The ISN is Thankful For Brave School Leadership

By: Barry Golden – ISN Consultant

As we approach Thanksgiving Day, ISN staff and several members of our Board of Directors have been reflecting on our service and impact on education in Wisconsin since our inception nearly four years ago.

We all concurred that innovation must continue to be our focus and passion.  In that spirit, we asked ourselves,

“what is the ISN thankful for in this season of gratitude?

There are a lot of innovations occurring in some 4K-12 classrooms and school buildings in Wisconsin, but we are still waiting for the inspired wave of risk taking leaders to establish zones of innovation within school districts across the state and the country to establish schools that “Do Different.”  There are some great examples of such schools and we want to express our appreciation and to honor those educators who are truly bending the curve of innovation by challenging the “one size fits all” mindset that seems to have hijacked our educational system.

We wish to honor and pay tribute to those leaders, staff, school boards and community members who have found a way to foster and empower teachers to assume a more active role in how we educate students differently; not only for students with differences, but with structures that recognize and educate students based on their strengths and interests versus trying to fix student weaknesses so they can fit a “proficient or advanced” factory model where individual differences are seen as being abnormal.

So, to those individuals who are doing education differently, be they board members, administrators, teaching staff or community groups, we thank you for your creativity and belief that guiding student learning fosters and supports curiosity which is what drives all humans to be different.

Guest Blogger: Matthew Scott

Matthew Scott

My name is Matthew Scott. I’m a teacher and writer from the UK. I currently live in the US and decided to explore some of the innovative work taking place here in education. This was mainly done in the hope of being able to take a few ideas home with me when I go back to Britain. Then I got carried away. This blog will chart that journey.

One: The Storm Before The Calm

I’d never driven through a tornado before. It was a Wednesday morning and I was on my way to Monona, Wisconsin, a town just over an hour west of where I live. My destination was the Project Based Learning Un-Conference organized by WISN and Project Foundry. It was a gathering of educators with varying degrees of expertise in the field of PBL. I’d been in touch via email with Sarah from WISN who had been extremely positive and helpful, but I was still nervous. You see, I’ve been in the US for a couple of years and (apart from volunteer work at a downtown Milwaukee city literacy center) haven’t set foot in a classroom for a while. My wife assured me I’d be fine – teaching was like riding a bike. Yes, I thought. Or driving a car. On the ‘wrong’ side of the road. Through a tornado…

Okay, perhaps this is a little over-dramatic. There was no twister that morning but the warnings were out and judging by the number of cars with hazards lining the highway or hiding under bridges, the likelihood of one touching down wasn’t altogether unreasonable. And my nervousness was extremely real. Apart from a vague outline, I had no real idea about PBL. It did actually feel a little like the first day at high school again.

I needn’t have worried. The Un-Conference was hosted by the wonderful people of MG21 Liberal Arts Charter School and as I pulled into the parking lot I was relieved to see the WISN and Project Foundry signage pointing me in the right direction (again, read the symbolism there as far as cliché will allow). After signing in, I headed into a large computer lab for the welcome speeches and breakdown of the sessions for the next few days. The room was already buzzing with conversation and it was clear that a lot of people knew each other or had come as part of teams. At that time I was still absolutely convinced I was the most clueless person there. Everyone had laptops – really nice ones. I had a legal pad and two pens in case one ran out of ink. But despite the diverse range of experience and experiences in the room, it was clear that this conference was designed with the goal of exploration in mind, and what’s the good of exploring if you already know exactly where you are going?

My own meandering began with a session on Advisory. It was run by the Valley New School from Appleton, WI and after circling-up for a few ice-breaking games, people began to explain why they were there and what they hoped to take out of the session. I will admit now that although I was taking in a great deal of information much of it swirled about like the weather on the way in that morning – the odd tree branch might flash by in the wind, something recognizable, but nothing for me to grab hold of with any confidence. This had nothing to do with the excellently led session and more that so much of the terminology and language – the basic jargon of US education – was so alien to me. Imagine a US educator visiting a similar event in Britain and having to work out what Key Stages, or Pupil Premium, or even GCSE meant before they’d even had a chance to think about the topic being discussed? Luckily, for one activity, I found myself partnered with Steven Rippe from WISN and, as I’m sure any of you who have spent any period of time in Steven’s company will attest, things suddenly got a whole lot cooler.

