we did and led to how the Inspired to Learn:  Kansas Stories video series was organized. 

Lesson plans and learning goals continue to evolve during a school year, and the same thing happened in our video experience.  Once the first video was completed, the second video seemed easier to do.  We saw that educational leaders believed that professional learning was important but too many were relying on one-size-fits-all or sit and get sessions that just weren’t engaging, meaningful or relevant.  That lead us to - What does effective professional learning look like…. in Kansas schools?  Once we conveyed this message in video two, the questions began to shift – How does this work? How do we plan?  How do we engage staff?  How do we promote collaboration that changes practice and leads to student success?  Understanding why is critical.  Clarify what is important.  But how is the vehicle that takes us from knowing to doing. 

As a result, the rest of the videos revolved around how effective professional learning is achieved from multiple perspectives, using a wide variety of strategies.  As a teacher would personalize learning experiences for students in his/her classroom, our focus was fine-tuned, and the video series took shape.  We needed more interviews, different questions, and more examples of effective professional learning to feature in these how videos.  Sometimes learning and progress is messy as educators will tell you.  We also felt these same growing pains.  Confusion reigned sometimes as we watched draft videos over and over causing pictures and words to seemingly swim together.  Cutting footage typically came from asking ourselves to revisit our purpose for the video we were watching.  Did this comment or picture fit? Does it help tell the story?

One of our greatest aha’s was when we went together to film in a small 1A school in south central Kansas where educators were excited about project based learning and making learning relevant and engaging.  We discovered them when they presented with their students at the KSDE conference the previous fall.  How could we use their energy?  Their passion inspired us.  Their humility was revealed in their desire to simply do what was best for kids and credit each other for their success.  How could we bottle their success to be shared with others?  To that end, our questions to them weren’t about the project based learning itself, but focused on how they made this work.  What professional learning had to happen to get it started and more importantly, sustain this work at such a high level?  What lessons could they share with others on what to do and what to avoid? How did leaders support and facilitate their work? We started to understand the importance of HOW and the need to share this with our fellow Kansas educators.

If we were to do a “walkthrough” of our “classroom” one would see engaging lessons, modeling of effective professional learning, and a variety of learning strategies (protocols) that meet learners where they are.  One would see collaboration and deep conversations around thought-provoking questions.  One would see experts discussing their beliefs, experiences, successes and challenges.  Learning would be happening before, during and after viewing the video utilizing protocols in the accompanying facilitation guides. And one would see the learners taking this information and adapting it for use in their own work.  The initiatives that schools undertake are designed to meet the needs of their students so the examples in the videos are there for consideration and not intended to be the only answer.  Our intent for this video series was to spark real professional learning, where educators turn theory into action, or as we like to say, to go from knowing to doing.

When the culture in a classroom, building or district becomes focused on growth and success for ALL, and is supported through every action, and every professional learning opportunity, students win.  Our purpose in creating these videos was to support these efforts as schools and educators evolve.  Just like educators believe that everyone can learn given the opportunity, resources and sufficient time, this video series was created in the same way. 

Our Journey Continues.  It was a 3 year grant, but it took 4 years to complete.  Life happens in the middle of our plans sometimes, and we make adjustments.  We couldn’t have done this without the willingness of Kansas educators to share their experiences on camera or let us be a part of their school’s professional learning sessions.  We also relied heavily on the support and feedback of Kansas educators that we knew well and others that we befriended during this process.  Our technical support was second to none and allowed our dream to become a reality.  But without the dream, backed by the grant received from the Learning Forward Foundation, none of this would have happened.  Again our video series journey parallels the classroom experience.  Support matters.  Resources matter.  People matter.  

Our journey comes to an end during May, much like a school year.  It has taken us from knowing to doing, and while we are happy to rest a bit, we recognize we have much more to do.  Our future work, as we look to the next school year, will benefit from the valuable lessons learned firsthand that we are #BetterTogether.  Join us as we continue Learning Forward. 

Click here to learn more about the video series.

Mindset Matters: A Prescription for a Great Year!

by Vicki Bechard
LFKS Secretary

It’s Back to School!  How do you feel?  Are you excited?  …Do you have great plans?  …Big hopes and dreams for you and your students?  Will you still feel this way in October? December? Next Spring?  Maybe it's time for a back-to-school mindset checkup.  

Is your mindset radiating excitement and confidence for new ways to teach and learn, new possibilities, and success for all?  Is it clouded by questions, doubt, and apprehension for the changes and new expectations for educators and students alike?  Is it a little bit of both?  All responses are normal, but some are more constructive than others.  Is your mindset propelling you to great things or holding you back?  What will be your prescription for success?

