EdTechTeacher 2018

Workshop
Notebook
[your name here]

tinyurl.com/ett-leadership-n
otebook
*File -> Make a Copy

Wifi
ettsummit/edtechteacher

1
Introduction
Three Essential Questions
Someday - Monday

2
Three Essential Questions

Why? How? Are We?

3
Leader Archetypes
The Engineer Archetype
● How do we build it?
● Control, predictability, measurability, automation

The Economist Archetype

● How much does it cost?
● Negotiation on basis of currency

The Social Architect

● What is truly important?
● Helps bring about change based on the deeply held
personal views of the members

4
The Human Element (Lewin’s Model)

https://www.alchemyformanagers.co.uk/topics/Bx68PnkNyrJXJy45.html 5
The Human Element (John Kotter’s 8 Step Model)

https://www.alchemyformanagers.co.uk/topics/Bx68PnkNyrJXJy45.html 6
Someday & Monday

“Imagine walking up to a stream. On the far side lies our ideal learning
environment — student-centric, inquiry-based, resource-rich — our
Someday. A series of stepping stones indicates a way across. These
are our Mondays; achievable objectives interspersed across a torrent
of new technologies, practices, and theories. This Someday/Monday
dichotomy captures one of the core challenges in teacher professional
development around educational technology.”
-Tom Daccord & Justin Reich

7
Community Vision

8
9
10
 Part 1
Launching Innovation

11
1.1 - “What Does Awesome Look Like?”
Setting Big, Hairy, Audacious Goals
Tell us what awesome innovation would look like (working with teachers and students, impact in education, community
involvement), feel like (educators engaged, students feeling empowered, teachers feeling supported), and sound like
(excited feedback from community) etc.

Why is this important?

Consider why it is the ideal state for your context.

12
1.1a - “Rightboro Scenarios”

The Rightboro Scenarios are designed to help you reflect on pedagogical goals. Read the scenarios and discuss with
your small group. If you could only pick ONE scenario, what would it be?

Most desirable

Least desirable

http://bit.ly/ett-rightboro

13
1.2 - “My Awesomeness”
In your small group, read your group members’ ideas about what awesome looks like, feels like, sounds like. Choose
your TOP 3 ideas/points for each category.

My ideas

What awesome looks like What awesome feels like What awesome sounds like

14
1.3 - “My Group’s Awesomeness”
Now discuss with your small group. If you could only pick ONE top idea/point for each category, what would it be?
After your discussion, you will share your ideas with the whole group.
My Group’s Ideas

What awesome looks like What awesome feels like What awesome sounds like

15
 Part 2
Refining a Vision and Getting to
Work

16
2.1 - Four Corners Group Analysis

What are the signature strengths of your What are the important outcomes for your
school? school?
● What are you and your colleagues most ● What qualities would you most like to see
proud of? these schools embody?
● Where have you made the most ● What do you most want them to be able
progress? to do?
● What about your school makes you
smile?

What are you trying to improve right now? What is the most promising potential
● What major initiatives are going on? innovation in the future?
● What else are people talking about? ● What are the three things you’re most
excited about your exploring?

17
2.2 - Identify A High-Leverage Initiative
Identifying Reasonable Goals
What's the most high leverage initiative that you can help advance? FIrst, we’ll brainstorm as a group.

Next, identify and express your high-leverage initiative here, in any form you choose. This can be a photo, video, or written
reflection. You will be using your initiative to focus your activities, so be sure it’s something you feel is very important to your
school and the success of your programs.

Your high-leverage initiative should be powerful enough to have a significant impact, but should also be something you can
make progress on in a reasonable amount of time.

Why this is important

Add a reflection about why you’re passionate about this initiative.

18
2.3 - Network Map
Instructions:
Delete and
replace the
example
graphic shown
on the right
with your own
network map
artifact.

Add an
explanation of
your map or
notes in this
space, if you
choose.

19
2.3 - Asset Map

20
2.5 - Network and Asset Map Reflection
Reflect on the process of creating your Network and Asset Maps.

● Connections you didn’t expect

● Ideas that came out of the activities
● Your current feelings about launching change in light of the connections and
assets you have

21
 2.6 Action Plan, Part 1

What does “awesome” look like in this initiative? Why will this be high-leverage for
Tell us what awesome looks like (student work deliverables, teachers collaborating), your specific context?
feels like (students feeling hopeful and excited, teachers feeling supported and
comfortable with experimentation), sounds like (excited feedback from parents) etc. What is the value of this initiative?

How are you innovating? How will you know you succeeded?
List 3 major changes that will result from this initiative: Briefly consider the markers of success.
1.

22
2.7 Action Plan, Part 2
Someday
Use this space to summarize or build on your work in Part 1: What Awesome Looks Like. This is your
vision of the ultimate end result of your initiative

Monday

What can you do starting on Monday that will What do you predict will happen when you do it?
start to make a difference?

23
Backward Planning

24
What Do You Want Your Students to Do?

https://edtechteacher.org/apps/#Begin
25
What Are Your Pedagogical Approaches or Strategies?

● Making Student Thinking Visible

● Unleashing Creativity
● PBL
● Design Thinking & Making Spaces

26
“Learning without creativity is useless.”

27
What if on Monday...
• Students take their own self-portrait photos and use a platform to introduce
themselves. You teach them acceptable photo use.

• Students create a short video of themselves describing their hopes, objectives,

aspirations.

• You use a formative assessment platform to collect information about students.

• You collect student screenshots to evaluate their progress.

• You create short video tutorials demonstrating or explaining classroom

procedures.
Cycle of Experiment and Experience

Safety Nets:
-Teacher-mentors
-Positive
reinforcement
-Space to fail
-Online coaching
-Student help-desks

29
 Part 3
Measuring Progress and Adjusting

30
 Action Plan, Part 3 : Assessment Plan
Benchmarks
As you progress, if you’re not meeting these, it could be that you
need to approach the project in a different way or that the
benchmarks as initially identified weren’t quite right. Example:
Teachers will be experimenting with this program in two
classrooms by the end of the month.
Indicators of progress
Asking “Did things get better?” is too vague to be helpful. What
will you see, hear, experience (i.e. evidence) that shows
progression? How will you know that you have addressed your
problem of practice (at least somewhat), making progress
towards the awesomeness you described earlier in the course?
Methods for gathering data
How will you gather feedback from stakeholders? How will you
collect the necessary evidence? You might include interviews,
focus groups, surveys, content analysis, test score analysis,
looking at student work, etc. Also, consider what constitutes a
helpful sample. Will you take data from one classroom or all? A
random subset of teachers, or a select few?
Sharing results
What kind of results might make you change your course of
action?
31
Activity 3.2 - Summative Reflection
What have you learned? Where are you headed?
Use this space to write a reflection or share an artifact designed to be shared with others.

32
Evaluation & Certificates

Form Evaluation Link:

https://docs.google.com/forms/d/e/1FAIpQLSeoDEkoJd0JHu4NFiupU1FkZwLmkcVhMTDMqzubw9TE-Iv
QXw/viewform

Google Drive Folder with Certificates:

https://drive.google.com/drive/folders/1XgQjJJfg7PH3RgAU1PW3JkLGOWF6jmKj

33