Digital technology in digital news

The headlines are full of questions:

• Do digital textbooks make a difference in the classroom?
• How effective is a “flipped” classroom model?

and concerns:

• Report criticizes rush to virtual education
• Schools offer on line classes, but challenges remain

As schools explore and then implement new technology initiatives, we face many challenges. We can look back at the one-to-one laptop programs that burst on the scene ten years ago and cost schools millions of dollars and even a greater investment in time. The results of such one-to-one programs are mixed, and I say that meaning there were positive results as well as negative.

Now with growing interest in tablet or specifically in I-Pad technology, on line learning, and e-readers, we face the same challenges. But we can also fall back on some important lessons learned.

Technology initiatives have the potential to engage learners, broaden their technology skills, and usher in cost efficiencies. At the same time, there is little evidence to find that programs improve student achievement. Furthermore, when budgets get tight, initiatives like the one-to-one program were too often abandoned.

We also have learned that there are ways to help insure success. Greaves, Hayes, Wilson, Gielniak and Peterson (2010) reported three:

1. Ensuring uniform integration of technology in every class;
2. Providing time for teacher learning and collaboration;
3. Using technology daily for student online collaboration and cooperative learning.

Furthermore, I agree with one district official whose district went to a digital model for some curriculum delivery who said, “This wasn’t a technology initiative — this was a curriculum initiative.” I think this supports author Jim Collins’ observation about technology in the business world when he said, “Technology alone never holds the key to success.” However, “when used right, technology is an essential driver in accelerating forward momentum.” We want to consider both what students learn and how they learn. This should help us not get enamored with a device, but with a philosophy, and considering how students learn is inherent in the ICS philosophy.

Right now a committee of faculty and staff at Indian Creek is surveying the technology landscape in education. We are looking at programs involving e-readers, tablets, on line courses and curriculum including such things as web design and programming. From that work, we will begin to formulate plans and consider resources to implement those plans. We do know this – this technology initiative is a curriculum initiative and we are excited by the prospect.

As we move forward, we will look forward to engaging our community in that discussion.

Creek Fest on the road . . .

Jude, now having spent 20 days on the planet, could not make it to Creek Fest. So with the help of some generous donors of my ICS cross country tee shirt, my ICS cap, and a youth extra small size Creek Fest shirt for Jude, I took Creek Fest to him. Jude did enjoy the shirt (briefly) as it fit more like a tie-dye extra large toga, but especially enjoyed the Tales of Creek Fest. And I did have tales to tell.

They say you never forget your first car (used Subaru two-door hatchback) first Grateful Dead concert (Eugene, 1978) and first Creek Fest (2011). I think that saying is true. First of all – I have to thank everyone (everyone!) who came to enjoy the day, who volunteered time, who helped plan and organize, who donated money for specific activities and games, who played and coached in games, who ate prepared and ate great food, who played games, and who wore their Creek Wear proudly at the most fun you could have had on October 15.

I arrived early so I could find the “perfect” place to watch the games, and there I stayed to support our players and coaches. No one told me that of six games played (Middle School Girls field hockey and soccer and Middle School Boys soccer & Upper School Girls field hockey and soccer and Upper School Boys soccer) that we would win them all. The games were well played, well coached, and as always I was inspired by the tenacity, discipline and sportsmanship of our players. We came to compete, and compete we did with all of the enthusiasm that could be brought to Creek Fest and the games.

In between games I browsed all the events, and took in a few horse races inside the gym as well as some ambitious games at the duck pond, ring toss and others. The hamburger was great; the nutty ice cream bars looked fabulous as the coaches toasted their victories with them.

While all of the games, events, and activities were fun, it was the quality of time that impressed me the most. The time families had together; the time we had as a community; the time we shared. I have been at a few schools, and visited and learned about many more. Many schools talk about “community” but few care enough to invest in making it happen. And it takes a community to build a strong school, people working in partnership to support students. This was evident at Creek Fest, 2011 –a first I will not forget.

I got to tell these stories to Jude. (And he does look good in tie-dye, the Eugene Grateful Dead kind and the Creek Fest 2011 kind.) I think these stories are important because on October 15, 2011 we spent some time together and that’s what makes Indian Creek School. Thanks for being there. See you at Creek Fest 2012 (and all the days in between)!