Variations of this quote have floated around social media this week that might make us consider the health of our educational mindset: 

“A goal should scare you a little and excite you a lot.” 

- Dr. Joe Vitale

What is your first response to that statement?  Whatever you say, that is your mindset talking.  That first reaction – knee jerk if you will – says a lot of about how you think.  The beliefs we hold, based on the experiences we’ve had, reveal themselves in the way we respond to every task, challenge, decision, or problem we encounter every day.  If we are interested or believe we can succeed, even though we may need to learn something new, our approach is viewed as a growth mindset.  However, if we believe we are being asked to go too far out of our comfort zones, that we might look bad, believe it is too difficult, or we had a similarly bad experience, then we exhibit a fixed mindset.   Mindsets are usually viewed as a continuum, rather than either/or.  We all display a range of mindsets depending on the situation. So as you examine your own beliefs and practices, what symptoms do you have?  In other words, which mindset do you exhibit more often?  And does it matter for the health of teaching and learning?

How does the mindset with which we approach everyday life, including teaching and learning, impact our potential for success?  …Or our students’ success?

With redesign of education at the forefront of our planning and focus of back-to-school professional learning, educators are being forced to reckon with many new tasks and challenges.  Thinking outside the box is a requirement of redesign and yet can produce both open doors of opportunity and possibility, and walls of self-preservation and resistance.  How do we shift our thinking to increase chances of success?  What new strategies will we try to improve our teaching and learning health?

If we want our students to exhibit a growth mindset, it begins with us – the adults.  Saying you have a growth mindset isn’t enough.  It’s about walking your talk; aligning your actions with your goals; and sending the right message for yourself and your students.  Just like we can often tell if our kids are faking it; kids can tell if we are faking it too.

Change Your Words, Change Your Mindset

Developing and nurturing a growth mindset begins by reframing your thinking and intentionally changing your words to change your mindset.  It begins with the ALL of the adults in the building and spreads to students through our instruction and modeling of the beliefs, words, and actions that represent a growth mindset.  It is a commitment, not a quick fix.  It is not something you achieve, like a test score or grade, but something you strive to live every day.  It requires a conscious effort to ensure our thinking, speaking, and actions line up with our intent.  It’s also more than a bulletin board or school slogan. It requires us to examine the work we give students, the class rules we post, the way we respond when feedback is given or an intervention is needed.  What message(s) do we send?   It is an intentional way of approaching every task, problem, or situation every day.  For some, the prescription may be a lifestyle change.

So What’s the Prognosis?  

Whatever mindset we have, we can change. Growth Mindset is more than a positive outlook or increased effort, although that is part of it.  It is a willingness to work through difficulties, plan for and deal with failures that we will most likely incur, and a resolve to focus on possible solutions rather than the problem itself.  This occurs in classrooms, faculty rooms, professional learning, accreditation and redesign efforts, as well as how we approach post-secondary success.  It starts early with kindergarten readiness.  Our mindsets are shaped by our experiences and it is up to all educators to ensure we are nurturing and guiding our students in the right direction so they can develop mindsets that lead them to be successful in school and as adults.

Even those with a growth mindset can slip back into a fixed mindset when faced with multiple setbacks, lack of support or resources, or mental/physical exhaustion.  Nurturing a growth mindset is always a work in progress. 

What We Understand

We evolve through our experiences and willingness to try or be open to new things.  We believe we can learn and grow with new understandings, practice, and a commitment to continuous improvement.  We have confidence in our ability to control of our circumstances.  We embrace possibilities and persevere through obstacles and setbacks.  We are committed to the message of hope that Dr. Carol Dweck shares in this video, The Power of Yet.   

Our prescription for a great school year, fueled by a growth mindset, is to be consciously aware of our thinking, words and actions.  Are they aligned with what we say we believe or expect?  Are we modeling and working to fulfill the Power of Yet?  What learning, feedback and support should we see in our buildings to ensure this is happening?  The side effects of a growth mindset prescription just might be the best teaching and learning you’ve ever experienced!

Doctor's Note:  Check back in 3 months so we can monitor our progress!

