Category:

Communication

Explore tips and tools for effective communication in education. Discover strategies to foster collaboration and engagement in the classroom and beyond.

Vintage newspaper graphic with “Capybara Craze” headline and bold overlay text promoting TCEA free newspaper creation tools.

Five Free Newspaper Generators for the Classroom

by Peggy Reimers February 24, 2026

written by Peggy Reimers

Think about the possibilities as your students create their own newspapers: social studies simulations, a creative book report, a clue generator for a digital or physical breakout, a science discovery announcement, or a math “breaking news” problem. Here are several free tools that make it easy.

Fodey – The Newspaper Clipping Generator

Fodey newspaper headline example on the Capybara Craze

Fodey gives students the opportunity to create a simple vintage-style newspaper clipping and download it as a .jpg.

Students enter:

Name of Newspaper
Date
Headline
Story

The site generates a black-and-white, old-fashioned newspaper snippet that looks authentic and printable.

Teacher note: There is one main advertisement on the website.

Classroom Ideas

Write a newspaper article announcing the signing of the Declaration of Independence.
Report on the “breaking news” discovery of a new element.
Create a front-page story about the climax of a novel.
Build breakout clues that hide vocabulary inside a news article.
Write a historical event as if students were reporters on the scene.

Canva Newspaper Templates

Four examples of newspaper templates from Canva

Canva offers a large selection of newspaper templates in classic, modern, and creative styles.

To find them:

Go to Templates.
Type “newspaper” in the search bar.
Choose a layout and customize.

Students can add images, adjust fonts, and design a full front page.

If they want something more unique, try using Magic Design to generate a custom newspaper layout based on a written description.

Classroom Ideas

Create a class newspaper covering a current events unit.
Design a literary newspaper featuring interviews with characters.
Publish a “Math Times” edition explaining problem-solving strategies.
Produce an environmental awareness special edition.
Write a newspaper from the perspective of a historical figure.

Break Your Own News

BreakYourOwnNews.com lets students create a custom breaking news graphic.

Students enter:

Headline
Ticker
Image shape
Upload an image

The result looks like a live news broadcast screenshot, making it perfect for creative or humorous assignments.

Classroom Ideas

Announce a major event from a novel.
Create a science emergency broadcast.
Simulate election night results.
Generate visual clues for a digital breakout.
Use parody headlines to spark media literacy discussions.

Teachers Pay Teachers

Teachers Pay Teachers offers several free newspaper templates in Google Docs, Slides, and PowerPoint formats. These layouts are easy to customize and classroom ready. Use this URL to search the site for free templates.

Great for:

Structured writing assignments
Differentiated layouts
Printable book report projects

Advanced AI Image Generation Using JSON

If you want even more precision in your design, AI image generation using JSON prompts can help you get exactly what you envision.

JSON, or JavaScript Object Notation, is simply a structured way to organize information so computers understand it clearly. Think of it as a labeled list. Instead of typing a vague description, you define specific elements such as:

Headline
Layout style
Font type
Image placement
Color scheme

The result is far more controlled and consistent.

To make it easy, I am providing the ready-to-use JSON newspaper prompt on a separate document. This document also includes a sample image and prompt.

If you would like a deeper dive into how JSON works for AI image creation, check out the TCEA TechNotes blog on creating AI-generated images using JSON written by my colleague Dr. Bruce Ellis.

Final Thoughts

Newspaper generators do more than dress up an assignment. They shift the mindset from “complete the task” to “publish the story.” That subtle difference increases ownership, creativity, and engagement.

When students step into the role of reporter, editor, or publisher, they are practicing summarizing, analyzing, synthesizing, and communicating clearly. And that works in every content area.

The next time you are designing a lesson, ask yourself: Could this be front-page news?

February 24, 2026 1 comment

AI/VR Communication ESL/ELL Good Teaching

Teaching Oral Assessment with VIVA

by Miguel Guhlin February 5, 2026

written by Miguel Guhlin

What stops students from delving deep into learning, mining for more glittering mental riches? Or, taking the time to craft a well-written piece? It doesn’t matter now. Generative AI has short-circuited thinking and writing as assessment. In this blog entry, I’ll share an approach to supporting student self-efficacy that caught my eye, “Viva Voce.”

“The cheating is off the charts. It’s the worst I’ve seen in my entire career, “ said Valencia High School English teacher Casey Cuny, a 23-year veteran. “Anything you send home, you have to assume is being AI’ed,” he said.” (Source: Larry Cuban on School Reform and Classroom Practice, 10/6/2025)

Supporting Student Self-Efficacy

In their book, The Opposite of Cheating, Tricia Bertram Gallant and David A. Rettinger offer several reasons why students rely on Gen AI. The authors offered ten principles.

The most important one? The suggestion that knowledge is a learner’s construct. Learning is a process of constructing knowledge, assembling something that connects to a student’s schema.

The real enemies of student constructed learning that they own? Those enemies include stress, limited time, and fear of failure. Students embrace Gen AI tools to quicken their work since they lack self-efficacy. The more I reflected on their arguments, the more they made sense. But students are embracing Gen AI, as much as teachers are. AI makes traditional assessment easy on both sides.

What May Work Instead

If convenient assessment forms have quit the field, then let us think different. But where can beleaguered educators find assessments that work in spite of AI?

Some have suggested a return to blue books, to rhetoric, academic integrity persecution. Peter Paccone offers one practical model. Most of these approaches may work for secondary and university students. What about primary, grades K-6?

From my own experience, I have learned my lesson:

Handwriting facilitates long-term information retention
Handwriting makes it easier for me to give voice to ideas recorded, one word at a time
Handwriting connects new learning to my schema, making it easier to recall and share

We know handwriting notes works, but so does giving voice to ideas.

A Classroom of “Living Voice”

Viva voce comes from Latin. It means, “with living voice.” The term refers to oral examinations where students speak their explanation rather than type it.

Students need oral assessment skills. They need that skill for job interviews, seminars, and professional presentations. It is a skill that I wish I had developed early on rather than tacked on after high school.

How can we teach viva voce in K-12? Let me suggest VIVA, a framework for viva voce in K-12.

A Framework for Viva Voce Success

VIVA offers four steps that work across grade levels and subjects. Let’s take a closer look.

