Session 4 - The Fully Informed Administrator: Distance Learning Basics and Best Practices - By Lumos Learning
Transcript
00:0-1 | it started . Um , thank you very much . | |
00:04 | Or joining us . This is the fourth in a | |
00:10 | series of presentations sponsored by Lou Most learning on various | |
00:17 | aspects of distance and online learning with the goal of | |
00:23 | making administrators as fully informed about these issues as possible | |
00:29 | . So , you know , the goal of our | |
00:31 | session is Teoh is to cover a lot of information | |
00:35 | and also to give you a set of slides that | |
00:37 | become reference materials that you can use any time you'd | |
00:41 | like . And you know , so far , so | |
00:44 | good . I think on what we've done and eso | |
00:47 | we're gonna , you know , plow into this topic | |
00:49 | today . The role of organizational structure and teacher training | |
00:54 | on did our goals again or to cover the fundamentals | |
00:59 | of supporting technology to deal with curriculum issues and strategies | |
01:04 | , which we've largely covered in previous sections . Talk | |
01:08 | about the challenges of distance learning which there are on | |
01:13 | all of these aspects . There are challenges . Talk | |
01:18 | about today the importance of organizational structure and make you | |
01:22 | more aware of the issues and strategies available to you | |
01:27 | relative to organizational structure . Talk about socio emotional support | |
01:32 | issues for everyone in this period . Teachers , students | |
01:38 | , parents administrators . You know , everyone's dealing with | |
01:41 | very difficult issues and tow come up with focused solutions | |
01:49 | for those of you who participate and wish to put | |
01:54 | your your situation forward , that we can talk about | |
01:58 | some specific strategies that you can use . Thio make | |
02:02 | your situation better to improve your school , improve student | |
02:05 | outcomes , etcetera . So those of you who have | |
02:09 | been with us for the previous session's this will look | |
02:12 | familiar . I'll just review it for a second . | |
02:14 | This is sort of our clock of the whole system | |
02:18 | , and you sort of sit in the middle here | |
02:20 | in distance education and starting up the top . We | |
02:24 | have learning systems . You know , l m s | |
02:27 | digital learning digital assessments , um , professional development programs | |
02:34 | on . Did you know LMS would be like Google | |
02:37 | Google classroom ? We have delivery systems like what we're | |
02:41 | using now , zoom other virtual classroom , um , | |
02:45 | systems and other classroom management systems and their numbers of | |
02:49 | these and again , the previous programs on previous slides | |
02:54 | give you resource off , enlisting them and telling you | |
03:00 | how to contact them and explaining , you know , | |
03:02 | generally where they fit into the system uh , instructional | |
03:06 | and curriculum systems . So this is curriculum management , | |
03:09 | instructional design tools . Um , you know , this | |
03:13 | is , um you know , for example , like | |
03:17 | like Lou Mohs or already , uh , management systems | |
03:23 | . So these air school management programs , uh , | |
03:26 | tell you information about the students , uh , allow | |
03:30 | you to communicate with all the various groups ? We're | |
03:33 | gonna talk about that today a little bit and how | |
03:35 | important it is to reach out to allow the difference | |
03:38 | stakeholders on a regular basis . And then we talked | |
03:41 | about cybersecurity , which a lot of people often miss | |
03:45 | on bond . And it's important because when things go | |
03:52 | south on on security issues , chances are the people | |
03:57 | who are on this webinar are the ones who are | |
03:59 | gonna get blamed for it . Eso organizational structure is | |
04:04 | a tool that affects the type of pedagogical approach . | |
04:09 | Um , it impacts the effectiveness of the organization , | |
04:14 | So this is a tool for being effective . So | |
04:17 | the question you should ask is you consider organizational structures | |
04:20 | , is which one will help me achieve my goals | |
04:24 | the best . Which one will help me achieve my | |
04:26 | goals the best . And if you know how different | |
04:29 | organizational structures have different characteristics and I think at the | |
04:33 | end of today's session you'll know that you can decide | |
04:36 | what you want to pick . What you want to | |
04:38 | choose , how you wanna work with it . Onda | |
04:41 | Let's just talk about managing change a little bit . | |
04:44 | Managing change . Why is this relevant to us ? | |
04:47 | Because as we focus on going from in person to | |
04:53 | online to from in person toe hybrid from hybrid , | |
04:57 | the online we're constantly managing a process of change and | |
05:01 | change happens , Um , positively when everyone pulls in | |
05:07 | the same direction . So there's no question about it | |
05:10 | . You want everyone ? Whatever metaphor you want to | |
05:13 | use everybody rose in the same direction makes a huge | |
05:17 | difference and organizational structure as well . Talk about as | |
05:21 | a major impact on enabling change . Okay , so | |
05:29 | factors to consider in setting organizational structure obviously the bigger | |
05:33 | school is the larger . The organization you're managing has | |
05:39 | a big impact on the organizational structure . At its | |
05:42 | simplest level , the larger the organization is the MAWR | |
05:46 | levels you get to the organization also makes it more | |
05:50 | difficult to manage and , you know , bureaucracy , | |
05:54 | which we'll talk about a little bit , is sort | |
05:56 | of the ultimate example of that very large that you're | |
06:00 | looking for a lot of control . So you put | |
06:02 | in all these bureaucratic tools and then they drive everyone | |
06:05 | when they're not working , they drive everyone completely crazy | |
06:09 | . Yeah . Is there something on the camera not | |
06:16 | able to see you ? Well Oh , really . | |
06:18 | Hold on . Let's see . Um I don't , | |
06:22 | uh , like , um whether it's stole God , | |
06:30 | I don't know why . It was fine . I'll | |
06:33 | let me see . Ah , wipe on sheep . | |
06:37 | You better not let me try . Let me change | |