Having worked out what I was actually doing there, it was Steven who came up with what this whole blog is going to be about: It’s a project. ‘If your aim is to find out as much as you can about PBL, treat it as a project’ – that was his suggestion. Suddenly all the anxiety about not knowing anything became a driving force: I could just learn. Need-to-knows, making real-world connections, linking back to standards: all of this went from being the content of the learning to the actual process. I was going to do a project on finding out as much as I could about PBL and the product, tentatively, would be this blog.

So, this is the first post: an introduction. Forgive me for not going into detail about the rest of the terrific Un-Conference: the sessions on building a culture for PBL in a traditional school environment; how to integrate PBL into core subjects; examples from educators actually doing PBL in teacher-led settings, student-led settings and everything else in between; PLPs; assessment; Project Foundry; and the inspirational key note address from Joe Bower – no, all of these matters and more will, I’m sure, be discussed in more detail in later posts.

Nor am I going to write too much just now about the quick realization that although the jargon might be slightly different, this infamous shared language, which is often ironically said to separate us on either side of the Atlantic, actually speaks of exactly the same concerns, challenges and, most importantly, passion I hear when talking to teachers back home. Sometimes it’s buried deep beneath warranted frustrations but it’s still there.

For now I’m just saying hello.

Before I go though, I should mention that a week after the UnConference, I drove to the WISN office in Madison to discuss this whole adventure. The weather that day? Glorious sunshine.

Supporting Innovative Schools in Wisconsin

Wisconsin Innovative Schools Network Blog Post June 10 2014

The staff and board of the Wisconsin Innovative Schools Network is sorry to learn about the dissolution of the Wisconsin Charter Schools Association. Since 2001, the WCSA has been an important voice in the debate about the future of education in Wisconsin, and for charter schools in particular. We are thankful for the incredible educators who worked tirelessly to improve charter schools in Wisconsin throughout the existence of WCSA.

While we will miss our colleagues at the Association, we would like to note that their dissolution leaves a gap—but not a vacuum—in the ongoing discussion of the roles and educational opportunities that charter schools offer Wisconsin citizens. Since 2011, the Wisconsin Innovative Schools Network has offered forums, workshops, resources, and guidance to innovative schools, including public charter schools around the state. Now comprised of nearly 150 partner schools, our mission is to further educational innovation and collaboration between charter and other public schools.

WISN welcomes educators utilizing a wide variety of instructional approaches and organizations to partner with us in exploring and building high quality educational opportunities for all students through our grassroots network of schools. More information about the Network, including a listing and schedule of summer workshops and trainings, can be found at www.InnovativeSchoolsNetwork.com

For more information, please contact Dr. Heather Terrill Stotts, Executive Director, at Heather@InnovativeSchoolsNetwork.com or (608) 509-8387.

Read the WCSA press release in the
Milwaukee Journal Sentinel.

 

 

2014 WISN Conference on Innovation – What’s Your Plan?

On behalf of the Wisconsin Innovative Schools Network, I can’t tell you how thrilled I am about our upcoming Conference on Innovation. If you’re reading this, I sure hope you’ll be there, too, since beginning on March 26, you’ll join nearly 500 educators who will gather for three days of networking, problem solving, and collaboration with colleagues from all across the state—and with some of the most inspiring thought leaders in education today. Personally, I can’t wait to hear Alfie Kohn talk about high stakes testing and the discussion I KNOW will ensue!

As I’ve learned throughout my career, conferences can be overwhelming with opportunities and possibilities. Want to get the most of this conference? Here are some tips that I’ve found helpful:

Begin with (realistic) goals. Before you get to the conference, ask yourself: What goals can I realistically attend to during this short time? If I could only do three things what would they be? How can you keep those goals fresh in your mind while staying open to the unexpected?

Plan ahead for how you will take your learning home. If you’re attending the conference with a team, you’re in the best position to strategize about how to implement your learning. But even on your own, identify specific actions you’ll take when you leave the conference. How will you share new knowledge with others? How will you continue your learning and collaborative efforts?

Remember, experts are everywhere. Your most significant insights may come from conversation with someone at your lunch table or from the person sitting next to you who’s gone through the a similar challenge and found a great solution. Don’t be shy! Introduce yourself. Ask people for e-mail addresses and put them in a safe place so you really can stay in touch.

Find time to reflect every day. Allow yourself the time and space to review what you’ve heard. Find a reflection partner if discussion helps you process new information. Take advantage of social media to put a new idea out into the world. Perhaps take a brief moment to journal after sessions to track first impressions and identify questions.