References:

"The Power of Yet" by Dr. Carol Dweck

Brock & Hundley, The Growth Mindset Playbook

Mike Gershon, How to Develop Growth Mindsets in the Classroom

Redesign – The Courage to Leave the Shore to Make Our Best Better

 February 13, 2018

By Vicki Bechard,
Secretary LFKS

REDESIGN:  We hear this word in every educational conversation around Kansas.  It is at the heart of the state accreditation process (KESA), and the “WHY” behind the Mercury7 and Gemini initiatives involving Kansas Schools.  We also hear, “What is Redesign?”  Even when the Commissioner of Education speaks he is careful to use examples of redesign in the real world, but does not specifically paint a picture of what that might look like in schools.  I believe this is intentional because if he did say "THIS is redesign" (insert your own initiative example) – that’s what many schools will race to duplicate.  So how might we attempt to clarify redesign and the role professional learning plays in the redesign process?

Meriam-Webster defines redesign as “a revision in appearance, function or content.”  Right click on redesign and find synonyms that further clarify what this might look like:  reshape, reform, rewrite, restructure, reformat, remake….in other words, indicating one must do something differently.  But redesign without purpose puts us out to sea, adrift without a destination or map to guide our sails.  That’s probably OK for a relaxing weekend getaway if we had plenty of supplies and a way to get home, but would not serve us well as the primary strategy to lead our schools and districts. 

Redesign possibilities are endless and this is not a blog about what options schools have.  In reality, where we go and what we do is dependent on the needs we uncover and the direction we want to head.  The questions we ask drive the answers we seek:  What is best for OUR students?  How can we be better educators and learners?  What do we need to do differently to give our kids the best opportunities?  What will make our best even better?

The WHY behind our redesign initiatives provides purpose and helps identify what will benefit us most as we set sail on the journey that will lead us to our destination (goal).  It tells us what to pack; what type of crew and skills will be needed; how to anticipate and navigate choppy waters; and what our destination will be.   To determine the WHY we need to examine the data to ensure our destination is sound and doable.  Data also tells us what resources we will need in terms of the vehicle we use, manpower, fuel, food, and supplies.  Surveying our crew with a needs assessment of sorts will indicate the knowledge, skills, and resources we have and what we will want to acquire, develop and utilize throughout our journey.  Studying the long term course we’ve mapped out, both prior to and during our journey, will help us target potential issues so that we are prepared to tackle them, make adjustments, and continue toward our destination.  Finally we must ensure that we know the outcome:  what it will look like when we reach our destination and whether it has been beneficial to our purpose.

Professional learning will be critical to this journey.  The standards that guide our actions can be seen in every aspect of our work.  We will see them as we gather to examine and study the data before, during, and after the trip (Learning Communities & Data).  We will find them in the leadership that plans, supports, and captains this journey (Leadership).  We will see it in action as it pinpoints our focus when designing and determining the type and frequency of the learning we need to acquire the necessary skills and how to apply them successfully in our journey (Learning Designs).  They will take the form of adequate and timely resources to support our journey as we try, revise, and try again to perfect our knowledge and skills for this journey (Resources & Implementation).  And they will be seen in the results as we determine if our goals have been achieved and reflect on how we might improve the process as our journey continues to the next destination (Outcomes).  As you may notice, the aforementioned examples underscore our premise that the Standards for Professional Learning are the framework that shapes our work throughout the redesign process.  LFKS encourages all educators to be intentional about ensuring that our work includes all of the Standards, for if we omit even one, we will more than likely not arrive at our destination as we intended.

Those who attended the recently completed LFKS Annual Conference experienced firsthand the many possibilities of redesign and heard from a wide range of practitioners on what that might look like.  In all cases we also heard how important the role effective professional learning plays into successful implementation of whatever initiative we choose to pursue.  This journey is one of promise, but will also include more than a few adjustments to our sails.  Redesign is scary and exciting at the same time, so first we must prepare for our journey so that we may leave the safety of the harbor and seek new destinations to broaden our horizons.  The reality is that what we have done up until now may have been our best work, but the future requires that we look differently at how and what students learn. 

Simply put, redesign is seeking new ways to make our best even better as we do what’s best for kids.  

As you contemplate redesign, we are eager to learn where you will go and why that journey is what’s best for your school.  Even though the metaphor for change and redesign at the state level is the space program, our sailing metaphor serves the same purpose.  The wisdom of Winston Churchill continues to inspire our redesign efforts whether we are referring to rockets flying into space or boats sailing to new horizons, “If you want to discover new oceans, you must first have the courage to leave the shore.”  

Possibilities await.  How can LFKS support you in your redesign efforts?

Living the Dream of Effective Professional Learning: Making it Happen

March 13, 2017

By Vicki Bechard, Secretary LFKS

A year and a half ago, as we began the grant process, we were wondering how (maybe even IF) the dream of creating videos using Kansas examples to illustrate effective and meaningful professional learning would come together.  Everything was in future tense… Hopes, dreams, predictions, possibilities…  And now we are Living the Dream and have two videos completed and ready for use. 