06:40 | . Maybe the sun has moved in the sky or | |
06:43 | something like that . Mhm . Mhm . It's back | |
06:58 | . There you go . You know , seeing my | |
07:01 | face is the most important part of this whole thing | |
07:05 | . So that's good . Okay . Thank you for | |
07:07 | pointing that out . Yeah , otherwise , you get | |
07:09 | busy looking at a , you know , bad picture | |
07:13 | . Okay , so the larger the size obviously more | |
07:16 | levels , you know , working up to bureaucracy . | |
07:20 | Leadership style depends on what kind of style what kind | |
07:23 | of goals you have . So if you're somebody who | |
07:26 | manages a lot through personal connections through setting examples through | |
07:30 | setting a strong culture , you're gonna organize your organization | |
07:34 | in a different way . Different structure , the numbers | |
07:37 | of members in each of these groups , Um you | |
07:43 | know , as organizational , um , managers , you | |
07:49 | know , there's a span of control that's sort of | |
07:52 | the limit to what people can manage , which point | |
07:54 | it just overwhelms our brains . And , you know | |
07:59 | , a rule of thumb is very difficult to manage | |
08:01 | more than seven people directly . You know , indirectly | |
08:04 | , you could manage MAWR . But if you're really | |
08:06 | going intensively manage span of control around seven is where | |
08:11 | you need to start looking at creating mawr levels . | |
08:16 | Okay , curriculum depends on the curriculum you're using . | |
08:20 | What are you teaching ? How complicated it is . | |
08:22 | Um , you know what types of students you have | |
08:26 | , whether they're self motivated and participating , the number | |
08:31 | of programs again burdens the organization . The types of | |
08:34 | programs the culture that you have are looking toe create | |
08:38 | that you have on the one hand , sort of | |
08:41 | open , uh , friendly . Um , uh , | |
08:46 | sort of everyone is , um , you know , | |
08:50 | sharing with each other . Or do you have more | |
08:52 | like a military culture ? Andi , you know , | |
08:55 | finally , and we'll talk about this morning , two | |
08:57 | minutes , mission , purpose and vision that you bring | |
09:01 | to the organization . So let's take the next five | |
09:05 | minutes , and I'm going to give you the fundamentals | |
09:08 | of organizational structures . So you're going to get in | |
09:12 | the next five minutes an MBA in organizational structure , | |
09:15 | there are fundamentally five types of organization structures , functional | |
09:20 | product , geographical matrix and hybrid . Here's a functional | |
09:25 | structure . The structures are defined by the second level | |
09:30 | . So this is the first level . This is | |
09:32 | the president . And the second level . How this | |
09:36 | is organized is how the term comes to B s | |
09:40 | . So this is by function research and development , | |
09:43 | manufacturing , accounting and marketing . You know , in | |
09:46 | a school context , you know , this could be | |
09:49 | I t . It could be , um , classroom | |
09:54 | management . It should be enrollment management . It could | |
09:57 | be , you know , logistics . So you could | |
10:01 | organize it functionally . That way you could organize by | |
10:06 | product . So a lot of companies do this . | |
10:09 | So this is a company . Example is that's a | |
10:14 | media company would have publishing , could have management systems | |
10:19 | that it sells could have e commerce capabilities . This | |
10:24 | is by product again . The first level down and | |
10:28 | then interesting to see the second level down is by | |
10:33 | function . So this is a product organization . But | |
10:37 | the publishing division , the e Commerce division , the | |
10:40 | management systems division are all functional organizations individually So you're | |
10:47 | learning the the buzz words and structure geographical structure . | |
10:53 | I don't think there's probably pertains to many of you | |
10:56 | . But , you know , if you're managing a | |
10:57 | large district and then you organized by schools and each | |
11:01 | school has its own geography , you would be in | |
11:04 | a geographical structure . So here's the president . And | |
11:08 | then here's the US , Europe , the Pacific , | |
11:12 | and we could break it down further by geography , | |
11:15 | and then again underneath you could do by function you | |
11:18 | could do by product . You could do , however | |
11:20 | you want it to dio this a geographical structure . | |
11:23 | Most organizations are hybrids , their combination of different , | |
11:29 | different function and product . So here's an example of | |
11:33 | a company . Here's human resource . This is a | |
11:36 | function , but right and corporate finance is a function | |
11:41 | . Research and development is a function . But then | |
11:43 | we have international division . That's geography . And then | |
11:48 | we have this medical , scientific , electrical , these | |
11:51 | air , all products , so this gives you the | |
11:54 | flexibility to mix and match . To put on this | |
11:57 | first level beneath you as the CEO , because we're | |
12:03 | talking about your organization now with this is to give | |
12:07 | you the flexibility to do what you want . Let's | |
12:09 | talk about one other . This is a matrix organization | |
12:14 | , and actually many schools use this , and I | |
12:18 | think , as I describe it , you'll find this | |
12:20 | familiar . So a matrix organization is means that each | |
12:29 | person , so each person , occupies a cross in | |
12:33 | this matrix where the lines cross . Each person who | |
12:38 | sits here reports up to a vice president of function | |
12:46 | and also reports to somebody by product . So this | |
12:50 | is a dual reporting structure , so this might be | |
12:55 | for a school as well , right ? A teacher | |
12:59 | might be reporting to their vice principal , but they | |
13:05 | might also be reporting to somebody regarding curriculum . So | |
13:10 | make sure it's organizations are typically used for complex functions | |
13:15 | , complex organizations that air doing complex , difficult things | |
13:20 | . NASA is a matrix organization , right ? You | |
