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Philosopher 2Often in teacher preparation classes students are asked to develop an education philosophy based on their course studies and observations, or student teaching experiences. For many of these students who go on the pursue careers in education, that might be the only time anyone asked for that philosophy. Of course the best time to develop any philosophy on one’s overall impact of a career may not be to do it before one enters and experiences the full force of that career over a period of time. This is a discussion I often had with my student teachers. They should develop an education philosophy, but it should never be etched in granite, especially with their limited teaching experiences. By the nature of the job, changes are to be inevitable, so self-reflection and flexibility are important elements that must be requirements of the profession at any level.

The reality however, is that aside from possibly in a job interview; few educators are ever asked about their personal education philosophy. This might be because it must require more than just a “Feel Good” one-sentence cliché. Education, which involves teaching and learning, is far more complicated than one sentence can explain.

I always felt that there were at least three factors affecting my education philosophy: my personal experiences, the culture of the school in which I taught, and prevailing education thought leadership. My ability to affect any of these three factors was limited but possible with some effort and more often work. The biggest deterrent is the time need to do this.

However, if I viewed my career as a passive experience, my education philosophy would be “catch as catch can”. I could go along with the status quo, making few waves and little innovation. I could simply follow directives, “go along to get along”, and limit my professional development to whatever my school prescribed.

The alternative however would take more effort and consequently it would be more work and time. I could reflect on my students’ summative assessments to adjust my methodology and seek to improve it, or abandon parts of it altogether. This would establish my choices for effective methodology.

I could examine and reflect on my school’s culture to determine if it is advancing, or stifling my efforts as an educator. To change a system, we need to first change the culture. My philosophy may include taking an active role in affecting change in my school’s culture in order for me to be a better educator.

As for following the lead of educators and sharing the latest education initiatives, I would need to work at connecting and collaborating with education thought leaders. In years gone by this was done through universities and journals, but real connections were limited. Today, technology provides, for those willing to work for it and use it, the ability to communicate, connect and collaborate with thought leaders for the purpose of creating a means to better educate our students.

As educators we have to decide on dozens of ways to effectively interact with kids including but not limited to:

  • Teaching methodology
  • Lesson plans
  • Homework policy
  • Attendance
  • Appropriate lessons
  • Interpersonal student relationships
  • Extra credit
  • Grading
  • Formative assessments
  • Summative assessments
  • Test preparation
  • Teachable moments
  • Classroom behavior
  • Bathroom breaks
  • Parent communication
  • Technology

How does one handle any of these without some thoughtful reflection on what each is and how does it fit in with what needs to be accomplished for kids to learn effectively and efficiently. Every educator should give thought to each and all of the elements that he/she is responsible for in order to do the best that they can. It is also NOT a “do it once and done” project. It is an ever-changing dynamic that will need to be revisited and reflected upon on an ongoing basis. Principals should know the education philosophies of their teachers. Principals need to support the school culture that challenges and supports their educators. They need to promote reflection and provide time in support of that endeavor. Maybe try having a faculty meeting with personal education philosophies as the main topic of discussion. There may be surprises both good and not so good as an outcome, but it will give a clearer picture of where the staff is as educators. At the very least it will enable people to better understand their own school culture. All of this should be included in a Principal’s leadership philosophy, but that’s for another post.

 

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It has been quite awhile since I have written a post. I think I might be in a state of depression as a result of my addiction to television News shows and the recent development of an affliction that I refer to as “screen screaming”. Getting beyond the political turn of events of recent history, I also find myself frustrated and depressed over the slow pace of change in education that we have witnessed since the turn of the century. Why is it that so much of what education thought-leaders have been advocating for, in order to dramatically change the education system for the better, has yet to take root in any significant way? Many of the practices that have been identified as stymieing the system are still common practice in too many school systems today.

The big question that educators often ponder seems to be: In this age of technology and innovation does technology improve student learning? Of course that is a big question with research supporting both sides of the argument. I think however that there are other questions, which must be answered in order to gauge the effects of technology our education system.

My first question is: What has technology affected in the everyday lives of educators and support staff that improves their conditions? I tend to use my own experience and observations in addressing this since I began teaching in the early 70’s, before any real significant influence of technology on education, calculators not withstanding. Tech has certainly improved and simplified the ability to record data over the years, freeing up time for teachers. Of course that free time might be lost if teachers are loaded up with new additional stuff to record on students. Tech has given educators an ability to increase their connections with other educators through social media and collaborative applications to exchange ideas and share sources. Certainly this collaboration could be a positive influence and a great source of professional development if promoted and supported by an innovative and creative administration. It is impossible to get “out-of-the-box” teaching and learning when teachers are restrained by “in-the-box” management.