The second and most recent video, What is Professional Learning, digs into the components, beliefs, and actions that comprise effective professional learning.  Kansas educators share their stories to underscore and illustrate the actions that lead to a quality professional learning experience rich with engagement and meaning.  I was inspired by the many educators we interviewed or observed.  I could feel their passion and commitment to this effort.  They truly believe in quality professional learning, and most importantly, they are walking their talk, putting those beliefs into actions.  I can’t wait for others to see it, use it, and transform professional learning for themselves and in their buildings! You can view both videos and accompanying resources on our website at this link.

So for a few moments, celebrate with us the progress of our work… and then know that we will quickly get back to work to make the next part of our dream happen.

Back in November, as we completed the first video on Why Professional Learning Matters, I wrote about the process of taking the skills and abilities we had, or of people we knew, and combining them, along with the many new things we had to learn, into a team effort to produce the first video.  Dream Big…and find a way to make it happen seemed to become our mantra.  Now as the second video is a wrap, I think about how much we have learned, and how many educators have become integral parts of our collaborative effort.   I can’t say enough about the work of our team to make this dream a reality and I marvel at how much we have accomplished.  Creating these videos has truly been effective professional learning in action. 

In reality, this was a prime example of the ups and downs of a project based learning experience.  It may parallel some professional learning experiences too.  Often we think too much about what we don’t know or don’t have instead of looking first for what we can do.  At no time did we sit in a workshop or classroom and sit through a power point presentation on how to do the videos.  We did spend lots of time collaborating, researching, asking questions, brainstorming, clarifying our vision, collecting data, refocusing, editing, and seeking feedback. We went back to the drawing board quite often. We did very little of our work in a face to face setting.  We used an online platform for sharing information, working collaboratively, editing, and storing our work.  Very long phone calls played a large role in our planning too. The point is, if we would have focused on what we didn’t know or didn’t have, we wouldn’t have accomplished this much. If we would have only worked on the days we were able to meet face to face, we wouldn’t have one video completed at this time, much less two.  Dream Big…and find a way to make it happen.

As I continue to reflect on the last year or so, I also realize that the dream has become even bigger, which means we have much more we want to accomplish as we seek to create quality professional learning experiences that lead to action and transform practices for every educator.  The next videos will focus on the “How” of effective professional learning, highlighting different ways to affect our practice and ultimately student success.  One size doesn’t fit all in the classroom or professional learning, so the “how” may change but the goals still remain the same.  This happened throughout our experience.  A single thought seemed to spark other new ideas, and we revised our plan accordingly with new "hows" that still achieved our goals.  New questions also arose like, “How might we continue this work after the grant runs out?”  Dream Big… and find a way to make it happen.

The challenge for us now is to identify more Kansas exemplars that we can feature in future videos. To make that happen, we want your help.  We are looking for educators or school leaders who can share their expertise and show that it can be done here – in Kansas – in tough economic times - in big schools or small. 

Some may be hesitant to offer or volunteer because they don’t feel deserving.  We realize that most school teams or initiatives are works in progress, but we want to highlight those who are using best practices or trying new strategies to improve the quality of their professional learning experiences and subsequent implementation of school or classroom goals.  It doesn’t have to be perfect.  So, as the saying goes, “If you see something, say something!”  Please share with us great examples of implementation, processing, or teamwork that you see being used in your school or in your neighbor’s school.  We would especially love to hear from schools or teams that are focusing on teacher rounds, looking at student work, feedback for growth, collaboration, using data, and more.  We have Big Dreams and we want your help to make them happen!

Learning Forward Kansas is here to support Kansas educators in their dreams of effective professional learning and excellent teaching and learning every day.  We have resources on the website, learning opportunities to attend, and ideas to share through social media. We continue to grow and evolve in our own areas of expertise.  We invite you to join us on this professional learning journey.  How may LFKS support you as you Dream Big…and find a way to make it happen!

Learning is a Process.....Inspired to Learn: One Kansas Story

By Vicki Bechard

Secretary LFKS

The primary goal of education in Kansas today is to prepare our students to be successful adults.  There are many skills, traits, and knowledge that will build that capacity.  Of course academic knowledge and technical skills will be a big part of this picture, but it will take a broader educational experience to achieve successful adulthood.  As identified in the Soft Skills to Pay the Bills curriculum at youth.gov, students will need to possess communication skills, enthusiasm and attitude, teamwork, networking, problem solving and critical thinking skills, and professionalism to be employable and productive citizens.   How will we as educators acquire, model, and facilitate these skills so that our students can practice them in authentic learning experiences to apply what they have learned so these critical skills might transfer to life after high school?