13:24 | know , they're creating a space shuttle . They're sending | |
13:27 | it into space . They need tohave people with all | |
13:31 | kinds of functions , right ? You know , they | |
13:32 | understand whether they understand physics . They understand building the | |
13:37 | shuttle , they understand taking care of the astronauts , | |
13:40 | and then each of them have also . So you | |
13:44 | need to have these expertise and then they get assigned | |
13:48 | to product or the projects . And so I think | |
13:53 | this is usually seen as high level , complex , | |
13:57 | expensive organizations . But I don't think it's so far | |
14:01 | away from what you might be doing in many cases | |
14:04 | , in which case , you have to recognize this | |
14:07 | dual reporting relationship and the fact that people get assigned | |
14:11 | to projects or products that are often on a temporary | |
14:15 | basis . So as they finish one project , they | |
14:17 | get reassigned to another project . Okay , so now | |
14:21 | you know everything there is to know about organizational structures | |
14:25 | . So how do you control within an organization ? | |
14:29 | Well , you know , you have reporting structures , | |
14:32 | right ? So you have who's gonna thes air the | |
14:36 | lines that tell somebody ? Well , I report to | |
14:39 | Sally . I need to go up and report to | |
14:41 | Sally . I need to have a meeting when something | |
14:45 | is important . That's a reporting structure , and it | |
14:48 | runs both ways . Span of control . I mentioned | |
14:51 | you have tow , have a reasonable span of control | |
14:55 | . If you have 50 people who report to you | |
14:58 | , you cannot manage them effectively . It's just the | |
15:02 | nature of , uh , limitations of the human brain | |
15:07 | so set a reasonable span of control . Many organizations | |
15:12 | have saved money by eliminating middle levels , which requires | |
15:17 | the person above to now have a much larger span | |
15:21 | of control , which they can't dio . And then | |
15:24 | everyone goes , Wow , they eliminated middle management . | |
15:27 | And now the organization doesn't work as well as it | |
15:29 | used to be . Oh , so span of control | |
15:32 | major means of organizational control reporting tools such as reports | |
15:38 | culture Very important . You're the leader of this organization | |
15:41 | . You establish a culture . People see that right | |
15:45 | away , it translates within the translates through the organization | |
15:49 | , almost immediately becomes very powerful tool . So if | |
15:53 | your student oriented , if you're committed to your organization | |
15:57 | , if you do whatever is required to do to | |
16:00 | make it successful , people will follow that , and | |
16:04 | you don't even have to talk much about it . | |
16:06 | They'll see it . They'll feel it . They'll do | |
16:09 | it , too . Management styles , you know , | |
16:11 | is too fundamental . Benjamin Styles . One is mechanistic | |
16:15 | . This is sort of assembly line management . Frederick | |
16:20 | W . Taylor , You know , from the early | |
16:22 | 20th century everything . You set it up . It's | |
16:26 | detailed management . You report on every detail . Organic | |
16:30 | is much more people , soft skills management control and | |
16:36 | teams . Everything in organizations happens with teams , and | |
16:40 | you need to build a good team dynamic . You | |
16:42 | need to explain that you can achieve your goals unless | |
16:46 | the people in your team are working together and working | |
16:49 | with you . So here's what you end up with | |
16:53 | , right ? So here's a you know , here's | |
16:56 | an example of school and here's information technology , education | |
17:01 | , technology and network services . This is by function | |
17:07 | . Right then we have people who work for them | |
17:12 | . So this is their team . This is their | |
17:15 | support team . This is their support team , and | |
17:20 | now we start seeing the lines begin to get complicated | |
17:23 | . Well , you know , schools , air complex | |
17:25 | organization . So not all the lines run up and | |
17:28 | down . Let me say one fundamental thing and reading | |
17:33 | organization charts . They are a table that has an | |
17:38 | X axis and the Y axis . So I'm sure | |
17:41 | everyone here knows which one is the extent . Which | |
17:43 | is , though , why ? So this this one | |
17:46 | x going horizontally is division of responsibility . So this | |
17:52 | this person is doing network services . This person is | |
17:55 | doing something else . And this the y axis , | |
17:59 | the vertical access is power . So this is who | |
18:03 | has authority over others . So Lindsay has authority over | |
18:10 | Harry Harry , authority over number 14 . It doesn't | |
18:15 | even get in there . So you know . So | |
18:17 | this is power . This is division of responsibility . | |
18:21 | And if you think about it that way , these | |
18:23 | charts become much simpler to understand . Here's another one | |
18:27 | . You know , Now we're starting to introduce this | |
18:31 | higher level , um , department bureaucracy that , you | |
18:36 | know , it is above everybody Department of Education outside | |
18:41 | the school physically . But now we have school leadership | |
18:44 | . Then we have responsibilities here , the school managers | |
18:48 | , these air like so this is sort of , | |
18:51 | um , function , you know , functional organization . | |
18:56 | Here's the technology people . Here's the teaching part , | |
19:00 | and here's sort of the management systems part of it | |
19:05 | . And again , people report up . So this | |
19:08 | is power , and people are broken outside ways . | |
19:12 | This is a functional divisions . Okay , Now what | |
19:18 | happens here when you have a central office ? That's | |
19:22 | , um , you know , doing its thing . | |
19:25 | And here you are , school level doing your thing | |
19:29 | . So you have these now we're sort of getting | |
19:31 | to ah , hybrid organization . Right . So you | |
19:35 | know the school . You This is you running the | |
19:38 | school ? Um , running the school . You have | |
19:41 | a guidance counselor . You have any learning facilitator ? | |
19:45 | You have an adviser . They're all reporting , you | |
19:48 | know , up to you . And in the central | |
