To succeed in school, compete in the job market, and become a contributing citizen in our democracy and the global economy, our students need to learn in classrooms that develop the four 21st century skills, called the 4 Cs: Communication, Collaboration, Critical Thinking, and Creativity.

 

You can motivate and engage teachers to consider what kinds of instruction develop these skills by having them learn during faculty meetings in ways that you want their students to learn. When teachers experience great 21st-century classrooms, innovative types of learning become a part of teachers’ DNA and open conversations about how the 4 Cs will impact learning in their subjects.

 

TEACHERS EXPERIENCE THE 4CS DURING FACULTY MEETINGS

I recommend that you set aside three faculty meetings for teachers to experience the 4 Cs and connect what they’ve learned to classroom practices. It makes no sense for principals to expect students to collaborate and problem solve and then lead faculty meetings where teachers passively sit and receive information. A faculty meeting can and should model expectations for how teachers interact with students in the classroom.

 

To get the process going start by dividing teachers into groups of four to six and have them choose articles to read about the 4 Cs and 21st-century classrooms before your faculty meeting. In the box below, I’ve created links to five sources.

 

READING RESOURCES TEACHERS CAN USE

• 5 Ways to Prepare Your Students for the 21st Century (Oxford University Press English Language Teaching Global Blog)
• Preparing 21st Century Students for a Global Society (nea.org)
• The Critical 21st Century Skills Every Student Needs and Why (globaldigitalcitizen.org)
• 10 Signs of a 21st Century Classroom (Edutopia)
• How 4Cs Can Transform Learning 

FIRST FACULTY MEETING

• Organize faculty into groups of four to six, introduce the 4Cs of 221st-century learning, and invite teachers to discuss why these are important for the challenges our country and the world face today.
• Have each group choose a spokesperson and share with everyone what their group discussed. Record teachers’ ideas on a whiteboard. Have teachers choose two articles to read.
• Close the meeting by asking teachers to discuss and share ways they can integrate into their classrooms: communication, collaboration, critical thinking, and creativity.
• Have a reporter for each group write on chart paper their top three ideas and share with the faculty to end the meeting.

SECOND FACULTY MEETING

• Recap what was discussed at the first meeting by posting the teachers’ ideas you recorded on chart paper.
• Have groups read a different article, discuss it focusing on: Communication, Collaboration, Critical Thinking, and Creativity.
• Repeat how you ended the first meeting. This might seem repetitive but it is not.  It is valuable to spend time on what is important; the revisit helps communicate this important message to staff.

ACCEPT WHERE TEACHERS ARE IN THE PROCESS

You’ll find that even with reading and discussing articles, teachers depth of understanding will vary, this is perfectly fine.  Like their students, their background knowledge and personal experiences will determine the types of suggestions they offer. But over time, if made a focus, staff can collectively come to a deeper understanding of the 4C’s.

Below you’ll find some examples of how teachers at your school can foster and build 21st-century skills into students’ learning experiences. It’s helpful for teachers to discuss these suggestions through the lens of how each one fits into their subject.

• Encourage teachers to abandon rows of desks that only separate and isolate students. For collaboration to take place and for students to have opportunities to choose and discuss materials, they need to sit in groups and work together or separate into partners who report back to the group. Remember sitting in groups but doing the same work done in rows is not effective.
• Initiate student-led literary discussions. Have teachers build on the turn-and-talk strategy that asks students to turn to a classmate and discuss questions about a read-aloud text or an aspect of a lesson. The next step might be having students discuss a text for 5 to 20 minutes with a partner, using questions the students themselves composed.  Then, students can make the transition to small-group discussions.
• Use inquiry learning. Put the questioning process into students’ hands by asking them to compose interpretive, open-ended questions. (A question is open-ended if it has two or more answers that text evidence supports.) This is a powerful technique because students need to collaborate and communicate to write open-ended questions; they also need a deep knowledge about, and an understanding of, the reading material. Teachers can also show students how to compose guiding questions, which works well when groups read different books in a particular genre or on a specific theme. A guiding question is broad and can’t be answered in one or two sentences.
• Integrate technology by asking all faculty members or specific departments to read an article on their computers shared through a Google Doc. Then, let the communication begin! Teachers write their responses to an article and pose questions so everyone who received the article can read all the responses and questions.
• The next step might be to use Google Docs with students. For example, teachers can post a short reading selection on Google Docs for students and have them respond to questions in writing. Students can use the articles and all responses for a whole-class discussion. Also, students can collaborate and write a blog, informational piece, play, and so on and post their work on Google Docs for peers to read and respond to.
• Use the jigsaw strategy. If you have several questions you want students to discuss, divide the work among groups. Give each group a question and have them discuss it. Once groups discuss, they choose a spokesperson who explains the ideas discussed in the class. Not only does jigsaw advance all the 4Cs, but it also moves lessons forward.
• Try chat centers, a spin-off of jigsaw that gets students out of their seats and moving around the room. You can put questions about literary elements, vocabulary, or a text all students have read or listened to on five to seven sheets and post them around the room. Assign each group a chat center, have members discuss the questions and then present their findings to the class. To communicate clearly and effectively, students have to adjust and clarify their ideas so that their classmates understand their thinking.

