Retooling Principal Ed Programs

Almost a month ago edtech administration guru Scott McLeod posted a request (How would you revise principal preparation?) for ideas about rethinking university graduate programs for school administrators. The comments continue to come in.

At the point that I was directed to his post, there were already a number of thoughtful and comprehensive ideas, so I decided to add a few less conventional or down right outlandish ones. I later dumped my comment into 2¢ Worth as a draft, thinking it might, at some point, be of interest to you.

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I arrived home yesterday, from the School Librarians’ Association of WNY conference, to my copy of What School Leaders Need to Know About Digital Technologies and Social Meda — by Scott McLeod & Chris Lehmann (editors).  What a treasure trove, with articles by Kristin Hokanson, Christian Long, Stephanie Sandifer, Vicki Davis, Steve Dembo, Wesley Fryer, Will Richardson, Karl Fisch, Mathew Needleman, Michael Barbour, Richard Ferdig, Sheryl Nussbaum-Beach, Chris Lehmann, Pamela Livingston, Tom Hoffman, John Rice, Dean Shareski, Mary Beth Hertz, Carl Anderson, Richard Byrne, Scott Floyd, Miguel Guhlin, Joyce Valenza, Doug Johnson, Diana Laufenberg, Mark Wagner, Alec Couros, Kevin Jarret, Kimberly Cofino, David Jakes, Liz Kolb, Sharon Tonner, Ewan McIntosh, Jeff Utecht, and Afterward by Christopher Sessums.

With that out, I thought I’d go ahead and post the suggestions that I added to McLeod’s conversation.

  • Make them read and talk about some selected science fiction books. School leaders need to think and make decisions with the next 10, 20 and 50 years in mind. Some of the writings of Cory Doctorow and William Gibson come to mind. “The Singularity is Near” by Ray Kurtzweil might be a good one. I’m sure there are others.
  • I would suggest that community-building and culture-crafting are two essential skills for school principals. You might figure out a way to include some sort of field trip, possibly virtual, to schools that are exemplary in terms of community and culture and engage future principals in conversations about those schools, including in those conversations the schools’ practicing principals and vice-principals, teachers, and students. Future principal might be sent out with microphones and cameras (or iPads) to those schools to create multimedia tours that would be used by future classes.
  • Require them to research and then design a new school library, retrofit an old building for digital learning, design a brand new school.
  • They should be able to describe their ideal school, the characteristics of its staff and then create a list of questions to ask prospective employees during interviews that would identify new staff.
  • Future principals involved in internships would be required to maintain a blog where they describe their experiences, learnings, and insights — understanding that their blogs may become part of the departments growing curriculum. Various blog entries would be selected and featured for current and future students’ considerations and conversations.
  • Much of this would be supported by a learning network of practicing educators that is cultivated by the department’s faculty. Educators who are in the program would also, as part of the program, cultivate their own learning networks that could be described and evaluated, and that would support them in their university work and be carried with them into their careers as administrators.

Transformative Questions

Theme photo from the presentation…

I’m in Eden Prairie Minnesota today opening up a conference whose principal question is, “How do we create a culture of learners that thrive in the 21st century?” I will be doing an adapted version of a presentation that is most often called, “Cracking the ‘Native’ Information Experience,” where I identify and illustrate a number of qualities of our children’s outside-the-classroom information experiences. Those qualities are,

  • That the experience is responsive,
  • It provokes conversation,
  • It inspires personal investment, and
  • It’s guided by safely-made mistakes.

This presentation culminates with a set of transformative questions that might guide teachers (librarians and administrators) in creating learning experiences and environments that are more relevant to our learners ‘native’ information experiences and skills.

I may have posted these before, but I’ve come to the conclusion that it is perfectly ok to repeat yourself in your own blog.

Classroom Teachers:

  1. How might I alter this assignment or project so that it “Responds” to the learner? How can the experience “Talk Back?”
  2. How might I plant barriers within the assignment that force learners to “Question” their way through — to value the “questions” not just for “answers?”
  3. How can I ban silence in my classroom, provoking “Conversation” with my assignments and projects, expecting learners to exchange ideas and knowledge?
  4. How can I make their learning worth “Investing” in? How might the outcomes of their learning be of value to themselves and to others?
  5. How am I daring my students to make the “Mistakes” that feed the learning dialog?

Teacher Librarians:

  1. How can I make my library “Respond?” How can I make it “Talk Back?”
  2. How might it become a place that evokes “Questions” — not just answers?
  3. How can I ban silence, provoke “Conversation,” and expect patrons to explicitly exchange knowledge?
  4. How can I make this library a place that inspires “personal Invest”?
  5. How am I daring my students to make the “Mistakes” that feed the learning dialog — expanding and enriching the information experience?

Administrators:

  1. How does the learning here “Respond” to the learner? How does the learning “Talk Back” to the learner and to the community?
  2. Have my classrooms banned silence? Do the learning experiences “Provoke Conversation” by expecting learners to exchange knowledge?
  3. Are my classrooms places that student “Questions” as much as their answers?
  4. How do the learning environments in my school inspire learners to invest their time and skills for something larger?
  5. How are learners being dared to make the “Mistakes” that feed the learning dialog and how am I a part of that dialog?