19:51 | office you have these parallel functions . So this guidance | |
19:55 | counselor is also there's not a line here , but | |
19:57 | there could be that shows They're also connecting to the | |
20:01 | school counselor , starting to look like a hybrid organization | |
20:05 | where you have this nexus and people report into directions | |
20:11 | . This puts a lot of burden . The person | |
20:14 | , his job there reporting to you there reporting to | |
20:17 | the central office takes more time . You know , | |
20:21 | they're going to be requesting certain things . You're going | |
20:24 | to be requesting certain things . Just be aware of | |
20:27 | it . If you're supervising people who have other reporting | |
20:31 | responsibilities like a hybrid organization , then you know you | |
20:35 | need to be . What can I say ? Gentle | |
20:37 | with them ? So you said a vision . When | |
20:40 | you say things , that vision is the big picture | |
20:43 | of where you're going . When you set this vision | |
20:47 | and enunciated by saying things that I believe in learning | |
20:51 | without limits , I believe in learning everywhere , ubiquitous | |
20:54 | learning . I believe that our mission is to equip | |
20:59 | our next generation . When you start saying things like | |
21:02 | this , you create a vision . You unify your | |
21:06 | team , you start the process of getting everyone on | |
21:11 | the same page . Okay , how do you communicate | |
21:15 | ? And who do you communicate with ? This is | |
21:17 | what this now becomes the execution part of this organizational | |
21:22 | tools communicating your strategy . So you need to communicate | |
21:27 | this with your team with your staff , with your | |
21:32 | community . And it has to be , ah , | |
21:35 | harmonized communication plan . Um , and this is a | |
21:41 | huge burden on you . And here we've speculated that | |
21:46 | there's a communications director . What's that person's job ? | |
21:50 | That person's job is to make all this happen , | |
21:54 | because you've got 10 other things to dio , and | |
21:57 | it's easy for you , toe . Let the community | |
22:00 | engagement go by the wayside , even temporarily or not | |
22:04 | to be communicating as much with your support step is | |
22:07 | you should . So now you've got somebody who can | |
22:11 | help with that . That's their job . If you | |
22:14 | don't have one of these folks , well , you've | |
22:17 | got to do all this and you have to be | |
22:19 | cognizant . Does everyone know what they need to know | |
22:22 | to be able to do their job ? Just because | |
22:25 | they're on organization chart doesn't mean they know what they're | |
22:28 | actually doing . Let's take a look at some of | |
22:32 | some research percentage of teachers reporting that they were able | |
22:37 | to contact all or most of their students and our | |
22:40 | families . This is during the , you know , | |
22:43 | the , uh shut down and and you can see | |
22:49 | that , you know , elementary schools , you know | |
22:54 | , did you know did the best ? Um , | |
22:57 | you know , white , uh , students from white | |
23:00 | families . White students did better than students of color | |
23:04 | . Richard did better than poorer . Um , you | |
23:09 | know , uh , you know , town in rural | |
23:13 | . They're all about the same based on level of | |
23:16 | urban . Yeah , urban necessity . But you can | |
23:20 | see big differences here , and none of them approach | |
23:24 | 100% . None of them approach 100% . So a | |
23:28 | big gap in community what you would like to do | |
23:31 | with communication with your various , um , student groups | |
23:36 | on what you act truly were able to achieve . | |
23:39 | I'm going to hand it over for a few minutes | |
23:43 | . Thio , the founding genius behind Lou Most learning | |
23:48 | Mukunda Krishna swami . Because Lemos has a tool of | |
23:52 | free tool that you can use to deal with some | |
23:55 | of these issues to improve parent engagement . So I'm | |
24:00 | going to stop sharing my screen and look , you | |
24:04 | can keep it on Professor Rogoff it . If you | |
24:12 | could keep sharing for maybe a minute , that will | |
24:15 | be greater . Thank you so much . So you | |
24:19 | know it's a big problem . And with home becoming | |
24:25 | the center of learning on getting parents to support you | |
24:30 | in your kind of distance , learning initiatives is a | |
24:33 | critical success factor . And an important part off , | |
24:37 | like getting them to participate , is to really find | |
24:41 | ways to give them answers to their questions or concerns | |
24:46 | in a timely manner . So , for example , | |
24:49 | a mom might have a question about her child's homework | |
24:53 | or , you know , privacy information In what , | |
24:57 | 7 p.m. And as we saw in the survey data | |
25:02 | , most teachers find it very difficult to get hold | |
25:04 | of parents when the call either to go or though | |
25:09 | progress or the questions . So let me show you | |
25:14 | how our communication assistant tool can help you improve the | |
25:19 | parent and even staff engagement . So let me see | |
25:23 | if I can present my screen and he might have | |
25:28 | stopped . Are you able to see my screen now | |
25:44 | ? Yes . Okay . Awesome . So , uh | |
25:48 | , imagine you have a little sert bought button on | |
25:51 | your school website like the one that you're seeing now | |
25:54 | , this little orange button and that can be made | |
25:59 | available on every page on your website . And so | |
26:03 | the benefit of having this is now the parents or | |
26:08 | other community members visiting your site can start asking questions | |
26:13 | . So as an example , you know when you | |
26:16 | can my child have brakes during the that at home | |
26:21 | learning , and it provides them that immediate response . | |
26:27 | And one thing that's very typical is people ask the | |
26:33 | same question in many different ways , right ? So | |
26:36 | , for example , another parent may ask the same | |
26:40 | question about breaks , as is my child allowed to | |
26:43 | have breaks during a class right ? And the beauty | |
26:47 | of this tool is that it understands natural language . | |
26:51 | And so its able to answer questions even if they're | |
26:55 | asked in different formats . No , What's more , | |