V – Verify. Students begin with a clear definition or statement of the concept.
I – Illustrate. Students provide concrete examples, scenarios, or demonstrations. The goal is to connect abstract concepts to real applications. This is about making their ideas, their thinking, visible to all.
V – Validate. Students share their reasoning, providing justifications for their understanding. This involves presenting evidence, logic, or supporting arguments. The goal is not to memorize, but to comprehend and share from that grasp of content.
A – Apply. In the final step, student apply their knowledge in new contexts or solve new problems. If you can think with a concept, applying it to a new situation, you show transfer learning has occurred.

Key concepts in PRISM and the SOLO Taxonomy frameworks are well-represented. What’s more, making an anchor chart of VIVA is easy.

Post the four steps where it can students can see it at all time with language that students understand:

– V: Say what it is

– I: Give an example

– V: Tell why it works

– A: Use it in a new way

How can you prepare students to use VIVA? The anchor chart and modeling are two strategies. Here are some more.

VIVA Preparation Strategies

These strategies make using VIVA easier for students. The strategies include:

Transition phrases support transitioning to the Illustrate, Validate, and Apply steps of VIVA. This reminds me of an excellent text for teaching writing, They Say/I Say (listen to podcast). Use strategies like this to build comfort and skill with the framework.

Why It Matters

Embracing VIVA has a host of benefits, such as developing communication skills. One of the challenges I face when speaking involves real-time organization of thoughts. In time, verbal confidence grows…you know that you can organize on your feet. Teachers can probe deeper understanding through follow-up questions and spontaneous explanations. Metacognition and alternate ways of demonstrating knowledge are critical, too.

Let’s take a look at an example below.

Transform Show-and-Tell with Structure
Young students already take part in show-and-tell. Use VIVA to prepare students to think on their feet. Here’s a scenario:

Ms. Cruzes’ second grade students bring an object from home. Instead of free-form sharing, they use the VIVA oral framework.

Verify: “This is my grandmother’s compass.”
Illustrate: “It has a needle that always points north. See how it moves when I turn?”
Validate: “Compasses help people find directions because the needle is magnetic.”
Apply: “If I got lost in the woods, I could use this to walk north toward the road.”

Want more examples? See more primary, subject area, middle school and high school versions. Use VIVA oral framework to close the gap on a lost generation who will, as I did, have to learn VIVA on the job. You can get assessment rubrics, one for primary and another for secondary.

Here is one K-5 example of VIVA. As you read them, ask yourself, how might you do something similar in your classroom?

Make Oral Assessment Work, Prepare Your Students

It’s nice to imagine that someday AI Viva may be a reality. Coaching students in VIVA oral framework use pays off. Whether AI takes over K-12 or not. Oh, I almost forgot. Here are two Gen AI assistants you can use to run any topic through to get a VIVA-formatted example.

February 5, 2026 0 comments

Communication TCEA News

An Educator’s Guide to Blogging for TCEA

by Macee Hall Greer July 10, 2025

written by Macee Hall Greer

Are you passionate about sharing your insights, classroom strategies, or innovative tech tips with fellow educators? Do you have a lesson, resource, or story that could help others advance teaching and learning through technology? If so, TCEA’s TechNotes blog is the perfect place for your voice to be heard! This post will walk you through the process of blogging for TCEA.

Why write for TechNotes?

TechNotes reaches hundreds of thousands of educators every month, offering a vibrant platform for sharing resources, research, how-to guides, and ideas that make a real impact in PreK-16 education. Each article is crafted to help educators discover new tools, implement best practices, and stay inspired in their work. As a guest author, you’ll join a community dedicated to making a difference—one blog post at a time.

What makes a great TechNotes submission?

TechNotes is all about meeting the needs of educators. We’re looking for articles that are:

Informative and practical: Share tips, tricks, resources, or step-by-step guides that educators can use right away.
Relevant and timely: Address trending topics, essential research, or innovative strategies for today’s classrooms.
Inclusive of free resources: While you can mention paid tools, be sure to highlight free alternatives or practical, no-cost resources as well.
Original: All articles must be written exclusively for TechNotes and not published elsewhere.

Some ideas to get you started:

Lesson or unit plans that integrate technology
Reviews or comparisons of classroom tech tools
How-to instructions for digital platforms
Strategies for engaging students with technology
Research summaries on educational trends

Submit Your Ideas

Getting started is easy! Simply submit up to three article ideas using our Google Form. If your idea is selected, you’ll be contacted by Communications Specialist Macee Hall Greer (that’s me!) to brainstorm a schedule and walk through next steps.

If your idea is chosen, you’ll be asked to provide:

An 800–1000 word draft in an editable document
A short author bio (with links to your social media, if you’d like)
An author headshot
Any photos or infographics you’d like included (as separate files)

Your article should focus on providing value—not promoting paid products or services. If you mention a paid resource, make sure to also include free options or highlight the free features available.

Next Steps

Once you submit your draft, the TechNotes team will review it and may request revisions to ensure it fits our style and mission. Before publication, you’ll receive a PDF proof to review. Then, you can proudly share your article with your network once published!

Ready to inspire?

Your experiences and expertise can make a difference for educators everywhere. Don’t hesitate—submit your blog ideas today and join us in advancing teaching and learning through technology!

Click here to submit a blog concept.

If you have any questions about the process, feel free to message me at mhall@tcea.org. I can’t wait to read your ideas and help you share your story with the TCEA community!

July 10, 2025 0 comments

Communication English Language Arts Reading (ELAR)Writing

Perfecting Persuasive Writing with the PRISM Framework

by Miguel Guhlin April 24, 2025

written by Miguel Guhlin

“Good writing is clear thinking made visible.” This oft-repeated statement haunts me every day as I try to organize my ideas in outlines and writing. It focuses all of us on the necessity of teaching students how to organize their thoughts for communication. In this blog, I share another way you can use the PRISM Framework to support writing and critical thinking for persuasive communication.

What is the PRISM Framework?

The PRISM Framework offers a structured approach to critical thinking and problem-solving. It guides students through five essential stages:

Patterns: Identifying recurring themes or structures.
Reasoning: Connecting ideas logically.
Ideas: Generating innovative perspectives.
Situation: Exploring broader contexts.
Methods: Testing and refining conclusions.

Use PRISM to scaffold students as they move from surface-level understanding to deeper critical analysis. Having a framework like PRISM can assist students in moving beyond beginning stages of writing.

Key Concepts to Using PRISM for Persuasive Writing Instruction

Let’s take a look at persuasive writing through the lens of PRISM stages. Let’s work through the PRISM acronym.