CLOSING THOUGHTS

Encourage teachers to work closely with a colleague, choose a strategy they’d like to implement, share ideas, observe one another’s classes, debrief, and when they’re both comfortable, try another one. I always invite teachers to start small and add new strategies slowly to ensure success and maintain the desire to develop the 4Cs in all students. The 4C’s are often referred to as 21st Century Skills; soon it will be 2018 all schools should focus on these skills!

Check out my book! Principal’s Leadership Sourcebook, Scholastic, By Evan Robb

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Develop Your Growth Mindset!

Mindset matters for administrators and teachers who work with children; mindset can have a profound impact on learning. A growth mindset allows us to see potential in everyone: ourselves, other adults, and children.  Fixed mindsets harm students. Fixed mindsets sort and select. Fixed mindsets have determined the future of students and the path of adults.  Such thinking has no place in education.

An important question to ask, do you have a growth mindset or a fixed mindset? I believe the mindset you have influences your leadership, thinking, actions, decision making, and who you are as a person.  

In her book, Mindset: The New Psychology of Success, Carol Dweck points out the difference between a fixed mindset and a growth mindset.

“In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort. They’re wrong.”

“In a growth mindset, people believe that their most basic abilities develop through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and resilience that is essential for great accomplishment.”

Let’s consider your leadership. Questions are a great way to reflect on your leadership.  Are you modeling and communicating a belief that learning is about time, opportunity, and effort which is a growth mindset?  Or, do you communicate through your actions or words that some people are simply more able than others, in a world of those who can and those who cannot? Is there a disconnect between what you say and your actions?

Your mindset matters!

Reflect on my top five growth mindset concepts as you consider your leadership and commitment to embracing a growth mindset.

• Challenges can be opportunities:  Challenges are part of life, work, and school.  It is a personal choice to view challenges as problems or as opportunities to overcome or to improve.
• Make the word “learning” part of your vocabulary:  People who believe in growth mindset are always learning.  Are you always learning? Do you demonstrate through words and actions a belief that every person in your organization is a learner?  How do you respond to people who say they can’t learn something new?
• Redefine “brilliant”:  I have found it quite liberating to realize few people learn new concepts with magical ease.  Most people have to work hard; some may work less than others, but almost always there is hard work behind a perception of brilliance.  In general, schools have been designed to communicate we all learn in lockstep.  Such a belief leads to a sorting mentality, everyone does not learn the same or at the same speed, and that is OK.   Sorting beliefs are always tied to fixed mindset thinking; such thinking is not good for students and potentially harmful.
• Change your view of criticism:  As a leader, receiving criticism is part of the job.  The normal response people expect when they criticize another is often anger and resentment instead of an opportunity to problem solve. How you react to criticism speaks to your leadership and mindset.  Here’s my challenge to you: move the personal away from criticism and see it as an opportunity to grow, problem solve, and often to collaborate.
• Adopt and use the word “yet.” Dweck says “not yet” has become one of her favorite phrases. Not being able to solve a problem can mean you simply cannot do it or you have not solved it yet.  Fixed mindset: you either can or cannot find a solution. Growth mindset: you cannot solve the problem, yet, but with more time, support, and effort you will be able to.  