27:02 | uh , let's go ahead and ask your question that | |
27:05 | is not in the database . So let me ask | |
27:12 | a question like this that from a parent that needs | |
27:15 | some good items on , let's say the person is | |
27:19 | looking for I e . P support word , and | |
27:23 | then they're given a response saying , Hey , look | |
27:26 | , uh , you didn't find you an answer , | |
27:28 | but you can actually request an answer . So Aiken | |
27:33 | put in my email address and request an answer to | |
27:40 | that question , which sends a message to your communication | |
27:48 | team so they can take a look at the question | |
27:54 | that came in . Respond to that through the administrative | |
27:58 | portal . So I'm going to quickly toggled to that | |
28:03 | admin part . Just kind of give you a sense | |
28:05 | off , but it looks like so it's just like | |
28:09 | an email inbox . You are able to see the | |
28:14 | questions that are here , and you can play to | |
28:18 | the parent privately . But one thing that makes it | |
28:21 | very unique is , let's say you think this question | |
28:24 | is are a fairly common question . Do you want | |
28:27 | to make it available for everybody in your community that | |
28:32 | you can easily do by essentially adding this to your | |
28:37 | database of questions ? So I'm gonna quickly do that | |
28:41 | here . And so let's go ahead , place that | |
28:46 | question and say on answer Might be . You know | |
28:55 | , after your child logs in , you have to | |
28:59 | go to my profile in the system that we have | |
29:03 | , and then the question is off added , So | |
29:09 | now the power of this is the The information is | |
29:16 | now in your repository , so the next , personally | |
29:19 | a website . If they ask the question about I | |
29:22 | P , guess what ? They're gonna find an answer | |
29:25 | immediately . Right there . So it's , uh , | |
29:32 | very simple tool , and the communication assistant allows you | |
29:39 | to listen to what your community members are saying or | |
29:42 | asking . You can respond to those questions in a | |
29:46 | very collaborative manner so your communication team can participate . | |
29:51 | Andi , you can build a rich database that gets | |
29:54 | better or a period of time because you're adding questions | |
29:58 | constantly . And the good news is you all have | |
30:01 | already access to this , uh , tool through your | |
30:05 | accounts that you have in the system . So you | |
30:08 | condone certainly , uh , start adding questions , experimenting | |
30:14 | with it . And once you're ready to publish , | |
30:17 | uh , it's very simply , you copy a few | |
30:19 | lines of code using this embed code that's available here | |
30:23 | . And if you share it with your website administrator | |
30:26 | or you can simply added toe Web page of your | |
30:29 | choice , then that ridge it that provides the the | |
30:35 | answers to frequently asked questions is available to all your | |
30:39 | community members . So that's a quick demo for you | |
30:42 | on Lewis Communication Assistant Professor . Back to you . | |
30:47 | Okay . Thank you . Very much . I will | |
30:54 | stop sharing . Okay . Um All right . Terrific | |
31:04 | . Thank you , Mukunda . Okay , so let's | |
31:07 | talk about this a little bit . Leadership and accountability | |
31:10 | . These two things air completely wedded together . Um | |
31:14 | , you can't be an effective leader unless you're gonna | |
31:17 | be held accountable and you're willing to be held accountable | |
31:20 | . So you set the tone for change and you | |
31:22 | inspire action . You set the vision , you propagate | |
31:26 | understanding and empathy across all the departments . This is | |
31:29 | this way that people learn from you through culture , | |
31:33 | right ? So you propagate this understanding and empathy . | |
31:37 | If you are an understanding and empathetic person , you | |
31:42 | show how the pedagogy can be enhanced . Um , | |
31:47 | with technology , um , you involved the right people | |
31:51 | in team building , visioning task force , etcetera . | |
31:56 | And you drive collaboration across all of these groups . | |
32:01 | That's leadership and its accountability , because there are clear | |
32:05 | goals and you have a willingness to be held accountable | |
32:09 | . So what can you expect from everyone ? You | |
32:12 | can expect that every person is gonna be a change | |
32:16 | champion in line with your vision . They will . | |
32:20 | They will support change in the way they do their | |
32:25 | job to support your vision that you will identifies what | |
32:30 | ? That you expect everyone toe . Identify ways to | |
32:34 | optimize the learning experience within their own realm that you | |
32:39 | will expect that they will define roles , responsibilities and | |
32:43 | attributes that make them effective . Andi , that people | |
32:48 | will be flexible . So irrespective of job titles , | |
32:52 | people can step up and fill gaps as needed . | |
32:56 | No better example of this than last spring . When | |
33:00 | s o many of you so many of us switched | |
33:03 | online learning in a couple weeks time or less ? | |
33:07 | Um , you want people to have the right mindset | |
33:10 | , which is we're doing the best we can , | |
33:12 | and we're gonna do what it takes . The wind | |
33:15 | . Um , the ability to execute this sort of | |
33:18 | your job senses to make sure they've got what they | |
33:21 | need to be able to do their job and evaluation | |
33:25 | should be modified considering the needs . So as the | |
33:28 | world changes , um , how evaluations take place , | |
33:32 | uh , changes . So processes in data , um | |
33:37 | , you know , increase automation and embed security is | |
33:40 | you move online . Organizational agreements should be considered and | |
33:44 | reviewed data accessibility , acceptable use policies . And we | |
33:49 | talked about some of this , you know , last | |
33:51 | time needs to be reviewed , updated , and you | |
33:55 | need to be knowledgeable about it . Higher level information | |
33:58 | and insights , um can be stored on Do you | |
34:04 | know whole issue of how you manage data , which | |
34:06 | again we talked about the previous session and analyze data | |
34:10 | to extended initiatives . So as you become a more | |