Technology has changed the dynamic of curating information for teachers and students. It gives access to information never before so readily available, or so easily curated. Technology also enables users the ability to publish acquired information in various formats for consumption by others. Additionally, it offers a means in many cases to analyze data in ways that could not be done so easily before technology had become so ubiquitous.

Communication has been upended by technology. There are many ways for people to communicate. We have gone way beyond the dial up telephone. Not only can we communicate with voice, but we can also transmit documents, files, videos, audio files, and live streaming. Gutenberg and Bell would most certainly be impressed.

Access to all of these wonders of technology requires a different mindset than that of the early 20th century. It requires the ability to be flexible and adapt to the constant changes that come with technology. It requires one to commit to being a lifelong learner. It also requires a strict adherence to critical thinking in order to recognize, that which offers value from that which is crap.

Now let us consider what teachers need to survive and thrive in their world today in order to be relevant to their students in what they must teach and the methods they use in the time that they have to deal with their students. Technology affords them time-saving methods to deal with the required bureaucratic minutia. It also offers the ability to maintain relevance in the tech-driven, fast-paced, changing environment of information exchange. Access to information at anytime is also a tech-added benefit for teachers. 24/7 communication access can also benefit educators accessing their administrators, collegial sources, students, or parents.

Now let us consider what students will need to know in order for them to survive and thrive in the technology-driven world that they will occupy, as opposed to the world that their educators grew up in. We want kids to be able to communicate, collaborate, curate, critically think, and most importantly create while using Reading, Riting, and Rithmetic.

All of this is now happening and will continue to happen in a world that is technology driven. We do not get any say in how much technology will continue to change and drive change. We can only prepare for the inevitable change by developing a generation of flexible life long learners who can assess and adapt to new information.

If my observations are even somewhat accurate, why is our education system so slow in developing methodologies that are supportive of teachers learning and using technology with their students? Why aren’t educators learning along with their students the very things they were not exposed to as they grew and learned? Why are we not concentrating more on student-centered learning, as opposed to Teacher-driven teaching? Why are we not focusing more on collaborative learning as opposed to lecture and direct instruction? Why aren’t districts more in tune with supporting collaborative learning for their teachers in obtaining relevant professional development to teach kids for their own future?

Well, now that I sat down to write something on education, I find myself again screen screaming, but this time it has nothing to do with partisan politics. I guess the idea of comfort zones, traditions, and closed mindedness are just as frustrating when we recognize where we should be going, but only a few are willing to take a chance on innovation. Maybe politics and education have more in common than I thought. Just because you have always done it one way doesn’t mean it must continue that way. When the world around you changes, pay attention. If we are going to better educate our kids, we must first better educate their educators.

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A lingering general question hanging over the heads of all has been what effect does social media have on our society? That answer has never been so evident as it has been today as social media tools have been placed directly in the hands of the President of the United States, as well as foreign operatives. Social media is a very powerful tool that can have a lasting effect on what people do, and how they do it. Placing those social media technology tools in the hands of some of the most educated members of our society who have the greatest effect on future generations has had somewhat mixed results.

Education as a profession needs to recognize and accept the fact that we live in the 21st century and social media enables change that can happen much faster, and affect greater groups of people than any technology of the 20th Century, including radio and television. Change has always come slowly over the centuries and that was what we expected, change happening slowly giving us more time to adjust and adapt. Technology has changed that paradigm. Change is coming more quickly than many can adapt to and creating an uncomfortable situation for any profession that has been slow to change.

Social media enables collaboration, which for adult learning is the key to success for most adults. The best form of collaboration comes through conversation, which is often enabled by various social media tools. The key to accepting social media as a tool for learning comes in the term “Social”. This requires involving other people in order to have a conversation. This requirement precludes the use of social media being a passive endeavor. It takes time to learn the tools, time to learn the culture, and time to learn the strategies to effectively learn through social media. All of this discourages people from even attempting to change what has made them comfortable in their profession. It requires effort, time, and work.

This lack of engagement may be harmful to the profession of Education for two reasons. First, without social media access to collaboration, educators would be limited to face-to-face collaboration, which is provided by the everyday interaction with colleagues within a local area. It may be effective, but it is very limited when compared to the global collaborative opportunities and varied perspectives provided through social media. It is also limiting in the amount of experts in various aspects of education compared to that which are available provided by social media. Educators can use social media to hand-pick educators with like interests, and goals. Social media enables educators the ability to develop personal learning networks with hundreds of collaborative collegial sources to educate, critique, react, and generally engage for the goal of learning and collaborating professionally.