Schedule a conference follow up. Whether you set a Blue Jeans Network or Skype date with a new peer or volunteer to present to your local school board, you’ll reinforce your learning and find new ways to apply your knowledge with intentional follow up that extends beyond your first couple of weeks back at home.

We’ve designed incredible learning experiences led by some of the best leaders in education. Our great hope is that you’ll discover new ways of thinking about your school or your own teaching practice and through modeling and coaching build capacity in others. I’m looking forward to welcoming all returning attendees from last year’s inaugural conference—and hope to see many new faces, too. Remember: Don’t be shy. Please introduce yourself as the leader that you are!

WISN will tweet throughout the conference and invites you to do the same. Follow the conference and attendees as they share their learning with #WISN2014 or at our official Twitter page. Don’t forget to check out the conference app for more up to the minute info.  Just go to eventmobi.com/wisn2014 on any device.

Creating KTEC: Kenosha School of Technology Enhanced Curriculum

Creating KTEC: Kenosha School of Technology Enhanced Curriculum

The mission of Kenosha School of Technology Enhanced Curriculum (KTEC), a preschool – eighth grade charter school that engages all students in an innovative learning environment, is to prepare students through academic excellence by the use of 21st Century skills and technology integration. Students at KTEC are participants and collaborators in engaging lessons that integrate technology into all curriculum areas to ensure learning and higher order thinking skills.

The Kenosha School of Technology Enhanced Curriculum (KTEC) serves the needs of students in preschool through eighth grade.  KTEC opened with 325 students in the fall of 2007 and now is at capacity with 471 students and over 300 on a waiting list.

We all know that technology has revolutionized how people around the world work, play, and communicate.  Studies show that the meaningful integration of technology into the curriculum can enhance student learning.  Integrating technology in the curriculum also helps students improve the skills that are necessary to succeed in a future dominated by technology.

The IES (Institute of Education Sciences) Practice Guide, published by the U.S. Department of Education, presents evidence-based advice to practitioners working to encourage girls in mathematics and science. The Guide provides five recommendations for encouraging girls in mathematics and science, including the level of evidence to support each recommendation and guidance for carrying out each recommendation. These recommendations include the following:

  1. Teachers should explicitly teach students that academic abilities are expandable and improvable in order to enhance girls’ beliefs about their abilities.
  2. Teachers should provide students with prescriptive, informational feedback regarding their performance.
  3. Teachers should expose girls to female role models who have achieved in math or science in order to promote positive beliefs regarding women’s abilities in math and science.
  4. Teachers can foster girls’ long-term interest in math and science by choosing activities connecting math and science activities to careers in ways that do not reinforce existing gender stereotypes and choosing activities that spark initial curiosity about math and science content.
  5. Teachers should provide opportunities for students to engage in spatial skills training.

KTEC is headed in the right direction, utilizing the IES recommendations for the future of their students. According to the U.S. Bureau of Statistics, in the next five years, STEM jobs are projected to grow twice as quickly as jobs in other fields. While all jobs are expected to grow by 10%, STEM jobs are expected to increase by 21%. Similarly, 80% of jobs in the next decade will require technical skills. The US Department of Labor claims that out of the 20 fastest growing occupations projected to 2014, fifteen of them require significant mathematics or science preparation. The U.S. will have over one million job openings in STEM-related fields by 2018; yet, according to the U.S. Bureau of Statistics, only 16% of U.S. bachelor’s degrees will specialize in STEM. As a nation, we are not graduating nearly enough STEM majors to supply the demand. To put these numbers into perspective, of the 3.8 million 9th graders in the US, only 233,000 end up choosing a STEM degree in college (National Center for Education Statistics).

One of the major tenets of KTEC is that staff members need to have training that fits the school’s mission as well as their own professional needs and interests. Dr. Angela Andersson, Principal of KTEC, is a leader who believes in shared governance and empowering staff members and parents to take the necessary steps to continue forward progress. As an example, staff members Michelle Zazula and Sarah McMillian have had ongoing national training in STEM practices and Project Lead the Way and are now training not only staff members in their own building but educators across the state and nation.  Scott Hodges has also been trained in myriad STEM approaches as well as Lego Robotics and uses his expertise to offer training across the nation as well.

In partnership with the Wisconsin Innovative Schools Network, KTEC staff have been sharing their practices with educators across the state and continue to do so with planned visitations and collaboration days throughout the 2013-14 school year. You can find out more by visiting InnovativeSchoolsNetwork.com or KTEC.kusd.edu.