34:13 | data focus manager , you learn from the data and | |
34:17 | you learn what the smart next moves are . So | |
34:20 | leadership defines the outcomes . It improves the student experience | |
34:25 | . It better support struggling students . It provides this | |
34:29 | ubiquitous learning environment , which is where we've come on | |
34:33 | this . Um , it makes it easier for educators | |
34:37 | to use technology . It makes learning more flexible . | |
34:41 | It gets everybody i e . The community mawr involved | |
34:45 | in the school , which you need because online learning | |
34:49 | is we've talked about before . Takes more time , | |
34:52 | takes more effort from teachers than in class . Learning | |
34:56 | makes it easier for students to connect with faculty , | |
35:01 | staff and the community . If this is your goal | |
35:05 | and you put the tools in place and the organizational | |
35:09 | structure supports it , well , then you can make | |
35:12 | this happen . And ultimately it personalizes the learning experience | |
35:16 | , right ? It makes it allows for more communication | |
35:20 | with all of these faculty , staff , community and | |
35:23 | students , and it personalized is the learning experience for | |
35:27 | students . So this is really more of a reference | |
35:32 | for you going forward that you may be able to | |
35:37 | take advantage of . I'll just give a brief overview | |
35:41 | off this . So these are the indicators over the | |
35:46 | here off these goals . So if you want to | |
35:50 | improve the student experience , can you check these boxes | |
35:53 | ? You know regular attendance on sun until completion time | |
35:57 | spent in learning of fewer complaints from parents and students | |
36:02 | to skip down . If you want to create this | |
36:04 | ubiquitous learning environment , have you looked at the types | |
36:07 | of devices used ? And you know , there are | |
36:10 | these , uh , tools , these software tools that | |
36:14 | will give you this picture of what tools are being | |
36:18 | used and how they're being used ? When is the | |
36:21 | time of day when learning interactions happened ? So his | |
36:26 | homework being done at 11 30 at night ? When | |
36:28 | it's due the next morning at 8 a.m. How many | |
36:32 | students are using devices on bond ? Make it easier | |
36:37 | for the educators to use just to skip down here | |
36:41 | ? Um , you know how many hours are the | |
36:44 | teachers spent on online instruction and interaction ? The type | |
36:48 | of online resource is that they're assigning to their students | |
36:52 | . So this is the goals for you , and | |
36:56 | these are how you can check if you're doing the | |
37:00 | things that could lead to the successful accomplishment of those | |
37:05 | goals . So here we've taken some guidelines from these | |
37:10 | three respected sources Southern Regional Education Board , the now | |
37:16 | or institute and in any A and this I'm not | |
37:21 | going to read this , but this is a similar | |
37:24 | sort of thing . So this is from , you | |
37:28 | know , each of these organizations and these are qualifications | |
37:33 | , professional development and credentials . And here are the | |
37:36 | standards again , I say this is a good reference | |
37:40 | list for you when you as a manager as a | |
37:43 | principle as a district superintendent are working on these issues | |
37:47 | . Go back to this list and look at these | |
37:50 | standards and you'll see what you could be doing Thio | |
37:55 | To achieve positive positive results . Here's this is about | |
38:01 | communication interaction . So you know , for example , | |
38:06 | if you're looking to improve communication interaction , these are | |
38:10 | standards such as knows that understands the need to define | |
38:14 | the class interaction . We're both teacher and student knows | |
38:18 | them thio developing your community among the participants . These | |
38:22 | air really good , specific ways to train and measure | |
38:29 | the people in your organization to see that in the | |
38:33 | best way possible . They're working to achieve this goal | |
38:38 | . And here's one mawr of these . So this | |
38:43 | is technological knowledge , you know ? So the n | |
38:47 | E . A . Says these are the standards . | |
38:49 | Be familiar with online tools . LMS content management . | |
38:53 | You go back to your slides from our previous sessions | |
38:56 | , pay particular attention to the course enrollment process , | |
39:00 | demonstrate the ability to search and use Internet sites so | |
39:03 | that links can be incorporated into course documents . Right | |
39:05 | . So these air very , you know , operationally | |
39:10 | powerful specific standards that you can apply and training , | |
39:17 | managing and and judging the people in your organization towards | |
39:23 | the accomplishment of these goals . Okay , so let's | |
39:28 | take a look again . This is from the Shankar | |
39:32 | Institute . This'll is the people feel successful teaching students | |
39:40 | . So this is what you probably already know been | |
39:42 | written around written about is that people are not as | |
39:45 | six , not as um , satisfied with the results | |
39:51 | they get teaching . This this is with among teachers | |
39:55 | . Um , this is there not a satisfied with | |
40:00 | the results ? Teaching students remotely as they are in | |
40:04 | person . I don't know that there's always has to | |
40:07 | be this way . We don't have to accept this | |
40:10 | because on two weeks notice this is what happened . | |
40:13 | Aziz People learn the system as they apply those standards | |
40:16 | on the previous slides as they become more knowledgeable . | |
40:19 | Comfortable is the learning environment . Online becomes richer and | |
40:23 | more tools were used . I would expect these numbers | |
40:26 | will change , and this this will creep up comfortable | |
40:33 | using technological tools also from the Shanker Institute . Extremely | |
40:38 | interesting here . What does this say ? Basically , | |
40:42 | the MAWR experienced you are . The longer you've been | |
40:47 | teaching , the less comfortable you are using technological tools | |
40:52 | . Now , even here with people with 35 years | |
40:56 | of experience , there's still more than 80% comfortable . | |