The second and maybe more important harm comes from the educator not modeling for students the need and the tools for collaboration as we move further into their future. The world in which our students will need to live and thrive will change even more rapidly than their educator’s world is experiencing today. Educators need to prepare their students with the skills and abilities to collaborate and learn long after the students leave today’s halls of academia. These skills and abilities will require digital literacy, for that will be required to use tools for communication, collaboration, consumption, curation, and creation.

There is no longer a debate as to whether or not social media is here to stay. There is no debate that collaboration is a leading method of learning. There has never been a debate over the need for professional development for educators to maintain relevance in their profession. Considering the seeming acceptance of all of this I question why there is still such hesitance on the part of so many educators to engage more in collaboration through social media? Limiting educators to the 20th century methodology of face-to-face collaboration is far too limiting in light of the potential of the collaboration possible using tools from social media.

School administrators need to re-evaluate policies dealing with social media in education. Educators need to become more digitally literate in regard to their own personal and professional learning. Providers of professional development need to promote more digital connections among educators to develop and maintain collegial sources for professional learning. Educators need to be more open to students’ use of technology for collaboration.

Failing to recognize the changes in the world and the effect of those changes on education and learning is a mistake that we can ill afford. Accepting the changes requires work on the part of every educator to learn, adapt and use tools that they may not yet be familiar with or may change along the way. This is hard and a true deterrent to real change. Our administrators and leaders need to take steps to support educators in making these changes. They may need to open some minds to incorporate that innovation that so many of our leaders say they want in education.

To better educate ours kids, we need first to better educate their educators.

 

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Key & keyhole with light coming from it

The flipped classroom, maker movement, project-based learning, blended learning, student centered learning, hour of code, collaboration, direct instruction, and lecture, there are passionate teacher advocates supporting each of these methods as the best way for kids to learn. I am sure that there are some additional methods or movements that I have not mentioned.

Each of these methods to teach can be effective with many groups of students. The burning question should be however, which is the best way to affect the greatest education reform? The focus for change in education seems to be in finding a way to best teach our students. The focus is targeting student learning. That assumes that once that method is found all will be right with the world of education and PISA be damned.

I think that may be the wrong focus for reform. I believe that if we want to affect the greatest number of students by the way they are taught, we need to better educate their educators about the way they teach. A combination of several methods might be the best path for students to learn. This would require a teacher to have knowledge in several methods. The focus should target on what and how we teach teachers not students. There are hundreds of thousands of educators who are familiar with many of these, if not all of the mentioned strategies here. Many are aware through their social media connections. The problem is that there are millions of educators who are far less connected, informed, or educated in these methods. Many of the uninformed educators may be far less connected to communities where discussions and collaboration with these topics go on daily.

I am becoming more of the belief that, at this point in time, we are not going to get all educators connecting, collaborating and creating through digital connections with other educators around the world. We do need to look at the benefits of these digital connections and find a way to create that resulting collaboration within the schools in which our teachers work without digitally connecting, those who will not connect.

Collaboration has become an integral part of professional development. We need to not only endorse collaboration, but we need to support it. It is a key to adult learning and teachers are adults. We must approach all PD through Andragogy, an adult’s learning, and not pedagogy, a child’s learning. Teach adults as adults. https://tomwhitby.wordpress.com/2015/04/13/the-importance-of-andragogy-in-education/

There is not a college or university in the world that can graduate teachers with all that they will need to know to carry them through a thirty-year career as a teacher. The world and everything in it changes too rapidly for that to happen. Learning has to be ongoing. The term life long learner does not only apply as a goal for kids. It is essential for anyone wanting to exist, strive, survive, compete, and flourish in a modern tech-driven society. This especially applies to those who teach others who will need to do the same.

If standards have to be drawn up for education, why not have standards for PD? The biggest problem with the implementation of common core, beyond the testing aspect, was the fact that there was no support for PD. Each school was left to its own devices. Some schools did well with it, others not so much. This was another example of a non-funded mandate gone awry. Any national initiative in education it would seem would need its teachers on board and fully aware of their goal.

Until we recognize that the greatest effect that we can have on education is by continually educating our educators to the constant and continual changes occurring in their profession, there will be little change in the progress we hope to make in education. We have now and will continue to have 20th Century educators trying to teach kids to live and learn in a 21st Century world.