Patterns: Recognizing Effective Structures in Writing

The first is Patterns. It involves identifying patterns to uncover effective writing structures. I think of these as the bones of writing, which determine its function and format. One way to do that is to have student analyze mentor texts to uncover patterns in persuasive writing.

“The best way to learn to write is to read good writing and then try to imitate it.”
— William Zinsser, paraphrased from On Writing Well

This quote reminds me of writers who learned to write copying the work of other writers. In this way, they learned how to structure their own writing, using elements from the work of others. “All artists are influenced. They take pieces of everything they’ve ever read, heard, seen, and felt, and they blend it into something that becomes their own,” says Austin Kleon, Steal Like an Artist.

Students start by analyzing mentor texts to uncover patterns in persuasive writing.

Activity: Highlight recurring elements such as thesis statements, emotional appeals, or evidence in sample essays.
Sentence Stem: “I noticed that strong arguments often include…”

This stage builds awareness of effective techniques. Let’s move on to the next stage, Reasoning.

Reasoning: Building Logical Connections

“A foundation of critical thinking is that claims require evidence, and claims without evidence can be dismissed without evidence,” says Melanie Trecek-King, Thinking Is Power. In the Reasoning stage, students use graphic organizers to map out how claims can lead to conclusions. This ensures that they back up their claims with evidence and reasoning.

Activity: Use graphic organizers to map out how claims lead to conclusions.
Sentence Stem: “This connects to my argument because…”

This ensures coherence and logical flow in their writing.

Ideas: Generating Unique Perspectives

“Creativity thrives on diversity for it is in the collision of perspectives that new solutions are born,” an unknown person said. When you develop a solution to a complex problem, considering diverse perspectives ensures you don’t end up with a single solution that falls short of real life. The same can be true in writing, when persuasive arguments must align to a variety of stakeholders. You can assist students in brainstorming diverse viewpoints or solutions related to their topic.

Activity: Conduct group discussions where students share alternative perspectives.
Sentence Stem: “Another way to think about this is…”

This can support student originality and depth in their arguments, especially when they have taken advantage of high-effect strategies like Argumentation (d=0.86). Let’s expand a little on the use of this strategy with a definition from the Visible Learning Meta X database. Argumentation is:

A form of instruction in which students are invited to speak about the topic at hand. It involves much more than a teacher asking a class a question, then another, etc., but involves students discussing with each other, often prompted from an open and not closed set of questions. Provides a classroom environment that gives all students the opportunity to speak and learn from each other.

There are a variety of approaches you can rely on for Argumentation, such as Socratic Seminar, among others.

Situation: Exploring the Bigger Picture

“To see the world in a grain of sand is the essence of deeper thinking. Every issue lives within a larger story,” suggests William Blake. It’s critical to critical thinking that students consider how their arguments relate to broader societal or global contexts. It’s tempting to take the narrow path to thinking, but without the real life connections, critical thinking fails.

Activity: Ask students to connect their topic to current events or historical examples.
Sentence Stem: “The bigger picture shows that this issue affects…”

This stage can add relevance and impact to student writing.

Methods: Testing and Refining Arguments

“Writing without revising is like building without a blueprint,” says William Zinsser. When students revise their work, it involves seeking feedback to assess their writing’s persuasiveness and validity.

Activity: Peer review sessions where classmates evaluate clarity and persuasiveness.
Sentence Stem: “One way I can improve my argument is by…”

This step can ensure polished, effective writing. Let’s take a moment to revisit why the PRISM Framework works due to its dependence on evidence-based taxonomies.

Why PRISM Works for Writing Instruction

The PRISM Framework aligns with educational models like SOLO Taxonomy. It guides students from foundational knowledge (Unistructural) to deep reasoning (Relational) and ultimately transfer learning (Extended Abstract). This progression ensures that students not only learn how to write in a persuasive manner. It helps them see why their arguments matter. Give the PRISM Framework a try in your classroom.

April 24, 2025 0 comments

Back to School Communication Good Teaching Social-Emotional Learning

Using Student Surveys to Inform Your Teaching Strategies

by Macee Hall Greer August 30, 2024

written by Macee Hall Greer

It’s no secret that many teachers employ back-to-school student surveys to get to know their new students. But, did you know that these surveys are good for more than just breaking the ice? It’s true! Student surveys have the power to inform your teaching strategies, from planning and development to grading and beyond.

How Can a Student Survey Shape My Teaching?

Student surveys can shape every aspect of your lesson plan, from ideation to feedback.

They can help you:

Understand students’ individual learning styles
Discover what makes each student feel secure and confident
Differentiate learning strategies for each student
Help students set unique goals for their own learning journey
Empower students to take ownership of their education

And so much more.

Making a Student Survey

Selecting Questions

When making a student survey, there are several key points you’ll want to consider. Are there key data points you need for your specific subject, such as what kinds of books your students prefer for an English class or what technology they have access to at home for a tech class? Are there any demographically-based questions you should avoid to prevent offense or discomfort? How can you progress your line of questioning to build trust and relieve anxiety? Plan a mix of fun questions and helpful ones to make this an engaging activity for your entire class, while also gathering the data you need!

Building Your Survey

Now comes the fun part! Building your student survey can be as labor-intensive or not as you want it to be. You may choose to build your own template via Microsoft Word, Google Docs, or even Canva. Or you can find a template online and customize it to fit your unique classroom needs.

Here is a super basic example I whipped up on Canva! You can edit and download it here.

Using Student Surveys to Shape Your Lesson Plan

Understand Student Learning Styles

First and foremost, student surveys can help you gain a better understanding of your students’ unique personalities and learning styles. Some students may respond better to factual data while others respond better to narrative storytelling. Gathering information about their preferences can help you understand who they are as developing people, allowing you to interact with more familiarity sooner in the school year.

Create Differentiated Learning Paths

You can also determine what interests or motivates students through their preferences. If a student plays on an athletic team and tends to like movies about teamwork and leadership, they might do well working with a team of like-minded students, whereas a student who is interested in art-related subjects may like to work on a diorama or other creative project. Plus, by asking what students typically need help with, either in class or when working on homework, you can preemptively come up with a plan to better support them!

Build a Classroom Community

When you start an open line of communication for feedback and help requests in your classroom, you begin a more positive and beneficial student-teacher relationship. You’ll be able to better understand students’ backgrounds, interests, and more, to build relationships faster and more effectively than ever before.

Enhance Student Engagement

Empower students to advocate for themselves and take ownership of their education by posing questions that make them think about their own learning styles and motivations. For older students, you might even consider pairing this with a Skills Finder Assessment or other tool to help them discover more about themselves. For all ages, you can even use student surveys as a way to set goals for the semester or the school year — just remember to follow up and help students stay on track!