To that end, consider what professional learning might look like if we changed how educators learn, and moved toward doing something new that stretches our knowledge and skills and increases our capacity as instructional leaders.

One way we have done this at Learning Forward Kansas is to apply for and receive the Learning Forward Foundation Affiliate Grant.  This was a dream that suddenly got legs when we were awarded this grant in spring of 2015.  Little did we know about the magnitude of this undertaking until the announcement of the award made it very real and we started to put our dream into action.  What we had was enthusiasm for this project.  What we didn’t have was the technical expertise to make our dream a reality.  However, we did have some soft skills at our disposal that would lead to a greater knowledge base, critical partnerships, the ability to work in small teams, and the professionalism to ask for and accept feedback that was sometimes hard to hear.  This new learning was a process, and one that has changed my thoughts on how to present project learning to students and teachers as well. 

As traditional learners, we waited for the “how” from our partners at Learning Forward.  They weren’t sure either but had a few ideas.  We waited and brainstormed and waited some more.  Finally we created our own storyboard format instead of waiting for the perfect template to be delivered to us.  We spent a lot of time asking for ideas and examples from our colleagues and peers.  Each time we had to share our vision and convince them they had something worth sharing.  Slowly but surely it started to take shape.

Partnerships, networking, and perseverance were keys to this project.  Finding a willing tech partner that would be professional in product creation but do it for a song and a thank you was realized through the educational circles we had been a part of over the years.  Soon we connected with a few educational leaders and schools, and eventually received some invitations (and invited ourselves!) to view examples of professional learning that we could film and include in our first video.

This was a lengthy process as we turned a vision with no real parameters into a finished product.  We had to evaluate and synthesize our ideas and turn them into something manageable and meaningful.  At last, the first video was rolled out – ultimately too long and too rambling.  We were excited to have something to share, but immediately headed back to the drawing board to focus our message and reduce the length.  So we worked some more.  Soon the second video attempt was ready for feedback. We chose another group to look at this next draft.  Again, we were given feedback that was hard to hear, but specific enough that we could continue to refine the video into something that would be useful and meaningful.  The third time was the charm. 

Why Professional Learning Matters:  In Our Building It’s Everyone’s Job to Learn is the first video of the LFKS series Inspired to Learn:  Kansas Stories.  It is online ready for you to view and use with your district, building, staff, or team to create and implement effective professional learning.  There is also a resource guide to accompany this video to deepen and enhance the learning experience as one examines why professional learning matters.

And just as with any other goal attainment, we savor the moment, and then move on to the next goal.  The second video in this series will focus on What Effective Professional Learning Looks Like and is scheduled to be released before the holidays. 

The moral to our story is that in order for us to change how we educate our students, we must change how we educate ourselves. 

We used soft skills to navigate the process, with minimal outside directives, and limits that were largely self-imposed.  In the end the messiness of our initial work and the refining that occurred throughout the process were part of the reward as we produced a product that reflected our purpose and was one in which we could be proud.   We had more questions than answers going in, but we have grown and stretched our capacity as educators and as leaders.  We did that by immersion and being actively involved, not by sit and get, or being told what to do at each step along the way.  There is no better lesson for educators to learn in ways that can be passed on to students.  That is WHY Professional Learning Matters.  And as a result, we embrace the idea that it’s everyone’s job to learn!

Travelogue for Change and Professional Learning

By Vicki Bechard, Secretary LFKS

This past week I took my parents to Rocky Mountain National Park near Estes Park, Colorado.  We had been there many times when I was growing up, but my own vacation in August sparked an interest for them to return to a place with spectacular scenery and where we had made many memories.  A major difference this time was that I was the leader, planning and assisting them throughout this journey.  We also went in the fall, instead of mid-summer, so even familiar sights looked different because of the aspen, now golden, and the skiffs of snow dusting the peaks.  There had also been some flooding in the park that altered the landscape since they last visited, so those changes also made a difference in what we saw and did.  As with many of my life journeys, it made me think of education and how we “do school” in general, and how we “do professional learning” in particular.