“Aquila” — we cheer on the Eagles!

You had to be there  . . . day one

 

Second grade students running through a tunnel of high school students getting high fives . . . teachers from Evergreen campus getting hugs from former students . . . Bruce Crossman doin’ a little step to the band playing Staying Alive . . . the lower school dance team welcoming all the teams onto the court  . . . and the Creek Fest Pep Rally had begun.

 

Creek Fest (the weekend) really began on Friday afternoon in the Upper School gym. And when we talk spirit, when we talk community, well then we are talking the pep rally to introduce Creek Fest.

 

We began with Mr. Evans from the middle school introducing to Mr. Cook from the Upper School the future of Indian Creek athletics  . . . the members of the boy’s soccer, girl’s soccer, field hockey and cross country teams. Then the Upper School teams come onto the court  . . . equestrian team, dance team, cross country, sailing, girl’s soccer, field hockey and boy’s soccer.

 

Then Gerry Connolly, Upper School head, told the story of great heroics in the Roman army on a rainy day (much like today) in 55 B.C. He told the story of when one soldier from the Roman legion rallied the troops, the cheer EUGE (hooray) went up. That cheer then came from the students, first lower, then  middle and then upper school. And when the Roman troops rallied to victory, the cheer AQUILA (The Eagle) went up. And that cheer, too, went from lower to middle to upper and then whole school — AQUILA.

 

After the cheer (AQUILA!) the students from lower and middle school competed in a game to turn an upper school student into a mummy. Then students from all divisions had not one, but two clothes relays. Most of the clothes got on at least part way but the spinning on the field hockey stick sent some students in crazy directions.

 

The final dance took, one, two, three, four attempts – but it turned out we would have to wait for dancing until later. However, that could not damper the spirits. The lower and middle school students then started to exit the gym leaving in applause from the upper school students, high fiving the two Eagles (now named Euge and Aquila). What an amazing effort from members of the student governments from both middle and upper school as well as two lower school representatives to work together to create a great event for our school.

 

Thanks to our bus drivers for the extra work today to bring us together, and thanks to the middle and upper school bands for playing together, and the lower school dance team, and all of the faculty and staff, students and athletes for making it happen.

 

And now on to Creek Fest . . . you have to be there.

A new title for the head of school . . .

. . . Grandfather.

My daughter, Megan, and her husband, Josh, welcomed their first child, Jude, who as born at home on September 28 at 5:36 PST.

My wife, Sarah, a Certified Nurse Midwife, was midwife to Megan and Josh and Jude. She has been back in Eugene, Oregon, since September 9 to support Megan and Josh and now Jude. I will be leaving on October 16 to go meet him and spend time with the new family. The way Sarah describes Jude, I do believe my wife is falling for a much younger man.

Megan grew up as the daughter of a midwife and had always said that when she had a baby, she wanted Sarah there. And so it came to pass. Sarah said it was a beautiful birth and his parents are already doting on him.

If you saw me checking (and rechecking) my text messages on Wednesday, it was because I was getting pretty regular updates.

It is good to be home. And Jude, welcome to the world.

Wading the Creek

When I walked into Charlotte Gibboney’s office, I was immediately impressed by the art work that dominates her wall. I can only describe the collection of art work as an “installation” – eight pieces of beautiful art work unified by theme (animals) and medium (arcrylic).

Last year, Ms. Gibboney expressed her interest in having some student art work for her wall. Even though she is very impressed by the art work of our students, her expectations for the number of pieces and their size were modest. She asked Lower School Art Teacher Inna Slutskaya for a few pieces of student art work, and Ms. Slutskaya turned to her second grade students.

The students began the project by working with their own individual sketches. Each student produced several sketches and then the students collaborated to weave several ideas together into one composition. Ms. Slutskaya helped students find unifying ideas and consider how similar items might go together. The medium they used was acrylic as the students were accustomed to using acrylics as they begin with them in kindergarten. Ms. Slutskaya describes the medium as friendly for kids.