What are some ways you plan to use student surveys in your classroom this year? Let me know in the comments below!

August 30, 2024 0 comments

Communication Instructional Coaching Leadership

Revolutionize School Leadership with the Hersey-Blanchard Model

by Dr. Bruce Ellis July 18, 2024

written by Dr. Bruce Ellis

As an educational leader, have you ever been frustrated when your go-to leadership approach doesn’t work with certain teachers? Imagine using a motivational strategy that was successful with an enthusiastic new hire, only to find it falls flat with a veteran teacher. Or using a hands-off approach with a usually reliable educator who suddenly struggles with a new curriculum. If these scenarios sound familiar, you’re not alone. The truth is, there’s no one-size-fits-all approach to leading teachers. This is where the Hersey-Blanchard Situational Leadership Model comes in.

This powerful framework can transform how you support and develop your teaching staff, and offers a flexible, intuitive approach that adapts to each educator’s unique needs and growth stage. By mastering the Hersey-Blanchard Model, you can navigate the diverse landscape of teacher development, fostering a more responsive, effective, and thriving educational environment.

Understanding the Hersey-Blanchard Model in an Educational Context

The Hersey-Blanchard Model (pictured above) identifies four distinct leadership styles that instructional coaches and principals can employ when working with teachers. Each style combines different levels of directive and supportive behaviors to meet the needs of teachers at various stages of development.

Directing (S1): High directive, low supportive behavior
- Leaders provide specific instructions and closely supervise performance. For example, a principal might use this approach with a new teacher by clearly outlining lesson planning expectations, demonstrating specific instructional techniques, and frequently observing classes to ensure proper implementation.
Coaching (S2): High directive, high supportive behavior
- Leaders explain decisions and solicit suggestions while still providing guidance. An instructional coach might employ this approach by collaboratively planning lessons with a teacher, offering constructive feedback, and providing encouragement as the teacher implements new strategies.
Supporting (S3): Low directive, high supportive behavior
- Leaders facilitate and support teachers’ efforts and shared decision-making. For instance, a principal might use this approach with experienced teachers by involving them in curriculum development, encouraging peer observations, and providing resources for their professional growth initiatives.
Delegating (S4): Low directive, low supportive behavior
- Leaders adopt this style when working with highly competent and motivated teachers. An example might be a principal assigning leadership roles to master teachers, such as mentoring new staff or leading professional development sessions with minimal direct oversight.

Assessing Teacher Development Levels

To effectively apply the Situational Leadership Model in an educational setting, instructional coaches and principals must accurately assess the development levels of their teachers. This assessment considers two key factors: competence (the teacher’s skill and knowledge) and commitment (their motivation and confidence). The model identifies four development levels:

D1: Low Competence, High Commitment
- These are often new teachers or experienced teachers facing unfamiliar challenges. For example, a first-year teacher who is enthusiastic but lacks classroom management skills, or an experienced teacher implementing a new curriculum or technology for the first time. Teachers at this level need clear direction and support to build their skills and maintain their initial enthusiasm.
D2: Some Competence, Low Commitment
- Teachers at this level have developed some skills but may be struggling or feeling discouraged. Examples include a second-year teacher who has mastered basic classroom routines but is struggling with differentiation, or an experienced teacher who is resistant to a new school-wide initiative. These teachers require both guidance to improve their skills and support to boost their confidence and motivation.
D3: High Competence, Variable Commitment
- These are typically experienced teachers who are skilled but may lack consistency in their performance or enthusiasm. For instance, a veteran teacher who excels in content knowledge but is becoming complacent about trying new instructional strategies, or a skilled teacher who is experiencing burnout and needs renewed inspiration. Teachers at this level benefit from autonomy in areas of strength and supportive coaching to reignite their passion.
D4: High Competence, High Commitment
- These are your master teachers who demonstrate both skill and motivation. Examples include a teacher leader who consistently achieves excellent student outcomes and eagerly pursues professional growth, or an experienced educator who innovates in their classroom and inspires colleagues. These teachers thrive with delegation and opportunities for leadership.

It’s crucial for educational leaders to recognize that a teacher’s development level can vary across different aspects of their job and may change over time. A teacher might be at D4 in content knowledge but D2 in using educational technology. Regular observation, open communication, and data analysis are essential for accurately assessing where each teacher stands.

By understanding these development levels, instructional coaches and principals can tailor their leadership approach to meet each teacher where they are, providing the right balance of direction and support to foster growth and excellence in teaching.

Matching Hersey-Blanchard Model Leadership Styles to Teacher Needs

The key to effective situational leadership in education is aligning your leadership style with the development level of each teacher. The flexible approach of the Hersey-Blanchard Model ensures that teachers receive the appropriate balance of direction and support to thrive and grow professionally.

Examples of when to use each style based on teacher development level:
- Directing (S1) for D1 teachers: A principal might use this style with a new teacher struggling with classroom management. They could provide specific strategies, model techniques, and regularly observe classes to offer immediate feedback.
- Coaching (S2) for D2 teachers: An instructional coach working with a teacher who’s having difficulty implementing differentiated instruction might co-plan lessons, demonstrate techniques, and provide encouragement as the teacher practices these skills.
- Supporting (S3) for D3 teachers: For a competent but unmotivated teacher, a principal could involve them in decision-making processes, such as curriculum selection or professional development planning, to reignite their engagement.
- Delegating (S4) for D4 teachers: An instructional coach might ask a highly skilled and motivated teacher to lead a professional learning community or mentor new teachers, providing resources but minimal direct oversight.
Strategies for transitioning between styles as teachers grow:
- Regular assessment: Continuously evaluate teachers’ competence and commitment through observations, data analysis, and conversations.
- Gradual release: As teachers show improvement, incrementally reduce directive behavior and increase supportive behavior.
- Clear communication: Explain your changing approach to the teacher, emphasizing their growth and evolving needs.
- Collaborative goal-setting: Work with teachers to establish new objectives as they progress, fostering a sense of ownership in their development.
The importance of flexibility in leadership approach:
- Recognizing individual differences: Each teacher’s growth path is unique, requiring personalized leadership strategies.
- Adapting to changing circumstances: External factors like new curricula or technologies may temporarily shift a teacher’s development level, necessitating a change in leadership style.
- Building trust: Flexibly adjusting your approach demonstrates responsiveness to teachers’ needs, fostering a supportive professional environment.
- Modeling growth mindset: By adapting your leadership style, you exemplify the continuous learning and adaptability you wish to see in your teachers.