While school, as we know it, may be similar every year, there are many changes that occur both inside and out that affect how we teach and learn.  Change may cycle like the seasons, allowing us to purge the old to make room for new growth.  Or change might dramatically alter what we do when we are faced with new leadership, promising research, new resources, or emerging strategies; all of which can shift our perspective and ultimately affect how we do business.  There are also actions, seemingly beyond our control, like severe budget cuts and policy changes at the state and federal level that also affect the business of “school.”  As we implement these changes, we have too often heard the cynics say, “We’ve already tried that before,” or “Just wait long enough and this initiative will go away too.”  Yes things cycle, including ideas, and vacation destinations.  But each time you revisit something old, you blend it with something new, and the experience can altogether change, transforming into something better.

With any new learning or initiative, whether you are the teacher or the student, there is a period of adjustment where you wrestle to find balance between what was, what is, and what needs to be. Many factors play into the successful implementation of whatever change(s) will occur.

Relationships:  Identifying and addressing the needs of all the stakeholders is a must.  My parents wanted to see Estes Park and Rocky Mountain National Park one more time, and in the fall season of the year (which they had never done before).  Their physical limitations would hold them back or even prohibit this trip if they tried to do this by themselves, so I offered to take them.  We are all adults and somewhat set in our ways of living, traveling, and what interests us on vacation-like trips, so it was important that I listen to their wants and needs and blend my skills and interests with their needs and interests in order for them (us) to have an enjoyable trip.  So I asked a lot of questions, offered suggestions, listened to their responses, and ultimately we got to see and do those things that made their trip worthwhile.

In schools, leadership is also charged with the task of identifying and addressing the needs, questions, and concerns of the stakeholder groups that will be impacted by the change initiative about to take place.  Establishing and nurturing the relationships during this process is an action that will build trust and ultimately lead to better communication throughout the change process.  Also during this assessment process, identifying pockets of excellence and blending the strengths of those involved will produce a more successful transition and/or end result. 

Change feels better when you work together and not have it done to you.  If we are mindful of the people in the process and what they bring to the table, we will design learning experiences that are meaningful and provide the players with resources and support to ensure success. 

Learning Design and Support:  My parents don’t have the abilities, stamina, or physical health to do the things they used to do (or at the same speed) when we went on vacation when I was a kid (actually neither do I!).  So I had to be mindful of that and operate at a slower pace, assist them when necessary, and step back and let them be independent whenever possible.  And yet sometimes they still thought I was going too fast!  Sounds like school, doesn’t it? 

How do we adjust the [learning] design so that all can find success?

Adjusting the Time needed to successfully complete the task is a must for all learners.  Whether we are students or educators, we don’t come in with the same level of past experience or learn and understand at the same rate.  Even though we might be on a deadline, finding time to understand and implement is critical.

Collaborating and Asking the Right Questions produces buy-in, ownership, and collective responsibility for the outcome.  I could have easily planned the entire itinerary and just put my parents in the car and took them to sights I thought they wanted to see.  I did have a framework of a “tentative schedule” but that only served as a starting point for this trip.  I asked them questions and made adjustments.  We discovered new opportunities we hadn’t considered and as a result changed course a time or two, which resulted in seeing new and exciting things!  Other factors affected our journey too, such as the weather.  We could only rely on the forecast when making our original plan, but even the weather people don’t always get it right, so adjustments were needed.

How often do we plan a lesson, unit, or professional learning experience without including the opportunity for collaboration or buy-in from the learners?  If we include the learners or stakeholders in this process, it increases the likelihood of success.

Support is critical to achieving our goals.  We all need the right resources and assistance as we progress toward the end result.  This summer, I found using a walking stick on the rocky trails was especially helpful.  My dad has started using a cane everywhere he goes.  My mom took one on our trip “just in case.”  We steady each other on uneven paths, and watch with pride as we stride out along the trail. 

But there is a balance that must be achieved between facilitating or guiding and doing it for them.  “Independent doing” is also a goal.  Sure it’s faster to do it for them but how will that help THEM succeed (think about when you taught your children to tie their shoes and how long it took to accomplish that before you could walk out the door)?  My parents have been independent their whole adult lives, traveling and doing what they want to do.  The physical limitations of their age are affecting that now, but they still want to be as independent as possible.  I have to be careful not to just swoop in and do it for them, or expect them to do things at the same rate that they used to do. 

All educators need support during new learning.  When we ask someone to change how they are doing something, there will be some frustration before there is success.  The kind, frequency, and level of support we offer the staff may be the difference between successful implementation and just putting another initiative on the shelf.  Anyone who is comfortable with the way they do something (teaching is just one example) is challenged when we ask them to do some things differently.   Everyone will need periodic support to ensure implementation is going well or to help correct problems that may have surfaced – and yes, some may need support more often or at deeper levels. 