When the compositions were finished, they were signed by the students who contributed to each composition and then framed and now are on Ms. Gibboney’s wall. The bright colors, the detail, and the overall composition make for an “art gallery” experience every time I walk into her office. If you haven’t seen them, stop by Ms. Gibboney’s office as she loves for people to tour her office museum.

A little different experience occurred when I witnessed Brad Woodward’s seventh grade class whom I saw rushing en masse into the faculty bathroom. Mr. Woodward and his class were discussing the Proclamation of 1763 in which the colonists were ordered to not move from the coast, but did so anyway. One reason for the move was population density, and the students were working hard to unlock this concept.

Mr. Woodward first had all 17 students cram into the faculty bathroom and then leave the bathroom to spread out on David’s Court. Their discussion was, then, about how it was different to live and get along in different environments with different population densities. I have to believe students had a better understanding not only of the concept, but through their discussion of other factors, just why colonist might want to move from the Eastern coast to the Ohio Valley. As Mr. Woodward said, “our job is to help kids get it.”

Meanwhile the Upper School was been eerily quiet. On Wednesday morning I rolled into the parking lot around 7:30 a.m. to see the tour buses lined up and unusually awake and engaged students and teachers getting ready for their Fall overnight. Perhaps the parents supplying “Continental Breakfast” prior to boarding made the morning a bit easier.

On Wednesday morning, the freshmen were traveling to Sheridan Mountain for team building through challenge courses. For the sophomores, their destination was New York for a cultural trip that included museums and a show. The juniors were preparing for a college trip to visit schools in Pennsylvania. And the seniors? Well, they had arranged their own college tours or were coming to school to work on their college essays and applications with the Upper School faculty. Ms. Eileen Mattingly had a full docket of students.

Once again I was impressed by the level of engagement between our faculty and students as they left for the high school trips, as the worked together understanding population density and the Proclamation of 1763, and when they create art work for the Lower School principal.

The blessings of a C . . . as in creativity

On Thursday night I had the honor of speaking at the Upper School Back-to-School night. I followed Gerry Connolly, head of the upper school. Mr. Connolly spoke with his usual nod to the classics and brought his speech to a conclusion speaking about two C’s – community and connections.

I was prepared to follow Mr. Connolly speaking about my list of 4 C’s, so it probably ended looking like we were trying to form an algebraic equation: 2C + 4C = 6C. That was not as intentional as it might have seemed, but it worked out nicely.

My four C’s began with my asking parents the question that in 2010 IBM asked 1,500 chief executive officers: “what is the most crucial characteristic for a person’s future success?” The audience members spoke among themselves and when I gave the answer the IBM survey found, many gave vocal agreement or raised their hands. They, too, believe that the most critical factor for a person’s success is . . . creativity.

Researchers have depicted a growing crisis in schools, and have named that phenomenon, the “creativity crisis.” As school have ramped up tests and increased pressure on covering more and more content in less and less time, some critical pillars of a truly valuable education have been lost. In the creativity crisis, schools provide fewer and fewer opportunities for the teaching and learning surrounding “creativity.”

Creativity joins three other C words that we are recognizing as being the most important attributes of an education. These four C words are

Collaboration

Critical Thinking

Communication

Creativity

At the federal level, there has been a discussion of amending the US Elementary and Secondary Education Act to focus on the “4 C’s.” I believe that at Indian Creek we are leaders in this development as our curriculum and our teachers have been and are currently focused on these concepts.

When we talk about what makes a successful student, what best prepares a student for college, what best helps a student succeed in college, what best prepares an adult to succeed after college – I think we turn to these. In an age when the “right” answer is only a Google away and when your phone can download a free app to address most issues found on a standardized test, well we need to think about our curricular priorities differently.  When many highly qualified students and many qualified candidates are vying for fewer openings in colleges and jobs, these four attributes become more and more important as deciding factors. I would also mention if my child were looking at colleges, these are the attributes I would hope to find in that college’s curriculum. Not all colleges and universities are thinking this way yet.

In my conversations with students, parents, and with our teachers, I think those four C’s are why many people come to Indian Creek. By emphasizing these skills and dispositions in our classes, and through our various sports and activities, we deliver a curriculum that truly prepares students for their future in college and beyond. And begging Mr. Connolly’s permission, I would suggest that the 4 C’s are best delivered in a community and through connections (the other 2 C’s).

