6 Big Questions for Superintendents from Scott McLeod

Day two of the Massachusetts Association of School Superintendents Executive Institute featured Scott McLeod as the keynote speaker. Scott is an Associate Professor of Educational Leadership at the University of Colorado Denver and he is recognized as one of the top experts in the world on school technology leadership issues. His long list of accomplishments also includes the co-creation of the wildly popular video series, Did You Know? (Shift Happens), which has over 16 million views. He is also is the co-creator of the 4 Shifts Protocol for lesson/unit redesign (which I will share more in a separate post).

Scott’s keynote was framed around 6 key questions that school leaders need to grapple with in order to ensure that what happens within schools is evolving fast enough to adequately prepare students for the rapidly-changing landscape outside of schools.  The 6 questions are as follows:

Are our graduates really literate? 

McLeod noted that Massachusetts students are among the best in the world when it comes to taking standardized tests. However, there are a number of critical skills that cannot be measured by the likes of tests like NAEP or MCAS.  The slide below was one that was shared to highlight this point.  What it means to be literate in 2018 has changed a great deal over the last few decades, but the key point here is that we are still using the same outdated measures that look at a narrow set of literacies.

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Are we taking advantage of new powerful forms of learning?

The quote from Mitch Resnick above discusses the importance of students producing content rather than just being consumers of content.  Scott cited stories of students who have created amazing products due to their expertise in utilizing technological resources:

There are countless examples in our schools of students being given the opportunity to create rather than just consume. Hopefully, there are examples in your school of students doing similar work. The challenge here from Scott McLeod was to make sure that students doing this type of creative work are not outliers and that all of our students have these opportunities.

Are our students really college and carer ready?

If we are preparing students for college and career in the same manner that we always have then the answer is no. The graphic below clearly outlines the dramatic rise in non-routine analytical and non-routine interpersonal tasks over the last few decades compared to the routine manual and cognitive skills needed for employability in the late 20th Century.

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Are our students really engaged in their learning?

The numbers below from a Gallup Survey in 2016 speak for themselves. How different are things in the classrooms in your school? Are students in your classrooms engaging in authentic tasks that connect concepts they are learning with real-world experiences outside of school.

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Are we changing fast enough?

While the obvious answer here seems to be a resounding no, the most important factor is that your school community has at least acknowledged the need for a change.  Are we still partaking in outdated practices that make our focus more on compliance than instilling the agency in student learning that will lead to greater collaboration and creativity?

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Are we paying enough attention to equity concerns?

There are many levels to this conversation and the slide below just references a very small part in its reference to the way black students and students receiving free lunch utilized computers compared to their white peers.  The first part of this issue involves ensuring access for ALL students. We may be talking about technology, but there are so many other concerns (i.e. experienced teachers, modern classrooms, technological infrastructure and tools).

As Scott noted, the big question here is whether or not ALL students are getting the opportunity to think, make, create and contribute?

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#ThreeforThursday – #SummerReads

It’s summer and I am trying…again to utilize this space more often. So for attempt #1, I will endeavor to share three worthwhile things each Thursday.  My hope is that this will lead me to write something more than once a week. Hey, this is actually my second post today, but I am keeping in mind how many exercise routines I have failed to follow through one due to starting out at an unsustainable pace.

So for this week, I am going to share the first three books I have read this summer:

  1. Being the Change by Sara K. Ahmed – I am not sure if there is a bigger challenge in schools right now than teaching our students how to have conversations about race, gender, politics, religion, and sexuality. These are the topics that we, the educators in schools, tend to steer clear of when they come up. Fortunately, Ahmed has shared with us some clear plans to get over the hurdle and create learning environments where we can start to have these conversations. The moral imperative of this topic is summed up perfectly by Ahmed as follows:  “we cannot progress as a society if we rely on television images, single stories, and sensationalized headlines over getting proximate to the personal experiences and individual truths of human beings who don’t look like us.”  This is a book you are going to want to share with every educator you know.Screen Shot 2018-07-12 at 12.08.37 PM
  2. The Reason I Jump by Naoki Higashida – This book was written by a 13-year old autistic boy from Japan who learned how to spell out words from an alphabet grid in order to better communicate with those around him. The result of this ability led to this amazing book where he shares his insights into some of the questions we all have about what goes on inside the autistic mind. Higashida’s book is literally a list of the FAQ’s that people have about individuals with autism. Questions like What causes panic attacks and meltdowns? Why do you make a huge fuss over tiny mistakes? and Why do you move your arms and legs about in that awkward way? are all answered here by Higashida. This is truly a unique book due to the firsthand perspective that only this author can offer.Screen Shot 2018-07-12 at 12.09.38 PM.png
  3. Different Schools for a Different World – by Scott McLeod and Dean Shareski – My disclaimer here is that I haven’t actually started this one yet, but I have no doubt that it will offer concrete examples of how school leaders and educators can start and/or continue to make the shifts needed to change schools and classrooms to better prepare students for the world.  McLeod and Shareski have been advocates of the need for schools to alter outdated methods for more than a decade and I can’t think of two better resources to help educators on this path!Screen Shot 2018-07-12 at 12.11.50 PM

Four Steps for Better Decision-Making

The Keynote speaker on day 1 here at the Massachusetts Association of School Superintendents Executive Institute (follow on Twitter #MASSUPTEI18) was Dan Heath. You have probably heard of Dan and his brother Chip and their four best-selling books (Made to Stick, Switch, Decisive, and The Power of Moments).  Their most recent book, The Power of Moments, is a great summer read for educators.  Whether you are an administrator or a classroom teacher, finding ways to “create experiences that have an extraordinary impact” is a constant goal. The book contains a number of examples from teachers and administrators who have found success altering routines and have created “elevated” experiences for learners.

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Getting back to yesterday’s keynote, Dan shared a 4-step process for better decision-making.

  1. Widen options – Heath cited a couple of studies that showed that both individuals and organizations often limit their decision-making to an either/or scenario where there are only two options. He noted that adding just one additional option increased the chances of success significantly. (One expert he cited was Paul Nutt from Ohio State)
  2. Reality Test Your Assumptions – This one is also known as confirmation bias. When we believe something to be true, often times we only look for research that supports our point of view.  He encouraged school leaders to check with colleagues who have had similar experiences before making a final decision on something significant. We really don’t do this enough.
  3. Attain Some Distance – “Trusting your gut” is not the best option sometimes according to Heath. Sometimes we need to take some time and ask ourselves some of the following questions to break out of the complacent or comfortable path we might be on.
    • What would our successors do?
    • What would our successors wish we had done?
  4. Prepare to be wrong – Heath noted that getting a decision wrong is not as important as the process by which you got to the decision. If people are happy with the process that you utilized to get to a decision, then they are usually accepting of the outcome even if it is lousy.

While this four-steps seem like common sense, I am again reminded of Voltaire’s quote “Common sense is not so common.”

On to Day two of #MASSUPTEI18!



Decisions, Decisions: It’s College Decision Time


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Image via http://blog.tutoringforsuccess.com/

With the May 1 deadline looming for many families ( and mine) in regards to making the initial deposit at the school that their senior will attend, I find myself revisiting a couple of opinions I have read on the subject of choosing a college. The most recent is a piece by William Stixrud, titled  It’s Time to Tell Your Kids It Doesn’t Matter Where They Go To College, that appeared in Time back in March.  My key take away from Stixrud’s piece is the following:

“Children are much more energized when they envision a future that is in line with their own values than when they dutifully do whatever they believe they have to do to live up to their parents’ or teachers’ or college admissions boards’ expectations. We don’t inspire our kids through fear. We inspire them by helping them to focus on getting better at something, rather than being the best, and by encouraging them to immerse themselves in something they love.”

The point here is that immersion into an area of study can be accomplished at many universities and not just the most well-known or expensive schools.  Stixrud also cites Pew Research that reinforces the point that an elite private university will not ensure higher income or job satisfaction.

Stixrud’s article is in line with many of the points made by Frank Bruni in his book Where You Go Is Not Who’ll You BeI wrote about this book a few years back when my oldest child was going through the college application process.  My biggest takeaways from the Bruni’s book are the following excerpts:

“You’re going to get into a college that’s more than able to provide a superb education to anyone who insists on one and who takes firm charge of his or her time there.”

“It’s not where you went to school. It’s how hard you work.”