Professional Development must be part of a teacher’s job description. It should not be solely on the backs of teachers to find it. Schools on a regular basis, and not just one, or two PD Days a year should deliver PD on a regular basis each week. Faculty and Department meetings should be more than a mandatory gathering to talk about schedules and policies. Teachers must be given collaboration time to connect with colleagues to implement changes. The best people need to be placed in supportive coaching positions to help facilitate, and reinforce these changes.

Change is difficult and uncomfortable for everyone. People need help to accomplish it. Comfort zones are the biggest obstacles to change. If change is what we need and want for our education system, then we need to put things in place to make that happen. Doing PD as we have done for the last two centuries doesn’t seem to be working. This is the one thing that most educators agree with. If we are to better educate our kids, we need first to better educate their educators.

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profesionnaldevelopment2-785x428Recently, as I was tweeting about the need for teachers to be more aware of what was going on within their profession an unexpected tweet response came from a connected educator who I greatly respect and hold in high regard. He tweeted that he was tired of the teacher bashing. I was upset for that was the furthest thing from my mind as I tweeted my opinions out.

I have always supported teachers and have a record of doing so during my very public run in social media for the last decade. It is my belief that those who would limit or even dissolve public education for the sake of advancing a for-profit alternative have scapegoated teachers in recent times.

There are few things wrong with the education system that can’t be improved by properly educating and supporting teachers who are already working in the system. The exception to this of course is the problems specifically related to schools in areas of poverty, both urban and rural. These schools have problems that will require more solutions than supported professional development can provide. The problems: personal, political and cultural of these schools may be helped by supported PD, but the foundational issues need more political solutions.

Probably the biggest problem teachers have is the rapid rate of change that occurs in our computer-driven culture. Things change so fast, that we are now faced with “data obsolescence”. That which we believe to be true today, may not be true, or might be replaced by another fact or improvement in the upcoming year. Unless the very system that educates our population keeps up with these changes in a timely fashion it will itself in time become irrelevant.

The model of professional development that the system relies on most heavily is the same system that has been in place for at least century. Educators can get PD from in-house programs by consultants or peers, college courses, and conferences. Some schools have prescribed topics for PD others allow a more personal selection for educators. Most of these courses rely heavily on pedagogy to deliver the content. The problem that I see with this model is in two parts.

Using pedagogy to teach seems the right way for educators to teach because they have all been educated on what it is, and how to use it for teaching. It makes sense educators are masters of pedagogy, the method of teaching children. Therein lies the rub. Professional Development is the teaching of adults, not children. Andragogy is required for teaching adults who have different goals, needs and motivations from children.

Adults learn best through collaboration (I believe most kids do as well.). The best tool for collaboration is discussion. Adults come to the table with life experience. Many educators getting PD may be more experienced than the person providing the PD. Adults need to be respected as adults and not children. Adults are goal oriented. They know much of what it is they need, or at least seek, to know, and they want to learn it today in order to use it tomorrow. Adults are relevancy oriented; if it doesn’t fit their needs they will be less interested in learning about it.

All of this suggests to me that a Power Point presentation delivered by someone who may be lacking knowledge of effective Power Point delivery fails to meet the needs of adult learners. Here is a quick video taken at a public school’s system-wide professional development session. This came at a cost of hundreds of thousands of dollars. Is this the way we should teach adults, or anyone for that matter? https://youtu.be/eAy3vJn4pbs

 

The second area of professional development that concerns me is the relevance of what educators learn. We know change now comes faster than we have ever experienced in history before and, if technology has its way, that rate of change will always increase in speed. In order to keep up with change in education someone needs to be involved with it, where it is happening, or at least connected with those who are. Most educators lack the time or the inclination to do so. Most efforts to get a majority of educators connected and collaborating have failed to capture the intellectual drive of a majority of educators. There are districts however, that have placed amongst their faculty teacher coaches who support the learning teachers need with support time and direction.

After a decade of trying to get all educators connected and collaborating, I have come to recognize this probably will not happen. However, if we can’t get the entire faculty of a district connected to the thought leaders in education, than why not connect them with colleagues who are connected educators? These coaches may provide relevance, collaboration and support that are not evident in conventional PD delivered by most schools. It gives educators time to get comfortable with connecting with others. Even if adults know what it is they want to learn as a goal, too often they don’t know what it is that they don’t know. They have not been connected to the very people driving the latest thinking in education. The ideas that are being discussed in the connected community of educators are not yet being discussed in faculty rooms of the unconnected. Teacher coaches are connected and they can provide relevant new ideas to the less connected majority.