Remember, the goal of the Hersey-Blanchard Model is not to pigeonhole teachers into categories but to provide the most effective leadership for their current needs. Skillful educational leaders fluidly move between styles — sometimes even within a single interaction — to best support their teachers’ growth and, ultimately, student learning. By mastering this adaptive approach, instructional coaches and principals can create a dynamic, responsive leadership culture that nurtures teacher development at all levels, leading to improved instructional quality and student outcomes.

It’s important to note that these styles are not fixed traits of a leader, but rather approaches to be flexibly applied based on the situation and the individual teacher’s needs. Effective educational leaders learn to adapt their style to best support each teacher’s growth and development. Understanding the four styles of the Hersey-Blanchard Model provides a framework for instructional coaches and principals to reflect on their current practices and consider how they might adjust their approach to better meet the diverse needs of their teaching staff.

July 18, 2024 0 comments

Illustration depicting a leader and their team engaged in activities symbolizing leadership impact, team morale, and continuous improvement, with gears, lightbulbs, stars, and speech bubbles, without any text

Communication CTO/CIO Leadership

Reflecting on Leadership and Shaping Organizational Success

by Dr. Bruce Ellis June 18, 2024

written by Dr. Bruce Ellis

As summer arrives, it’s an ideal time for campus and district administrators to reflect on the past year and discuss ways to enhance the upcoming school year. One valuable exercise during this period is to examine your leadership shadow – the influence and impact you have on your team and organization. Understanding the shadow you cast can reveal insights into how your behaviors and decisions shape your team’s morale and productivity. By taking the time to reflect and make intentional adjustments, you can foster a more positive and effective leadership presence, setting the stage for a successful year ahead.

Understanding Your Leadership Shadow

Illustration of a leader standing with a shadow composed of positive symbols like lightbulbs, gears, and hearts, with the heading Understanding Your Leadership Shadow.

The concept of a leadership shadow refers to the influence and impact that leaders have on their teams and organizations, often extending beyond their immediate actions. This shadow encompasses the attitudes, behaviors, and decisions of a leader, which collectively shape the culture and environment within their sphere of influence. For district administrators and technology directors, understanding this shadow is crucial because it highlights the pervasive effect a leader has on their team’s morale, productivity, and overall climate.

Leaders’ actions, behaviors, and attitudes are constantly observed by their team members and can leave a lasting impression. For example, the way a technology director handles stress during a district-wide system upgrade or communicates during challenging times like budget cuts sets a standard and expectation for the team. Positive behaviors can inspire and motivate, while negative ones can lead to disengagement and resentment. The lasting impression left by these actions often determines the team’s cohesiveness and overall effectiveness, impacting everything from project completion rates to staff turnover.

Self-awareness is a critical component in recognizing and understanding the shadow a leader casts. By regularly reflecting on their actions and seeking feedback from colleagues and team members, leaders can gain valuable insights into how they are perceived. For instance, a district administrator might conduct anonymous surveys to gather honest feedback on their leadership style. This awareness allows leaders to make intentional adjustments to their behavior, ensuring their impact is aligned with their values and the goals of the organization. Embracing self-awareness fosters a more thoughtful and impactful leadership style that can positively influence the entire organization, from administrative offices to classroom environments.

Impact on Team Morale and Culture

Illustration of a diverse team of professionals interacting positively with icons and symbols representing teamwork, morale, and culture

A leader’s demeanor plays a pivotal role in shaping team morale and workplace culture. When leaders exhibit positivity, approachability, and empathy, they create an environment where team members feel valued and motivated. Conversely, a leader who is consistently negative, unapproachable, or unsupportive can foster a culture of fear, disengagement, and low morale. For example, a tech director who actively listens to teachers’ concerns about new software implementations can build a supportive and collaborative environment, while one who dismisses these concerns can create resistance and frustration.

Positive leadership shadows are characterized by behaviors such as recognizing and celebrating team achievements, providing constructive feedback, and demonstrating a commitment to professional growth. For instance, a tech director who regularly acknowledges the hard work of their team and encourages innovation can inspire creativity and a strong sense of purpose. Conversely, negative leadership shadows might include micromanaging, displaying favoritism, or neglecting to address conflicts. These actions can lead to decreased motivation, increased turnover, and a toxic work environment, undermining the district’s goals and objectives.

The behavior of a leader has a ripple effect that extends throughout the team and organization. When leaders set a positive example, it encourages similar behaviors among team members, promoting a culture of collaboration, respect, and high performance. This positive dynamic can enhance overall productivity and foster a supportive work environment. Conversely, negative behaviors from leaders can cause discord, reduce morale, and hinder productivity, creating a challenging and less cohesive team atmosphere. Understanding this ripple effect underscores the critical importance of mindful and intentional leadership, particularly in education settings where collaborative efforts are essential for success.

Guiding by Example

Illustration of a leader guiding their team by example, with team members following and collaborating, featuring symbols of guidance and inspiration

Leading by example is a fundamental aspect of effective leadership. When leaders embody the values, work ethic, and behaviors they expect from their team, they build credibility and respect. For instance, a district administrator who consistently demonstrates a commitment to student achievement and staff development sets a powerful example for their team to follow. This approach creates a powerful model for team members to follow, demonstrating that the leader is not above the standards they set. By consistently aligning actions with words, leaders can foster a culture of accountability, integrity, and excellence, inspiring their team to strive for the same standards.

To effectively model desired behaviors and values, leaders can adopt several strategies. First, they should communicate their expectations clearly and consistently, ensuring everyone understands the standards and goals. For example, a tech director can set clear guidelines for cybersecurity practices and consistently follow them themselves. Second, leaders should actively demonstrate these behaviors in their daily interactions and decision-making processes, showing transparency and fairness. Third, recognizing and rewarding team members who exemplify these values reinforces their importance. Additionally, leaders should be open to feedback and willing to adapt, showing that continuous improvement is a shared value.

Consistency and integrity are crucial in building trust and respect within a team. When leaders are consistent in their actions and decisions, they create a stable and predictable environment, reducing uncertainty and fostering trust. Integrity involves being honest, ethical, and accountable, even when faced with difficult choices. Leaders who consistently uphold their values and commitments demonstrate reliability and earn the respect of their team. This trust and respect form the foundation of a strong, cohesive team that is more likely to collaborate effectively and achieve its goals, whether it’s implementing new educational technologies or improving student outcomes.