41:00 | So it's not , you know , it's not horrible | |
41:03 | . It's not like this is zero . Don't think | |
41:05 | this scale is 0 to 100 scale . Here is | |
41:08 | 80 to 95 so you know . So there's more | |
41:13 | work to be done . More experienced students and I | |
41:17 | expect a love You know that , um so percentages | |
41:23 | of teachers indicating current level of need for support from | |
41:27 | their district's and various levels , so major needs strategies | |
41:33 | to keep students engaged and motivated toe learn remotely . | |
41:38 | So this this engagement of students is what drives people | |
41:44 | crazy . It's clearly what's happened for a lot of | |
41:47 | different reasons . Some of it is Student doesn't have | |
41:49 | an Internet connection . Students , parents air not involved | |
41:52 | in their education . Um , student was not really | |
41:58 | a motivated student to begin with , and now they | |
42:00 | sort of play the system so that they're not as | |
42:03 | involved now as they were before . So strategy to | |
42:07 | keep students engaged and motivated toe learn remotely . This | |
42:12 | is something the teachers could share with each other . | |
42:17 | They task forces with teachers and with advisers and with | |
42:23 | administrators toe work on specific tools . To get this | |
42:29 | number down is a key issue , Um , for | |
42:35 | happiness with an online system , um , other things | |
42:38 | that are major needs , but not to that level | |
42:41 | . You know , strategies or resource is to address | |
42:44 | the loss of hands on learning I e . Internships | |
42:48 | and labs . So you know , how do you | |
42:49 | maintain experiential learning in this environment ? Well , in | |
42:54 | some areas , depending on the curriculum , it's a | |
42:56 | little bit easier than others . But without question , | |
43:00 | some of this has to go by the waste side | |
43:03 | in an online environment on gets replaced by other tools | |
43:08 | . Um , you know , students creating websites , | |
43:11 | students doing virtual transactions with each other in a virtual | |
43:17 | business . They're trading environment students taking over flipped classrooms | |
43:23 | so that students are more involved in the teaching process | |
43:26 | , guidance and tools for assessing students social and emotional | |
43:31 | well being . We're going to talk about MAWR that | |
43:33 | later . And I'd love to hear your thoughts on | |
43:36 | this . Obviously , this issue is a significant issue | |
43:42 | . Um , and tools and resource is to enable | |
43:45 | counselors to support students s Oh , yeah . So | |
43:50 | this is goes really to the heart of communication tools | |
43:53 | s socio emotional learning plan issues eso you know , | |
44:00 | students feel isolated . They feel disconnected from their friends | |
44:04 | . They feel disconnected from the teacher , you know | |
44:06 | ? What can you do ? Thio Mollify that situation | |
44:12 | . Thio Make it a Z as minimally impactful as | |
44:18 | as possible access to high speed Internet from home . | |
44:22 | It's interesting , you know ? Well , you know | |
44:24 | , you don't have high speed internet , you're you're | |
44:27 | pretty much lost . I don't really know what else | |
44:30 | uh to say we did interviews with with principals and | |
44:36 | district superintendents who tried to maintain connection with their students | |
44:40 | who didn't have Internet connections at home . Try to | |
44:43 | maintain these connections on paper and very , very difficult | |
44:48 | , extremely difficult to dio . You know , some | |
44:52 | of them really are heroes to the extent that they | |
44:54 | were able to make that happen , opportunities to network | |
44:58 | and learn from other teachers . So this is where | |
45:01 | you , as a leader can step in and create | |
45:04 | structures such as zoom meetings or panels or task forces | |
45:11 | that operate virtually to allow teachers . Thio , Thio | |
45:15 | interact with each other , so common challenges summarizes this | |
45:20 | section a little bit for everyone . So common challenges | |
45:24 | for educators , familiarity and comfort with technology for you | |
45:28 | or your staff for your teachers incorporating technology effectively to | |
45:34 | change teaching and pedagogy . So this goes to the | |
45:38 | issue of providing people with training time management as this | |
45:43 | . This situation of hybrid learning and online learning creates | |
45:47 | more time demands . There's more demand for time management | |
45:51 | by everyone involved grading responsibilities , as many of you | |
45:56 | know , during the spring shutdown of in person classing | |
46:03 | classes . Ah , lot of grading responsibilities were just | |
46:08 | abdicated and , you know , schools gave everybody a | |
46:13 | pass or they gave all the students whatever their great | |
46:16 | had been up to that point . This is something | |
46:19 | needs to be revisited now in the environment where you | |
46:23 | have more time to plan student movement and progress managed | |
46:28 | monitoring . And we talked about tools that allow you | |
46:32 | to to do this tech tools that allow you to | |
46:35 | do this Communications with parents and students again . We | |
46:38 | talked about that in earlier session and gave you some | |
46:42 | examples . Um , you know this , you know | |
46:45 | , Lamos assistant that , uh , um , demonstrated | |
46:50 | is a tool for duke for solving that problem , | |
46:53 | you know , or at least partially solving that problem | |
46:56 | in a way that takes very little of your right | |
46:59 | . Once it's set up , the question just needs | |
47:01 | to be answered once . And of course , maintaining | |
47:05 | a strong relationship with your students to motivate them on | |
47:10 | but to support them during this difficult time . So | |
47:15 | professional development initiative . So all of this boils down | |
47:19 | . Everyone's got more toe learn . Everyone's got more | |
47:22 | to feel comfortable with . So , as a manager | |
47:26 | , what can you dio ? You could do these | |
47:28 | four things . You can identify and adopt district wide | |
47:32 | technology competencies and performance levels . Um , so in | |
47:37 | other words , where do you stand now and then | |