So there are the 6 C’s.

This week, Indian Creek will begin working with Arts and Sciences, a consulting group that will help us understand our school better through research into why people choose or do not choose Indian Creek for their children. They will ask members of our school community and people outside the community, what are their perceptions of our school. They will begin by talking to school leadership, faculty and staff to gather the information that will form the foundation of their questions.

While I believe many people choose Indian Creek for 2 C’s, 4 C’s or maybe even 6 C’s, we also hope to learn the variety of other reasons people come to our school, their impressions from the inside or out, and what direction we might chart for the future. The future is at times difficult to project, but we do know that the world, and thus education, is changing, and we are preparing students for a different world and are preparing them differently than in the past. To do that, we, too, will need to be . . . creative.

Sharing what we know

The United States enjoys a diverse and competitive marketplace in many commodities and services – including education.  Whereas the market was once dominated by local public schools with some options for independent and parochial schools, that market has changed. Public schools consolidated into larger, high population schools, and smaller, local schools districts consolidated into larger comprehensive districts. Independent and parochial schools grew in number and variety. Charter schools were introduced into the system as autonomous independent public schools. Each system benefitted by the presence of the others. As each system has strengths and challenges, educators and school leaders could share ideas about ways to improve teaching and learning

An example of this was published in the New York Times on September 6, 2011. The story can be read in its entirety at http://www.nytimes.com/2011/09/06/education/06houston.html?ref=education. The article discusses how public schools in Houston are replicating the success from charter schools that are part of the Knowledge is Power Program (KIPP). The article states that a promise of the charter school movement was that their innovation would provide a model for other schools to adapt, and while that promise has been difficult to meet or measure, this was an example of how a charter school could create a model to improve public education, especially in urban areas

All of us recognize that Indian Creek is a school that has a clear and distinct mission for educating our students. We know that our model has its own success. To become who we are, we have relied on a distinct philosophy and a commitment to educate every child using varied teaching strategies to best maximize the learning of an individual child and an entire classroom of children.  At Indian Creek, a student’s distinct strengths are recognized and developed, and further those strengths are leveraged to engage the whole student

Have we had success? Absolutely. Have we shared our success? We are beginning to. One aspect of the Indian Creek teaching and learning is encompassed in the All Kinds of Minds (AKOM) philosophy. We did not go seeking a blind date with AKOM, we actually metaphorically met and found we had similar interests and began a relationship.  It was a good match from the start. Like the KIPP school sharing its success, we are beginning our own outreach. In August I had the opportunity to attend the AKOM workshop held at our school led by our own Mary Mannix and Amy Coleman. In addition to ICS teachers, three other schools sent teachers to our campus for training

Mary is an AKOM trainer and has worked at individual schools and presented at conferences. Other Indian Creek teachers are also “pushing out” and some of these teachers have been on programs at conferences sponsored by the Association of Independent Maryland Schools. As we reach out, we not only become recognized as an AKOM School of Distinction, we not only help other schools on their own development, we learn more about ourselves.

We have every right to be proud of our school as an innovator from our founding to our continued and sustained effort to provide the best education to our students. I have heard this continually since my arrival as parents have reported to me that their children are learning, their children are happy, that they recognize something is special and different here. We treasure that, and at the same time, we are happy to share what we have learned as well as learned from others.

The article in the New York Times first attracted me as I have been the director of an innovative charter school, and David, Sarah’s and my oldest son, teaches at a KIPP school in Newark. More importantly, the article was a reminder for me of our school’s efforts to share its success. The beacon that attracted me to The Creek was the philosophy that you cherish as parents – the philosophy of educating all students and guiding them through discovery, confidence and achievement. We recognize the competitive marketplace that is education, we recognize that our parents, and students, have many choices about where to go to school. We thank parents for choosing Indian Creek, and we honor this important choice through our efforts to reach out and to continually improve our own practice.

The Importance of Being at Drop Off

From my initial interview to my first days, one question came up over and over: will you be “out front” at drop off? That was an easy question to answer, as being “out front” at the opening of the school day has been part of my school routine as a teacher and school leader for years. Honestly, it is a part of the day that is just too much fun to miss.