Continuous Improvement and Reflection

Seeking feedback and reflecting on their impact are essential practices for leaders committed to continuous improvement. By actively soliciting input from team members, peers, and mentors, leaders can gain valuable perspectives on their strengths and areas for growth. Reflecting on this feedback helps leaders understand the real effects of their actions and decisions. For instance, a district administrator might use performance reviews and feedback sessions to gather insights and make necessary adjustments. Regular self-assessment and reflection sessions can illuminate blind spots and foster a culture of openness and improvement within the team, encouraging everyone to grow together.

Continuous personal and professional development is crucial for effective leadership. Leaders should prioritize ongoing education, such as attending workshops, seminars, and pursuing advanced certifications relevant to their field. For example, a tech director might attend conferences on the latest educational technologies to stay ahead of trends. Reading widely and staying current with industry trends and best practices can also enhance their knowledge and skills. Additionally, engaging in mentoring and coaching relationships provides opportunities for both learning and teaching. Setting specific, measurable development goals and tracking progress can help leaders stay focused and motivated in their growth journey.

Adjusting and improving the leadership shadow requires deliberate and practical steps. Mentoring and coaching are powerful tools that provide personalized guidance and support. Leaders can benefit from both being mentors and seeking mentors themselves. Learning from other leaders, whether through networking, observing, or studying their approaches, offers valuable insights and inspiration. For example, a district administrator might shadow a peer in another district to gain new perspectives. Regularly reviewing and reflecting on one’s leadership style, coupled with a willingness to make necessary adjustments, ensures that the shadow cast is positive and impactful. Implementing these practices can lead to sustained personal growth and a more effective, respected leadership presence.

Invitation to Reflect on Our Leadership Shadows

Illustration showing a group of leaders sitting in a circle, engaged in reflective discussion with symbols of reflection, ideas, and conversation, without any text

I invite you to work with your team to examine both your personal and departmental shadows. This reflective activity can be a valuable part of your next staff meeting, fostering self-awareness and promoting a positive organizational culture.

Activity Description:

Begin by explaining the concept of a leadership shadow and its significance. Emphasize that everyone, regardless of their role, casts a shadow that influences the team’s culture and effectiveness. Distribute sticky notes or index cards and pens to all participants. Ask each person to spend a few minutes reflecting on their own behaviors and actions, noting down one positive behavior they believe positively impacts the team and one behavior they believe might negatively impact the team. Assure them that this exercise is anonymous to encourage honest reflections.

Collect the sticky notes and randomly select a few to read aloud, or have participants stick their notes on a designated wall or board. As you review the notes, group similar behaviors together to identify common themes. Encourage open, respectful discussion about the examples shared, focusing on understanding rather than judgment.

Divide the participants into small groups and assign each group one of the common themes identified. Ask each group to discuss the potential impact of the behaviors on the team and organization, strategies for reinforcing positive behaviors, and approaches for addressing negative behaviors.

Reconvene the entire group and have each small group share their discussion points and suggestions. Create a collective action plan on a flip chart or whiteboard, including specific steps to promote positive behaviors, strategies to address negative behaviors, and personal commitments from each participant on what they will work on improving.

Summarize the key takeaways from the activity and emphasize the importance of ongoing self-awareness and reflection. Encourage participants to support each other in maintaining positive leadership shadows and to continue the conversation beyond the meeting.

By engaging in this reflective exercise, you can help your team understand and positively influence the shadows they cast, fostering a culture of openness and continuous improvement.

June 18, 2024 0 comments

Google Sheets can be used to store data, Looker Studio can be used to display data, and Autocrat can be used to communicate data and data updates!

Communication

Boost Communication with Autocrat, Google Sheets, and Looker Studio

by Dan Larson April 26, 2024

written by Dan Larson

Communication is the cornerstone of any successful school. It fosters collaboration between teachers, keeps parents engaged, and ensures students feel informed and supported. Yet, navigating the complex web of communication needs within a school community can feel like a constant uphill battle. This is where technology steps in, offering a powerful trifecta to streamline data sharing and revolutionize communication across all stakeholders: Autocrat, Google Sheets, and Looker Studio. Let’s delve into how each tool can empower your school to achieve smoother and more effective communication.

Google Sheets: Organize Your School’s Data

Think of Google Sheets as the central nervous system of your communication strategy. This user-friendly spreadsheet tool offers a collaborative platform for collecting, organizing, and managing all your school’s data in one place.

Here’s how Google Sheets can transform communication:

Consolidated Data Source: Say goodbye to scattered information! Google Sheets allows you to create a central repository for student data, attendance records, grades, and parent contact details. This ensures everyone has access to the same accurate and up-to-date information.
Real-Time Collaboration: Multiple teachers or staff members can work on the same spreadsheet simultaneously, fostering better collaboration and ensuring everyone stays on the same page.
Data Analysis Made Easy: Google Sheets offers built-in data analysis tools, allowing you to identify trends or patterns in student performance or parent engagement. This valuable information can then be used to inform communication strategies.

But what if you could amplify the power of Google Sheets and leverage it for better communication?

Autocrat: Automate Tasks and Save Time

Imagine a world where repetitive administrative tasks are handled automatically, freeing up valuable time for educators to focus on what matters most – their students. Autocrat, a potential game-changer in this scenario, is a tool that automates communication workflows.

What is Autocrat?

Autocrat is a Chrome extension that seamlessly integrates with Google Sheets. It automates repetitive tasks within your spreadsheets, freeing up valuable time for educators. Imagine sending personalized birthday greetings to every student in your class or automatically generating report cards. Autocrat can handle these tasks, and more, all based on the data you have in Google Sheets.

Screenshot by Emily Horn: Example Template with Autocrat Merge Fields from TechNotes article **The Autocrat Add-On: Easily Generate Certificates, Progress Reports, and More**

Here are some ways Autocrat can benefit your school:

Automate Newsletters and Reports: Autocrat can automate the creation and distribution of routine reports like attendance updates, lunch menus, or upcoming events, ensuring everyone receives timely information. Here is a tutorial from Matt Miller’s Ditch That Textbook blog on how to create a newsletter and use Autocrat to send it:

Personalize Communication: It can personalize communication by automatically merging pre-written templates with relevant data from Google Sheets, saving teachers the hassle of repetitive tasks. Imagine sending birthday greetings, certificates, or personalized progress reports to students effortlessly.