To many, the idea of teacher coaches is still an experiment. These coaches are often regular teachers with a penchant for technology and a collaborative mindset. They are often on split schedules as a part-time teacher and a part-time coach. We need to establish these coaches as a firm position in schools. They need to be trained in both technology and adult learning. Their class load will consist of adults and their schedules must be flexible in order to teach, collaborate, and nurture their students. This will prioritize relevant professional development incorporating it into the job description of educators. It will be part of every educator’s workweek.

Many of the problems in education can be eliminated or at the very least improved by properly providing, supporting, and maintaining respectful, relevant and collaborative professional development. If we are to better educate our kids, we must first better educate their educators.

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innovationAs a society, we place a premium on innovators and entrepreneurs. They are admired, or for some revered in Business, Politics, and even Education. The reason for that bias is that innovators and entrepreneurs are scarce commodities. Most people are employees and not entrepreneurs. There is nothing wrong with that. Most people follow trends; they don’t start them. There is nothing wrong with that. Few people lead while most people follow. Again, there is nothing wrong with that. On the surface one would expect that in consideration of their rarity and with all of this reverence for innovation and entrepreneurship, that support would abound to propagate and spread innovation within any system, especially one like Education that should model what is the very best in what is expected of its learners. The problem with innovation in any system however, is the same problem with innovation in regard to individuals. Everyone wants change to occur and people even pay great lip service to having change happen, right up to the point where change becomes real. That is the point when the individual MUST change, and then when it comes to this personal commitment, people do not want to change. Everyone wants change to occur for the system, but very few people want to change themselves personally to have that occur.

There are many great ideas in education that are being discussed in the connected community of educators, but not necessarily the education community at large. It is not realistic to expect educators to accept new ideas in their profession if they have not yet discussed them enough to understand them. Of course the role of leadership should include introducing and discussing these ideas within the framework provided by the system. Leaders should be involved in the discussions of problem-based learning, the maker movement, inquiry based learning, and the flipped method, connected collaboration, and design based learning just to mention a few.

If these latest ideas could be discussed and considered building by building as part of an ongoing professional development strategy, it might prepare educators with more tools to move education away from the status quo. If every teacher was encouraged, enabled and supported in trying at least one new form of methodology within an academic year to the extent they were comfortable, we might stand a chance in evolving education. This should be a goal of every administrator within the Education system.

The innovators within the system are already involved and they would need less attention. The bulk of educators however, may be less open to change and more in need of a structured change that would require less, if any self-motivation. We have assumed that this was being accomplished through the Professional Development policies and strategies in place for centuries. Talking with a wide variety of educators across the country I have found very few who are supportive of the professional development they have been offered by their schools throughout their careers in education. Several national polls of teachers have listed PD as a major concern and a disappointment for educators. We may need to innovate a new and more supportive PD system for educators that meets their needs, respects their experiences, provides them a voice, schedules collaborative time with colleagues and enables teachers to experiment without a fear of failure. In short treat them as adult learners and respect them for being professionals. We need to innovate a strategy for personalizing Professional Development.

Change will only happen if it is supported. Support for change will only happen if people are comfortable moving from the safety of the status quo to the insecurity of the unproven new idea. Many people need to be assured of a safety net before they will move to change. Unless our leaders themselves become more innovative and active about innovative Professional Development, the change we all want to herald in will be long in coming. Innovative new ideas in education are not enough by themselves. We need innovative strategies to implement those new ideas.

In the words of Frank Zappa,” Without deviation from the norm, progress is not possible”. In my words, “If we are to better educate our kids, we need first to better educate their educators”.

 

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Steamboat-WillieLike many people my first foray into the virtual world of connectedness was through Facebook. I connected with family and friends. This led me to consider making some professional connections out of necessity. I began my connected collaboration as an educator over a decade ago. I realized as an adult learner that I learned best through collaboration and that collaboration could only take place if I was in some way connected with other educators. I feel that I had grown to a point where my teaching colleagues, whom I had face-to-face contact with, seemed to somehow no longer have answers to my questions. It was apparent to me that their own profession was getting away from many of them. They depended too heavily on what was taught about education years ago rather than what was currently being taught. They had no connection to the latest and greatest in education. Their knowledge and experience was losing relevance. My building connections no longer served me well enough to meet my needs. I needed to expand my collegial base to more educators who were more in tune with education demands of the 21st Century. My building limited me.