Providing support becomes a part of the learning design.

Over the last few months, I have been privileged to be a part of and witness some on-going professional learning in a nearby school.  They have not just provided the new learning for the staff, but have committed to providing support from both the outside (me) and from within (time, frequent check-ins from the principal, PLCs, and in-house expertise).  They are committed to this long term goal and dedicated to ensuring it will be accomplished by providing the necessary support to get everyone on board.  They recognize that this new learning is an on-going process – not just an event.

Change requires us to use the pillars of professional learning as we plan, implement, and seek to achieve the goals of the new initiatives.  How will you address the many changes that will occur on your school’s journey this year (or in the future)?   As you consider how we “do school” and specifically how we “do professional learning,” remember that each time we revisit (or revise) something old, we blend it with something new, create a new experience, and transform into something better.

My parents and I arrived home safely from this quick trip that allowed us to enjoy the beauty of Rocky Mountain National Park.  Yes it was a different experience from what we had done before, but one rich with new memories, and a greater appreciation for the participants, the destination, and the journey we took together, for it was OUR trip not MY trip.  How will your school experience and view its journey to and through the next change initiative?  

Growing Pains: “Are We There Yet?”

By Vicki Bechard,
LFKS Secretary

This fall it will be the 25^th anniversary of when we started to remodel my grandma’s house, the one we were living in then and the one we still live in today.  It was a functional house, made into a home by the love and memories that came to life through those who lived there as well as all that went into its care and upkeep.  But it was time for change.  Our growing family had too much stuff, different needs, and we wanted more room to spread our wings.  The changes we implemented required a lot of thought, dreams of what we wanted, plans to make it happen, and reality checks of what we could afford.  Oh yes, then there was the hard work on top of our “real” jobs, and the mess we lived in for far too long.  But the pride and joy we felt as it took shape more than made up for the sacrifices we made.  We couldn’t wait until it was finished and we could just live in our new home.  But 25 years later, I can tell you we probably will never get “finished,” because we are always finding new and better ways to address the space, color, and functionality of our home.  Change is what we do.  It’s called living.

Parallel to the time frame I referenced with our personal remodeling experience is the life of the organization we now call Learning Forward Kansas.  Originally established as the Kansas Staff Development Council, it served to support and promote staff development for Kansas educators and schools.  We had leaders who were passionate about what we now refer to as professional learning, lots of educators who participated in the conferences we hosted, and many members that bought into the purpose and work of this educational organization.  Over time, schools across the nation began to change and look at different ways to “do school.”  As a result, our parent organization changed their name to reflect the need to look to the future, so we became Learning Forward Kansas, as we are known today. 

But during the changes that were overspreading education in general, we, like many schools and people often do, let the changes happen to us without proactively considering and acting on the change in vision and practice that the organizational name change implied and evolving educator needs required.  We still had good people working with us and we were comfortable in what we were doing.  But soon we found schools were changing because their clientele and the political landscapes were changing.  Money got tighter and staff development, or the preferred term, professional learning, became a casualty of those budget cuts and the lack of understanding of its importance to teaching and learning.  Membership and attendance at our events waned.   What were we to do?   It became clear that Learning Forward Kansas needed to change our way of doing things too.  A remodel or transformation was in order if we were once again to be the professional learning organization that today’s Kansas schools and educators relied on to help them achieve excellent teaching and learning.

In the last few months, Learning Forward Kansas has been under construction.  The transition is much like the remodeling job described of my grandmother’s house.  We have been overhauling a comfortable, familiar organization that served previous generations of Kansas educators with great pride and acceptance.  But in order for us to serve this generation of 21^st century educators, we had to identify the needs Kansas educators have today, look for new possibilities, and do that within the financial limitations in which we all find ourselves.  We are blessed with leaders in our organization that have vision, are organizers and doers, and have the desire to sacrifice both time and financially to see these dreams become reality. 

Transition is messy. It’s where kids get in the most trouble at school.  It’s your house as you clean closets and take some of your old stuff to the nearest donation location and rearrange for the new fall arrivals.  It requires vision, management of time and resources, perseverance and patience.  Someone needs to make decisions. Everyone has a job to do and we rely on each other to work in tandem to turn our goals into reality.  We seek fresh perspectives and synthesize the old with the new.  We occasionally stop to catch our breath to celebrate progress and so we can regain some strength as we continue to move forward.  We often are asked (and even ask ourselves), “When will we be done?  Are we there yet?”  The answer might be, “Who knows?” or maybe, “Never” because it will be on-going.