Streamline Grading and Feedback: Autocrat can potentially automate the process of sending out grades or feedback. Make a Google Sheets Gradebook, create a grade report template in Google Docs, and use Autocrat to merge and send. This can significantly reduce teacher workload and improve communication with parents.

But what if there was a tool that made reporting and analysing this type of data easy?

Looker Studio: Transform Data into Meaningful Visualizations

Data is powerful, but raw numbers on a spreadsheet can be overwhelming. Looker Studio bridges this gap by transforming data from Google Sheets into clear, visually appealing dashboards and reports. Connect it to Google Sheets and send visual data reports with Autocrat!

What is Looker Studio?

Looker Studio (formerly known as Data Studio) is a free data visualization tool by Google. It connects to your Google Sheets and transforms raw data into interactive dashboards and reports. Looker Studio allows you to present complex information in an easily understandable way, making it ideal for communicating with parents and administrators. Here is a one-minute intro:

Here’s how Looker Studio empowers communication:

Easy-to-Understand Reports: Looker Studio allows you to create interactive dashboards that present complex data in a user-friendly format. Imagine presenting student progress reports to parents with clear charts and graphs, making it easier for them to understand their child’s performance.
Targeted Communication: Tailor reports to specific audiences. Create custom dashboards for teachers to track student progress or generate reports for administrators to visualize school-wide trends. This ensures everyone receives the information most relevant to them.
Data-Driven Decision Making: Looker Studio empowers data-driven decision making. By visualizing trends in areas like attendance or student performance, schools can identify areas for improvement and tailor communication strategies accordingly.

The Benefits

Imagine a Looker Studio dashboard for parents that displays their child’s progress in various subjects using clear charts and graphs. This dashboard would be directly linked to the student’s data in Google Sheets, and Autocrat could be used to schedule automatic updates to the dashboard throughout the semester. This creates a single source of truth for parents, allowing them to easily track their child’s performance.

The true magic lies in how these three tools work together. Google Sheets provides a central data hub, Looker Studio transforms data into clear communication, and Autocrat automates tasks. This integrated approach offers a multitude of benefits:

Reduced workload for teachers and staff.
Improved transparency and communication with parents.
Enhanced student engagement through personalized communication.
Data-driven decision making for school improvement.
Increased efficiency and streamlined communication workflows.

The Communication Trifecta

The magic truly happens when these three tools work together. Here’s a breakdown of the integration:

Autocrat automates tasks: It uses data within your Google Sheets to populate reports, personalize communication, and streamline workflows.
Google Sheets acts as the central hub: It stores all your school’s data in one place, ensuring everyone has access to the same information. Autocrat interacts with this data to perform its automation magic.
Looker Studio visualizes the data: It takes the information from Google Sheets and transforms it into clear and compelling reports and dashboards, perfect for communicating with parents and administrators.

By embracing technology and leveraging the power of Autocrat, Google Sheets, and Looker Studio, schools can bridge the communication gap and foster a more informed, engaged, and successful school community. Remember, effective communication is a journey, not a destination. Take the first step today and empower your school community to thrive.

April 26, 2024 0 comments

Explore scenarios and constructive ways to say no, set boundaries, prevent burnout, and avoid overwhelm.

Communication Leadership

The Art of Saying No: Strategies for School Leaders

by Dr. Bruce Ellis April 18, 2024

written by Dr. Bruce Ellis

Are you one of the 72% of leaders who report feeling burnout by the end of the day? Feeling overwhelmed and burnt out can lead to poor decision-making, missed opportunities, reduced employee morale, decreased engagement from your team, and even damage your health. One thing you can do to help reduce burnout is to say no to some requests that come your way. But, saying no to requests can sometimes be difficult and stressful. Let’s look at four tactics for saying no in a constructive way.

1. Value Alignment

This strategy is best used when a request deviates from the agreed mission and goals. School leaders often face decisions that must align with educational goals and district policies. Emphasizing value alignment ensures that saying no is a step toward upholding the school’s mission and educational standards and further from unnecessary burnout. For this strategy, you will need to say “no” to stay true to your goals, ensuring it steers you right and keeps you on the same page. Communicate non-alignment with core objectives. Be sure to affirm shared goals before stating the misalignment.

Scenario #1: The school district is considering the adoption of a new educational technology platform district-wide. The IT director, after reviewing the proposal, recognizes that the platform does not support the district’s long-term goals of inclusive education due to its lack of accessibility features. Despite the platform’s potential for enhancing learning in other ways, the IT director decides to say no to the adoption. They explain to the stakeholders that while the technology is promising, it does not align with the district’s commitment to ensuring equal access for all students. Instead, they suggest looking for alternatives that fulfill this crucial need.

Scenario #2: A high-performing school is under pressure to expand its extracurricular programs to include more competitive sports teams. The principal, however, recognizes that the school’s core value is academic excellence and that the current extracurricular balance supports this. They decide not to expand the sports programs at this time. When addressing the parent-teacher association, the principal emphasizes that while sports are important, the school must ensure that any expansion in extracurricular activities does not detract from the primary focus on academic achievement and the well-rounded development of all students. The principal suggests strengthening existing academic clubs and creative arts programs that align more closely with the school’s values.

2. Strategic Delegation

Strategic delegation is crucial in educational leadership because it ensures that tasks are completed by the most appropriate individual and prevents burnout from one individual taking on too much. This strategy is appropriate when the request doesn’t align with your expertise or capacity. For this strategy, begin by asking yourself if the task adds value and if it’s within your scope to delegate. If you said yes to both of these considerations, then saying no and suggesting another person be assigned the task, especially if the task isn’t within the scope of your expertise.

Scenario #1: The superintendent of curriculum is tasked with developing a new science curriculum district-wide. With multiple projects already in progress, the superintendent identifies a talented curriculum specialist who has demonstrated both expertise in science education and a desire to lead. The superintendent delegates the leadership of the curriculum development project to this specialist, providing guidance and setting clear objectives. This not only frees up the superintendent’s time but also capitalizes on the specialist’s strengths and invests in their professional growth.

Scenario #2: An assistant principal at a high school is charged with implementing a new technology integration plan for classrooms. Knowing her schedule is already packed with student disciplinary issues and staff management, she strategically delegates this task to the school’s technology coach, who is both enthusiastic about new tech tools and has been looking for ways to have a larger impact on teaching and learning. The assistant principal remains involved at a strategic level, setting goals and benchmarks, while the technology coach handles the day-to-day management and training aspects of the initiative, ensuring a more effective and efficient rollout.