As the clock ticks on towards the imminent decision for my child, I am going to rework the following letter from Bruni’s book. It sums up my feelings perfectly and the pride I feel for what my daughter has accomplished thus far. It is so much easier to have perspective some 30-plus years after making this type of decision.  The journey is just beginning for her…

Dear Matt,

On the night before you receive your first college response, we wanted to let you know that we could not be any prouder of you than we are today. Whether or not you get accepted does not determine how proud we are of everything you have accomplished and the wonderful person you have become. That will not change based on what admissions officers decide about your future. We will celebrate with joy wherever you get accepted—and the happier you are with those responses, the happier we will be. But your worth as a person, a student and our son is not diminished or influenced in the least by what these colleges have decided.

 If it does not go your way, you’ll take a different route to get where you want. There is not a single college in this country that would not be lucky to have you, and you are capable of succeeding at any of them. We love you as deep as the ocean, as high as the sky, all the way around the world and back again—and to wherever you are headed.

Mom and Dad

My 12-year got a cell phone

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image via pixabay.com

So my youngest child recently turned 12 and all she wanted for her birthday was an iPhone. Did you know she was the only student in her school of over 1,300 students without her own cellphone? Well, at least that’s how she described the dire situation.

Hyperbole aside, I knew that this day was on the horizon and that I would have to give in to this request sooner or later. She had gotten by for the first half of her initial year in middle school without a phone and had proven herself to be responsible in her use of her iPad while she was at home. During this time, I got to see all of her incoming and outgoing texts to monitor who and what was being discussed.  Most of her limited online time was spent on Instagram or texting a small circle of friends.  Since her older brother’s recent college break, she has added Fortnite to her online time.

However, my main reason for giving in was to provide her with a phone that would be able to connect her with us when she was after school for extra help, walking home from the bus stop, or at a friend’s house. It does provide peace of mind knowing that your child can get in touch if needed.  Of course, this is offset by the additional worries that come with giving your 12-year old a web-enabled device that has access to countless apps and social media platforms.

Now that we are over 10 years into the iPhone era, there are a lot more tools available to assist parents in supporting their children with both responsible and balanced use of their new device.  One of the first things I did was create an Apple ID for my daughter which is linked to my account through family sharing.  This allows me to approve any apps that she wants to add to her iPhone.  There are a number of other restrictions that you can add for your child, depending on your comfort level with online games and playing online games with friends and/or strangers.

The more important part from my standpoint is to have conversations with your child and set up agreed upon parameters for when and how much time should be allowed daily for online games, apps like instagram, texting and chatting with friends.  The whole cell phone dilemma with kids can be overwhelming to navigate for parents due to the fact that we really don’t have any firsthand experience from our past to draw upon. I strongly suggest taking a look at Common Sense Media’s Cell Phone Parenting resources.  They have a great list of basic rules to review with your child to help you feel more at ease.


One neat trick to check in on what your child is up to is to go into the settings and click on the battery usage.  (See above)  When you click on the battery icon, you will see all of the apps used over the last 7 days and you can click on any of them to see how many hours they have been used over both the last week and the last 24 hours. Looking at this data is helpful to have conversations about constructive online time and balance.

While there is no perfect way to start the cell phone journey with your child, it is a lot easier to start with some concrete expectations and discussions around the importance of balance and digital awareness.  It can be a great learning opportunity for both parent and child.







My Diigo Bookmarks 03/12/2018


Posted from Diigo. The rest of my favorite links are here.

Helping Kids Strengthen Their Grit Muscles (The Parent Edition)

In a previous post, I touched upon the negative impact that schools overly focused on grades can have on our kids.  Students who just work as hard as it takes to get an A sometimes leave high school without any real experiences with overcoming obstacles, extending themselves, and really working hard.  This was not meant as a criticism of individual schools or teachers, but really a commentary on the way most schools assess students.