So look for some changes in the coming weeks and months.  A new website will roll out before school starts featuring the beliefs and goals for the transitioning Learning Forward Kansas (LFKS) and filled with resources for all educators seeking excellent teaching and learning.  New learning opportunities will be available for teachers, administrators, and school teams starting in the fall and continuing all year.  Some of the things that you have relied upon LFKS to provide will still be around, but how we deliver them to you might look differently.  Look for LFKS in your email, on social media, at meetings or conferences, and out in the schools.  This kind of transformational change will not happen overnight, nor will it occur without a glitch to two.  But it is happening as we speak. 

Learning Forward Kansas wants to be your professional learning partner.  Let our transformation as an organization become your opportunity to get to know us again.  LFKS wants to help every educator, and all schools achieve excellent teaching and learning every day.  Join us on this journey of change and new beginnings that will benefit the educators and students of Kansas.  Together we will work to implement the many changes facing schools today so that we can determine “are we there yet?”

The Case for Effective Collaboration

By Vicki Bechard,
LFKS Secretary

Last week, at the suggestion of one of our board members, Learning Forward Kansas began posting daily pictures on social media that reflected the importance of collaboration.  We know through research and experience that, alone, we are not as effective as we are together.  What we learn from others strengthens our own understanding and provides us with perspectives we may not otherwise have considered.  We find the support and feedback we receive from collaborative colleagues to be relevant and useful rather than evaluative.  We struck a chord with many who “liked” and "favored" our posts and realized that these daily posts may have sparked more conversation about the value of collaboration.

Collaboration can be found in each one of the Standards of Professional Learning.  As a part of Learning Communities, collaborative groups help us develop collective responsibility and engage in continuous improvement through the discussions we have on our practice and student results.  Leadership is encouraged through collaborative efforts between building leaders and educators as well providing a setting to build the capacity for learning and leading.  The ideas and strategies we gain from our colleagues in a collaborative setting provide us with more Resources for our tool box.  In collaborative sessions, we examine both instructional and student Data to determine progress toward achieving desired learning goals, as well as evaluate the effectiveness of professional learning.  This information helps us plan for future learning and instruction.  Collaboration can be an important part of Learning Designs as we plan and engage in strategies to promote engagement and deep understanding of the intended outcomes.  Implementation requires that we practice the identified strategies and receive the necessary support and feedback that a collaborative group can provide.  Finally, as Outcomes are aligned between professional learning and student curriculum standards, the collaborative group can address gaps and overlaps and build coherence to meet performance standards.

How are you using collaboration to increase effectiveness?  How might you improve the use of collaboration to build trust, promote engagement and collective responsibility, offer more support and feedback, or build capacity?  As you evaluate the effectiveness of the implementation of identified changes in your district or school, consider the role of collaboration as you currently use it, and how you might use it in the future, as a vehicle that helps transform teaching and learning.

Excellent Teaching and Learning Every Day

By Vicki Bechard

Secretary, LFKS

Wouldn't you want to work in or have your own children learn in a school that practices excellent teaching and learning every day in every classroom?  This is the new vision from Learning Forward that emphasizes the teaching and learning for the adults. What if we also understand that the adult teaching and learning leads to excellent student learning?  This vision clearly states what all educators, parents, and community members want for their school.  So if this is what we want, then what would that look like? 

Schools ask, “How do we get and sustain this in every classroom of the building?”  Educators ask, “What I do I have to do?” Excellent teaching and learning begins with effective Professional Learning. 

The Standards for Professional Learning provide a framework for implementing and sustaining any initiative, including the vision of excellent teaching and learning every day.  Creating a culture of learning in the school for all adults begins the journey toward achieving this vision of excellence.  When adults practice continuous learning and transfer their own learning to improve their instruction, we get excellent student learning and success.

Excellent teaching isn't accomplished in a one day, sit and get, professional learning session.  It comprises new learning, or learning how to use existing knowledge in a different way.  It occurs during practice and after mistakes.  It occurs after feedback and support through the implementation process.

Success for all educators…  Consider:

·         How do we provide & support new learning?

·         How do we support implementation?

·         How do we demonstrate learning?

·         How do we extend learning?

Always Remember….

·         To have conversations about what was learned and how it worked during practice, after the learning, before moving onto the next topic or issue.

·         To connect Professional Learning to student results.

·         That excellent adult learning leads to excellent teaching which leads to excellent student learning and success.

Stay tuned for more posts on achieving the vision of Excellent Teaching and Learning Every Day!