3. Assertive (but Professional) Communication

Clear and respectful communication is vital in an educational environment where collaboration and maintaining positive relationships are key. Assertive communication allows leaders to set boundaries while preserving professional relationships to avoid overwhelm and burn out. Realize that saying no with respect when setting boundaries can help keep work friendships healthy and the work moving forward. Firmly state your stance using “I” statements. Focus on being direct but without assigning blame or creating hostility.

Scenario #1: The director of a school district is approached by a group of teachers requesting additional resources for a new hands-on learning initiative. While supportive of innovative teaching methods, the director knows the budget is already allocated for the year with previously determined goals and initiatives. Instead of simply declining, the director uses assertive communication to explain the budgetary constraints clearly and respectfully. They express support for the initiative’s goals and suggest revisiting the proposal during the next budget planning cycle. Additionally, the director offers to work with the teachers to identify potential grant opportunities that could fund the project sooner.

Scenario #2: A middle school vice-principal is asked to lead a new committee focused on community engagement. Knowing that her schedule is already saturated with essential duties that impact student success, she opts to decline. Using assertive communication, she explains that while she values community engagement, her current responsibilities, which include a major student retention initiative, require her full attention. She assures them of her commitment to the school’s core mission and suggests a colleague who has the capacity and relevant experience to lead the committee effectively. She then offers to support this colleague to ensure the committee’s successful launch.

4. Boundary Setting

In a role that often extends beyond typical school hours, setting and maintaining clear boundaries is essential for work-life balance and preventing burnout among school leaders. This is especially true when taking on more tasks can compromise current commitments. Begin by setting limits to avoid overload, earning you respect and keeping commitments in check. Clarify what you can and cannot commit to. Be firm and polite when saying no, ensuring your limits are understood.

Scenario #1: A school principal has been receiving work-related calls and emails late into the evening from staff and parents, which is encroaching on family time. To address this, the principal sends out a respectful communication to the school community, stating that while they are committed to the school’s success, they will be setting specific hours for work communications. They clarify that they will respond to any messages received outside of those hours during the next working day. They also set up an emergency contact protocol for issues that genuinely cannot wait, ensuring that boundaries are respected without compromising critical school needs.

Scenario #2: The chair of the mathematics department at a high school has their prep periods frequently interrupted with ad-hoc meetings and non-urgent requests, leading to reduced effectiveness in the classroom. They decide to set clear boundaries by informing the staff that their prep periods will be dedicated solely to lesson planning and student assessment. They post a schedule outside their door indicating available times for meetings and encourage staff to schedule discussions during those times unless there is an urgent issue that needs immediate attention. This boundary-setting helps preserve the quality of their teaching while still allowing time for necessary collaboration.

Four strategies for saying no to prevent burnout include strategic delegation, assertive communication, values alignment, and boundary setting.

Navigating the demands of leadership while maintaining personal well-being is a delicate balance. Burnout and feeling overwhelmed can have far-reaching consequences, impacting decision-making, morale, and health. However, by implementing strategies such as value alignment, strategic delegation, assertive communication, and boundary setting, leaders can effectively manage their workload and protect their well-being. Remember, saying no is not always easy, but it is often necessary for maintaining focus and achieving long-term success. By employing these tactics, leaders can cultivate a healthier, more sustainable approach to leadership that benefits both themselves and their organizations.

April 18, 2024 0 comments

Communication CTO/CIO Instructional Coaching Leadership

A Model for Driving Effective Change

by Miguel Guhlin March 28, 2024

written by Miguel Guhlin

“I lost my job today,” Emil said as he walked into our meeting. It was the monthly Campus Technology Representatives (CTR) Meeting. Emil was a campus instructional technologist (CIT) whose role was driving effective change and actively promoting instructional uses of technology. He had succeeded in being an instrument for change. But, change is not always welcome. How can you drive effective change without alienating the people you want to see change? It’s a tough question.

The Four Domains of Effective Change

As a technology director, my biggest challenge involved navigating the political dimension. The question wasn’t, “How do I get superintendent approval for a new technology?” Rather, it was, “How do I get classroom teachers and principals to change what they do every day?” If only I had enjoyed a longer perspective, such as the one captured in this chart, the result of interactive prompt engineering with an AI model.

In my experience, these four domains are critical to consider. Without them, no change is successful. Successful change is change that endures for the long term— which is change that works, endures, and is effective.

An Example of Driving Effective Change

To drive effective change, imagine how the four domains might translate into a roadmap. This roadmap gives us a path forward. While one might have the research and the evidence, planning a joint journey forward is where it’s at. I imagine this as a parent trying to get all the kids in the car for a long trip.

In the following scenario adapted from a real situation, a problem emerges. The challenge is one many small school technology directors face. How would you handle it?

The Scenario

At St. John’s campus, a new plan aims to lower teacher stress by cutting their class load from six to five. This move seeks to boost teacher happiness and satisfaction without hiring more staff. The idea is to spread teaching tasks around, including to those not usually teaching. The campus instructional technologist (CIT), who is key to digital learning, faces added teaching duties. This shift worries several staff. They recall when this mix led to burnout and turnover. How can this change work? Is it possible to stop it or speed up?

The Driving Effective Change model offers some suggestions:

1. Vision

Set a clear goal to cut teacher workloads. Talk with everyone involved—teachers, staff, and families—to get their support. Action: Share stories on why instructional technologists are key. They help teachers use tech without stress, keeping work manageable and preventing burnout.

2. Support

Value the instructional technologist role in tangible ways. Action: Push for funding to keep this role. Show how it improves teaching and helps students. Collect and use metrics if possible.

3. Research

Use data to pick teaching methods and tech that meet standards. Make evidence-based teaching normal. Action: Change old ways with digital tools for better teaching. Offer ongoing training to help teachers adapt.

4. Connect

Build a community that embraces tech in teaching. Make sure students, staff, and families feel included and important. Action: Get everyone involved in updating teaching methods. Share how tech changes teaching and learning for the better. Enlist students and staff to tell their stories.

Reflection

If Emil had the support of such a structured process, his job might have been secure. More importantly, the whole campus would have benefited. Looking back, I see there was more I could have done for his success. His team would have enjoyed better, data-informed teaching methods paired with digital tools, and the students would have benefited from improved learning. What’s more, a community of leaders could have grown. See the application of Driving Effective Change Model to Emil’s situation.

March 28, 2024 0 comments

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