I began connecting with educators virtually on LinkedIn. It was considered a social media application for professionals. I found that I could create groups of educators that had interests in education similar to mine. Educators would come to these groups to discuss topics that we were all interested in, but were not being discussed in faculty rooms or faculty meetings or not even in the provided Professional Development sessions. My frustration with this however was the time involved waiting for people to get back to me. Discussions were not in real-time. Questions were answered when participants returned to the discussion. Through LinkedIn I discovered Twitter.

Twitter was more in real-time. I followed educators wherever I could find them. I used Twitter only for educators. The interactions took place in real-time, so there was instant gratification. I began to identify which educators had expertise in specific areas. My problem was getting together with the right people who were interested in what I was interested all at one time. That is why #Edchat was started. I could come up with a Topic of interest for discussion that was not being discussed in schools, but had great impact on educators. The topics were well received because they began to be referenced in Education Blog Posts. The Twitter Chat model flourished creating hundreds of education chats here and around the world.

My big takeaway from Twitter was that people were accepted for their ideas and not their titles. Teachers, administrators, authors, politicians, and thought leaders are equals on Twitter.

Through Twitter I was exposed to many relevant Blog Posts. I was amazed that educators were sharing great ideas on blog posts it opened an entire community of education thought leaders to me. I followed many of them on Twitter for further one-to-one interactions. I discovered that Blogs were interactive. I could engage bloggers not only to agree, or disagree, but also to expand their ideas. These discussions of great ideas ran through a number of connected venues, Twitter, LinkedIn, and Blog Posts. These connected discussions proceeded any discussions of similar ideas taking place in school buildings. Edcamps, One-to-One initiatives, Flipped Class, BYOD and connected collaboration were all topics discussed and vetted long before they were even recognized in the brick and mortar world of education.

It was through these discussions and interactions that led me to a path to begin my own Blog. That was a scary step that in hindsight helped me grow more as a professional than any other individual step I have taken. It has forced me to question more, investigate deeper, reflect more thoughtfully, and share more openly. The Blog was well-received and brought requests from many educators for connected face-to-face connected collaboration. This led me to both SKYPE and Google Hangout. This was a further expansion of my connected network of educators, but the ability to see the person I was connecting with was the new dynamic.

One element of my real world connectedness that I was privileged to have, was my attendance at local, state, and National conferences. Most teachers in our education system do not attend conferences because most school budgets do not make allowances for teachers to attend them. I presented and held office in organizations in order to meet that goal to attend as many conferences as I could. A great benefit of conferencing is the networking done to make real connections. Each year educators can meet other educators for professional exchanges and if they are fortunate enough to go a second year, they can renew those connections as long as their connections were fortunate enough to attend the second year as well. Connected educators have no such constraints. They are connecting and exchanging with conference participants before, during, and after the conference takes place. They are also sharing the conference content through their connectedness with educators who could not attend the conference. Virtual relationships are made face-to face as conference participants actually meet up with their connected colleagues. Social media for professional relationships has added a whole new level to any antiquated model of educational conferencing.

Now, here is why I refer to this connected journey model, which I have openly shared, as “whistling in the wind”. This is what is referred to as a PLN, a Professional Learning Network. I have modeled here how professional connectedness can benefit any educator, yet a majority of educators fail to take advantage of what is being offered. Is it because they did not get this information in their teacher preparation program in college? Is it because they have no time to spend beyond their workday to make professional advances? Is it because they lack a digital literacy to do the basics of social media interaction? Is it because they are not what they profess that they want their students to be, Life Long Learners? Is it because they feel that their college preparation was enough to carry them through a forty-year career without needing to learn, change, and adapt to a quick-paced, ever-changing, digital world?

I do not expect anyone to accomplish what I have done in my journey to connectedness. I have been doing it for over a decade. I do expect however or at the very least hope that, as professionals, which we claim to be, educators begin their first steps to connecting and proceed at a pace slightly out of their comfort level. Comfort levels are the greatest obstacles to change.

The world we first learned in is not the world that we teach in and it is sure as hell not the world our students will occupy to thrive and compete. If our comfort zones take precedence over our students getting a relevant education, we are failing as professional educators. The fact remains however that it is a great struggle to get educators to connect and grow. Most educators will not see this blog post, let alone interact with it to defend their on of non-connection. Those of us who are connected may need to do a better job of modeling, and speaking to the benefits of connectedness for the sake of our colleagues and our profession. As I have always said, “If we are to better educate our kids, we need to first better educate their educators.”

 

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