It Takes Courage

Painted on the wall at WISN partner school’s Milwaukee College Prep’s (MCP) Lloyd St. campus is the following quote by Andrew Jackson: One person with courage makes a majority.  In my recent visit to MCP’s campuses on Milwaukee’s north side, the depth of compassion, collaboration, and community among their staff and scholars (students) emanated at every turn.  MCP takes Malcom Forbes’s stand that when you cease to dream you cease to live and they live this with their students every day.

Chief Operations Officer and Talent Recruiter, Dr. Kristi Cole, believes that an uncompromising K-8 education is the difference between dreams realized and dreams denied. When asked what the most important quality is that she looks for when hiring staff for MCP, she responded, “Without a doubt, it is professionals who believe in the hope that we offer our scholars.” It sort-of made me want to camp out there for the week.

In Alfie Kohn’s recent article entitled Encouraging Educator Change, he states, “We have to be willing to fight for what’s right even in the face of concerted opposition.” I believe that Dr. Cole and the teachers at MCP show a great deal of courage every single day. They take all students who apply contrary to what people may believe about Milwaukee charter schools. They offer significant staff development around their educational model for their teachers. They communicate deeply with the families of their scholars. Standing up and showing courage in a difficult system is no easy task.

Educators across our state and nation are showing courage every single day. The recent example of hundreds of Florida teachers who returned their ‘pay for performance’ checks is a goose bump-inducing example of such courage. It takes courage to enter into shared governance models and democratic decision-making. It takes courage to create and implement innovative models of instruction. It takes courage to stand up and speak out against high-stakes testing. It takes courage to teach.

Dr. Heather Terrill Stotts, Executive Director

Welcome to the 2013-14 School Year with WISN

The Wisconsin Department of Public Instruction announced the recipients of charter school grants to support the opening of 19 new charter schools for the 2013-14 school year.  These new schools are among those included in a new round of federally funded charter school grants for the state totaling $12.8 million. WISN will be partnering with almost all of those grantees.  We look forward to the experience and enthusiasm they will bring to the WISN, a new and growing network that works best with educators willing to engage in a give and take of ideas, seeking and sharing at the same time.

Collaboration is at the heart of WISN’s success because schools in general, and charter schools in particular, face many challenges as they operate in a public environment that is often uninformed or sometimes hostile. We believe committed educators are key to changing this environment, and that by working together we can realize the innovation and school improvements we dream of for our students.

WISN is an organization built on these dreams, but it is also built with a deep understanding of the day-to-day needs of educators like you. Our team knows what it takes to implement technology, examine pedagogy, build community, deal with budgeting, planning, and governance—and a host of other subjects crucial for successful charter schools. This is perhaps our greatest value: To offer expertise, consultation, and services on topics such as these, while we expand our own pool of experts from our partners.

To help them choose the services right for their schools, we’re delighted to present our brand new online Marketplace where partners will be able to browse and “shop” for WISN events, workshops, etc. Partners will gather the decision-makers for their school, explore the Marketplace together, and create their WISN School Profile and Service Agreement by following the instructions in the Marketplace.

You can join with us by heading to our online Marketplace to register for WISN workshops, online sessions, visitation days, or just browse our website to learn about other partner schools. Above all, we are a network of resources. If we don’t know the answer to your question, we can point you to someone who does. We’re confident that partnering with the network will make your school stronger, and we are also confident that other schools will be stronger for your contributions.

Welcome to an exciting upcoming school year. We look forward to working with you.

Dr. Heather Terrill Stotts, Executive Director

What do we want from our schools?

In the December 17, 2012 issue of the New Yorker, Louis Menand writes about one of the French President’s more obscure powers; he can abolish homework, and in fact has the intention of doing so. It’s easy to imagine that such a move would win him a huge majority of voters in the 8-18 demographic, but the article goes on to explore the efficacy of homework in general. As I’ve argued for a long time, there is very little reason for homework, and very little correlation between homework and academic achievement. The longest term and most in-depth studies show only a slight connection between homework and success in school, and it’s a connection that draws at least in part on the relative education and income levels of families. There is no study that shows that large amounts of homework make much, if any, difference for students.

I encourage you to read the New Yorker article, as it explores these questions in more depth. But I was more intrigued by a deeper question Menand poses. He asserts that homework is in fact a reflection of the kind of schools that a country and its population perceive that they want. Thus, Finland, the most highly rated education system in the world by Pearson’s global report, has no homework. South Korea, in the number two spot, is legendary for the sheer quantity of study expected by their students. Each approach reveals something about the national character.