First Day Drop Off

My hope was that by using something like Hermoine’s Time Turner or attempting Mrs. Which’s “tessering,” I could be at drop off at both the Evergreen campus AND the Upper School campus. I have a Pollyanna-ish belief that high school kids wouldn’t mind too much me saying “good morning” to them once in awhile. However, in lieu of something magical, the reality is that I cannot be at both places at one time. I am hoping that I can be at drop off three times a week at Evergreen and twice a week at the Upper School so I can see as many families as possible.

Please say “hello” when you have the chance and feel free to drop off any magical time devices.

In which I am welcomed to The Creek by an earthquake and hurricane.

Monday, August 29 at 6:05 p.m.

The end of the story (for now) is that Indian Creek School does not have school on Tuesday, August 30 as we follow the Anne Arundel County Schools, which is closed. Further, the Upper School still does not have power. This is how we got here:

The story begins on Tuesday, August 23 when members of the administrative team met to discuss preparations for Hurricane Irene. In the meeting Jim Pierre, Facilities Manager, had already laid out his plan for the hurricane preparations when we were interrupted by an unexpected and unwelcome guest – an earthquake. That seemed like an auspicious foreshadowing of the events to come.

After we evacuated the building, Jim and his crew inspected the buildings and then turned their attention back to hurricane planning. Jim was headed for a few days of vacation before the school year began. He had canceled his scheduled summer vacation as the new parking lot was installed at the Evergreen Campus. In addition, he and his crew had a busy summer attending to the building and grounds, remaking the computer lab, installing sky lights and redoing the bell tower. So before he left, Jim set everything in motion and then, despite attempting to get away from school, Jim would end up calling me several times throughout the weekend.

With Jim’s plans moving forward, the administrative team met again on Thursday, August 25, and now John Paul McCormick was providing updates. No earthquake interrupted us this time although there were rumors of volcanoes, typhoons and the wrath of Poseidon. A new pump was placed on the roof of the Evergreen building to take as much water off the roof as possible. A generator was on its way to run the pump in case of a power outage. Bags for sand were purchased and would be filled. Stuart Tilman and Chris Crouch were touring the campuses to put away, secure, and store anything that could get blown away, blown over, or blown down. The entire crew was also put on call for Saturday night emergencies and Sunday for clean-up. Our always reliable Ed Burton could not come in as his responsibilities are to the fire department during an emergency, and we thank him for that service.

On Friday morning, they filled sandbags and placed them around the low lying doors at the Evergreen Campus and some on the Upper School. The pump and generator were ready to go. The buildings and grounds were checked. Good planning and hard work had left us as prepared as we could be with time to spare.

On Saturday around mid-day, John Paul called me to say that everything was set. On Saturday night once the rains began, Chris Crouch went over to the Evergreen to make sure the pump was running. Late that night, Floyd Tasker and Cheryl Haste came over to activate the generator for the pump and also dig trenches to pull more water away from the building. The water had been as high as two stacked sandbags and Floyd and Cheryl were working to keep as much water out as possible.

On Sunday morning, John Paul called me again and gave me a progress report. We met later on the Upper School campus and saw where the power lines had come down just outside the Upper School driveway. The crew had done a great job. The sandbags, pumps and generator had worked well. While both campuses were without power, we had kept a lot of water out.

On Monday morning, Stuart and Chris were hard at work with the necessary clean up where some water had seeped in. Cheryl Haste, Barbara Fluker, and Misty McManus were doing clean-up of debris around the buildings at Evergreen. Unfortunately, by mid-day Monday, while we did have power at Evergreen, we did not at the Upper School due to the large tree that had knocked down the power lines during the storm and was still there Monday evening. BG & E could not give an estimate when we might have power back.

So the rest of the story is not as clear. We are not sure when power will be restored to the Upper School, but we are hopeful that everything will be “back to normal” if such a thing happens after an earthquake and hurricane. We do know for sure, our crew had done a great job planning for hurricane, protecting the buildings during the storm and cleaning up afterward. Many thanks to our entire staff who work on the physical plant.