47:41 | what do you need to add ? So identify with | |
47:44 | your strengths , Andi . Then identify your weaknesses and | |
47:49 | come up with a strategy for filling those gaps . | |
47:53 | So identify and implement a comprehensive professional development planning model | |
48:00 | . So you know what the people need to learn | |
48:03 | . How do you want them to do it ? | |
48:05 | How can you do this in a reasonable period of | |
48:08 | time ? People are not going to sit for hours | |
48:10 | on end and stare at zoom screens , um , | |
48:14 | in , uh , or watch YouTube videos off how | |
48:19 | thio implement . So , um , you know , | |
48:22 | aspects of Google Classroom , you need to make it | |
48:25 | efficient set and communicate district wide expectations for the district | |
48:30 | and the school based technology training and develop and implement | |
48:34 | . So here we're going from goals to implementation technology | |
48:38 | supportive delivery systems for professional development . Andi , this | |
48:43 | is your job as a leader and a manager manager | |
48:47 | . Set the goals and then , um , create | |
48:50 | the tools to achieve them . So enhance professional development | |
48:56 | to include So this is not just a curriculum , | |
49:01 | right ? Not just the times , tables or or | |
49:05 | grammar . This is , you know , trauma informed | |
49:09 | instruction , right ? You know , students teachers . | |
49:13 | Um , you know , you know , look , | |
49:16 | 150,000 families have lost someone . Thio Cove it many | |
49:22 | , Many more have been impacted by it by people | |
49:26 | who have been sick . Um , some with enduring | |
49:29 | problems from it . So many of them have been | |
49:33 | traumatized by this , and your teachers on administrators need | |
49:38 | to be cognizant of it and need thio . Um | |
49:42 | , put this , um , into their into their | |
49:45 | curriculum into their communication strategies , team building and collaboration | |
49:51 | among everybody . We've talked about that socio emotional learning | |
49:55 | . So this is a subject for this team building | |
50:00 | in collaboration . Among everyone is the focus on socio | |
50:05 | emotional learning in the classroom . Where does it go | |
50:09 | ? How to teachers and administrators also deal with these | |
50:12 | issues Hybrid and distance learning . We've talked about family | |
50:16 | engagement . This is professional development for teachers . What | |
50:20 | can they be doing to engage families ? Mawr to | |
50:23 | support families , Mawr , onda , technology and tools | |
50:28 | . What can I say ? Go back and watch | |
50:29 | the first to have our symposia that covered this in | |
50:35 | detail and give you a lot of references . Hello | |
50:39 | . So let me summarize some helpful him . Hey | |
50:42 | , helpful tips . Helpful tips Say that six times | |
50:45 | Fast , strong , ongoing communication from those at the | |
50:48 | top . Who is this ? You . This is | |
50:50 | your job Creation of teams to make . To support | |
50:55 | this , to come up with specific strategies and to | |
50:57 | make it happen and thio and to communicate your culture | |
51:02 | from the top of the organization through it to everybody | |
51:06 | . Ask teachers what they need , what this is | |
51:09 | . You know , empathy is a leader . This | |
51:10 | is , uh , ask questions and wait for the | |
51:13 | answers . What do they need ? Not that you | |
51:16 | could necessarily get them everything . But , you know | |
51:18 | , sometimes you probably can or you can come up | |
51:21 | with alternative solutions for them . But it starts with | |
51:25 | asking the question and patiently waiting for the answer . | |
51:28 | Acknowledge the challenges affecting day to day work . So | |
51:32 | as again as an empathetic leader , you have to | |
51:36 | acknowledge that what they're doing now is tough . That | |
51:41 | this is extra difficult . Duty unions and district's can | |
51:45 | collaborate and explore scenarios that are both budget conscious and | |
51:49 | responsive to teachers and students needs . So this is | |
51:53 | again involving everybody . The district , the unions , | |
51:59 | the pita , etcetera , etcetera , etcetera , involved | |
52:02 | everyone , um and I got one point here that | |
52:07 | I put in red in bold . If you can't | |
52:11 | measure it , you can't manage it . So when | |
52:14 | you do all of this when you do what was | |
52:17 | on the previous couple slides , you need tohave an | |
52:22 | accountability system where you're measuring what you're setting out to | |
52:29 | do . And if you can't measure it , you | |
52:32 | can't manage it because they said , Well , how | |
52:34 | is the communication going ? Oh , I think communication's | |
52:37 | going much better . Well , tell me what did | |
52:40 | How many more parents , Um , you know , | |
52:45 | did you connect with how Maney Mawr emails did you | |
52:49 | send out to your community ? How much more did | |
52:52 | you post on your website about issues that you're dealing | |
52:55 | with ? Those are measurable things that you can manage | |
52:59 | and you can hold yourself accountable . And you can | |
53:01 | hold everyone else accountable if you can measure it . | |
53:05 | Okay , Some resource is for you . The slides | |
53:09 | , Of course . They're available to you through the | |
53:11 | most site on the way you signed on Andi . | |
53:15 | If there's anything else that we can do either me | |
53:18 | or any of the other team Lou , most don't | |
53:21 | hesitate to call us . Emails asked us . Um | |
53:25 | , so this is we feel we're a part of | |
53:28 | this process and a part of the solution . And | |
53:33 | we'd like to provide you with resource . Is that | |
53:36 | are helpful ? Um , that's what I've got to | |
53:40 | say . Do I have ? I'd love Thio in | |
53:43 | the five minutes that we have left . I would | |
53:46 | love to ask some of the participants . Thio share | |
53:50 | their thoughts on some of these issues and raised questions | |
53:54 | to shriek with horror at any of my suggestions . | |
53:57 | Um , anyone wanna a mute there , Mike and | |
54:02 | shit with the Group No . One Carla Cliff ? | |
54:21 | When all your mix Ahron muted now , I hope | |
54:30 | it's hoping that'll help mhm . |
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