And so the question surfaces for us. What kind of schools do we, as a country or a state, want? Especially at a deeper, perhaps less conscious level, what do we as parents, educators, and citizens, want for our students?

I’ll hazard a couple of guesses, in no particular order, but I’d be very curious to hear what others’ perceptions might include.

I believe that Americans in general want schools that are orderly, safe, and serious. Parents are often confused when they see children out of their seats, not utilizing textbooks, having fun, even when deeply engaged in learning. Somehow we carry an image deeply embedded in our cultural psyche that learning means sitting at a desk and being quiet.

Americans want the basics covered. The horror stories of students graduating and being unable to read, or being deficient in foundational math skills, provoke a round of collective disapproval and often blame aimed at the education system.

Surveys also have shown that parents want their children to learn kindness, to get along with others, and to show compassion.

We also want schools that compare favorably to schools in other nations. One of the best ways to get us riled up is by showing how we are lower than others in international rankings.

It’s not a comprehensive list, but it raises the question of where the central focus of the WISN fits with directions in American education.

At the WISN, we believe that the focus on schools should be on encouraging innovation in education in order to identify and share best practices. We also believe that those best practices include a focus on collaboration, creativity, and student-focused instruction. Does this vision fit with the larger direction of American education, and with the image our culture has for schools?

The short answer is that I don’t know, but that I believe a central tenet of our work is to share what we are learning about education, not only with members of our network, but with the public at large. It’s not enough to function within an isolated group. The work of changing education takes place as much in legislative bodies and community forums as it does in schools themselves.

And so our direction in the new year becomes two fold, inner and outer. We will continue making connections between educators, sharing what we’re learning. But we will also work to form and reveal a vision of what education can be, to be part of the debate about where schools are headed.

And if, along the way, we can rethink homework, we’ll have a host of new advocates, drawn from those who matter most— the students themselves.

As always, I welcome your feedback.

-Dr. Heather Terrill Stotts, Executive Director

2 Valuable Features of the WISN “School Profile”

The “School Profile” online platform was released this past week to schools that are contracting with the WISN for services. Once a school has receive a log in email they have access to the exciting features below. 

  1. Unique snapshot of a school’s structure and innovation.
  2. Document Warehouse
  3. Coming Soon! Media Warehouse

1. Unique snapshot of a school’s structure and innovation.
Once logged into the school profile you will have the ability to answer a variety of questions that plot to show the makeup of your schools innovations. When users have filled in a schools information they will be able to visually share the makeup of that school to parents and the community. The school profile is editable at any time to show how your school is growing and changing. Example below. 

2. Document Warehouse
Within your school profile you have the ability to import and store important documents. Some of these documents could include:

  • School Development / Governance Docs (contracts, bylaws, grants, calendars, meeting agendas/minutes
  • Curriculum Docs(rubrics, project guides, standards, personal learning plans, student work samples)
  • Community Docs (press releases, handouts, testimonies)
  • Administration Docs (reports, budgets, job posting, enrollment/registration)

3. COMING SOON! Media Warehouse
The media warehouse gives users a place to store and share photos and videos of creative projects and learning events. Just import the image or youtube/vimeo link to start filing your warehouse.

Start a school youtube account here.
Start a school vimeo account here.

We are excited for schools to begin using this online tool.  The WISN web team is working hard with developers to give users the ability to share, comment and correspond with other schools and staff. Be looking for updates throughout the fall.   Contact todd@innovativeschoolsnetwork.com for more information.

Web Development Task Force Update

Technology is changing at the speed of light, making the obstacle of distance in collaboration shrink drastically.  The WISN has made a commitment to harness the capabilities of current technologies to form a web based platform for educators. The development of this platform will allow schools, educators, innovators, and students from around the state to share ideas and resources quickly and network organically.  Phase I of this online tool is currently in development.

Phase I “School Profile”
The focus of Phase I is to give charter schools around the state a place online to showcase the hard work that has gone into the planning, establishment and growth of their school. Schools will have the ability to create their own profile that gives an indepth look at the unique aspects of their structure and innovation.  Essentially schools will be able to browse and search other schools in the state in order to share resources and ideas.  The largest hill to climb currently is getting a number of schools to beta test the platform. If your school would like to be one of the first to navigate this exciting new online collaboration tool please contact the WISN and leave the name of your school and a contact person at Heather@InnovativeSchoolsNetwork.com

Follow us on twitter, facebook, google+ and linkedin for more updates on Phase I and subsequent phases.