However, the strengthening of grit, resilience, or whatever synonym you choose to describe this quality in which our kids overcome struggles to gain the experience and confidence that will help them deal with future struggles, needs reinforcement on the homefront as well.  As parents, how can we do a better job helping our kids build their capacity to deal with the obstacles that are sure to come their way?

do all thingswith love

My number one recommendation would be for parents to help their children improve their self-reflection skills.  Take some time before you react to a situation where your child is struggling or failing at something, especially if there is a lot of emotion involved.  From personal experience, I know this can be hard…

One of the areas I often see parents potentially hurting the grit of their students is in at youth sporting events. Whether it is blaming the referee or questioning the coach, the underlying message is that it was someone else’s fault that the team did not win. This behavior leads to a lack of self-reflection and in turn a focus on areas that could be improved upon.  This is true whether it is a failure in sports, school, the workplace, a relationship, etc.

Ultimately, we need to help our children see the bigger picture with situations that don’t go as well as they hoped.  After they have some time to process the disappointment, we need to encourage them to reflect honestly on their own performance and if there is anything that they could have done differently. We need to help them avoid a default reaction that blames people or things that they do not have control over. Our inclination to cushion the blow when our kids come up short may be appropriate in some instances, but if it is our default reaction then we are doing our kids a huge disservice.

A Trip To Lowell Mills

I was thrilled to accompany the Memorial third graders on their annual field trip to Lowell Mills yesterday.  I had a great time learning about the history of the textile mills that operated along the Merrimack River canal.

We had an opportunity to learn about the construction of the mills and the development of the surrounding area in the early 19th Century. In addition, we got to see the different roles that men and women would have had both on the farm and at the mills. It was a definite eye-opener to see the relentless schedule of the Lowell Mills Girs who stayed 5 or 6 to a small room and worked from morning until night with few breaks.

Finally, we ended our visit with a firsthand experience picking cotton seeds out of cotton. After spending some time developing their own tools to pick out the seeds, they all got a chance to spin the wheel on the Cotton Gin.

The students in Mrs. Kippenberger’s and Mrs. Ferullo’s classes were a joy to spend the day with. Thanks again for the invitation!




Helping Kids Strengthen Their Grit Muscles

Back in December, I read Chasing Excellence by Ben Bergeron. While the book centers on training athletes, a number of the insights that Bergeron shares are relevant to personal improvement.  Bergeron also has a regular podcast that you can follow on YouTube or iTunes which digs into some of the topics covered in the book.

In the most recent episode of the podcast, the discussion centered around grit and how we can build resilience.  Bergeron shared a story of his brother who earned high marks in school without much effort and discussed how this lack of a challenge does not prepare someone for some of the obstacles that are certain to come in the future.

The quote below is the one that stuck with me.

“People who thrive without a lot of effort sometimes struggle when they hit the wall if they have not learned how to work through struggles and show grit.”

I have a child who had an experience similar to Ben’s brother and earned high marks through high school without extending himself. He was routinely on the high honor roll by working for the A and nothing more. Unfortunately, in some cases, this required very little effort and in most cases, his studies did not lead to any deep learning. We need to work harder in schools to make learning about something more than grades.

I have another child who has also achieved high honors throughout her career by spending a much greater amount of time at her studies. Her results have been very similar, but the effort she has put in is markedly different. Listening to the podcast on grit, I couldn’t help wondering which child would be more adept at handling challenges moving forward.

How can we do a better job in rewarding the effort and not just the results?

Some Thoughts on Balance

Listening to an episode of the Tim Ferriss podcast recently, Tim talked the fact that he schedules a trip with his siblings and parents once a year to ensure that there is quality time each year that he can count on with them.  This made me think of my life with a couple of kids in college and another on the way next year.  While it is certainly joyful to have kids head off to the next phase of their lives, these events also bring the bittersweet realization that the majority of our time together has come to an end. 

The podcast led me to a blog post titled The Tail End by Tim Urban on his blog Wait But Why

The line that stuck out to me was the following one from Urban’s post:

“It turns out that when I graduated from high school, I had already used up 93% of my in-person parent time. I’m now enjoying the last 5% of that time. We’re in the tail end.”

The image below from the post also puts things in perspective in regards to the percentage of time we have with our children during their lifetime. 

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As we are early on in a New Year, a point where many people try to look at their routines and behaviors in order to have a more meaningful 2018 and beyond, I think it is a good time to consider this. I struggle to think of situations that should take precedence over meaningful time with family.  So as you tweak your routines and priorities, I hope that you are able to consistently keep time with your loved ones at the top of your list.