Mindset choice may appear simple; if fully embraced it can have a profound impact on you and those around you. Often, I will meet with a parent who tells me they could never do the math and that is why their child cannot do the math.  This pattern can run through generations, and it is harmful predicting what children can and cannot do. If teaching and communication of the educator reinforce a negative belief, it will harm a child.  On the other hand, if the child and parent experience a teacher who lives and communicates a growth mindset; an opportunity for change is created. The next time a person says, “ I can’t do the math,” you can have a different and unexpected response to them, a response using growth mindset thinking.

I encourage you to learn more about growth mindset, how you can grow as an educator, and have a positive influence on others!  If we as educators adopt and communicate growth mindset, we create an opportunity to change belief, and such a shift can change the future of a child.

Learn more from my book, The Principal’s Leadership Sourcebook, Scholastic Ed.

I’ve always questioned the status quo as far back as my first year of teaching. There was an abundance of negative talk about the administration, other teachers, and how students were unprepared for learning. Most of it occurred in the faculty lounge, and I soon abandoned that room because the negative atmosphere affected me and my attempts to maintain a positive outlook. 

 

As a new teacher, it’s tough to be surrounded by teachers who don’t want professional development or complain about new initiatives. For me, the greatest challenge was feeling like an outsider. Negative attitudes don’t build community and make it very challenging many teachers and for the principal to build collective efficacy among staff.

 

Negative attitudes and unproductive teaching practices can be powerful; they can take hold of a school’s culture, spread like a virus, and affect teaching and students’ learning.  Once I became a principal, I made a commitment to work diligently to stop practices that have continued so long.  Some teachers accept them as tradition or offer rationales such as: “We’ve always done it that way here.” or It’s worked for me, it should be good enough now.” The question that begs answering is, What are these practices and how can we can we stop them?  

 

No doubt, they need to go. To accomplish this means raising your awareness of practices that make no sense.  It won’t happen after one try. Entrenched ideas, like those listed below, require vigilance on your part. Don’t give up. When you address them, Always. Remain. Positive. To maintain a positive stance, I’ve included a section called “Changeover” which offers suggestions for transforming negative practices in your school to positives.

Resistance to Change: Resisting change runs a wide gamut. It can be refusing to adopt research-based best practices, being unwilling to try collaborative learning, refusing to integrate technology, attending professional learning in body but not in mind and spirit. Beliefs and statements among staff enable you to spot resistance. Listen for comments such as, “This, too, shall pass,” or “It was good enough for me, it should be good enough for these students.” Some staff have feelings of entitlement: “Families love me so I can do what I want.”

Changeover: Extend invitations to teachers to participate in learning that can bring meaningful changes to teaching practices. Accepting an invitation means a teacher has made a commitment. Have those involved in change bring artifacts and lesson results to team and department meetings and share. Enthusiasm and good news can spread; give yourself and your staff the gift of time.

Unconditional Defenders: Some staff members feel that the principal needs to defend them to a parent or central office administrator even if the teacher’s actions are indefensible. When a staff member makes an egregious error, you need to take positive action. This might make you unpopular, but as you work to support the person, you can transform this attitude.

Changeover: First, take the time to listen to the staff member and those affected by his or her actions. Help the staff person understand the mistake and discuss ways to avoid repeating it. Be part of the reflective process through meaningful conversations and show staff what kind of support helps them grow and improve.

The Count Down Mentality: In many schools, at the end of the first day, you can hear staff say, “Only 179 school days left.” Some teachers even keep a countdown calendar. This creates a mindset among staff that teaching is a job, not a calling.

Changeover: First, if you hear these comments, start a conversation immediately. Make it known that everyone is at your school to help and support children’s learning and emotional wellbeing. Revisit this mindset at team and department meetings. Invite teachers to share how they have helped move a child forward and continually point out how the teachers sharing illustrates why we come to work each day.

Too Much Tolerance: Beware of condoning unprofessional behaviors among staff and central office administrators in order to cultivate an alliance. If doing this is against your beliefs and values, then you will confuse staff because they won’t know what you truly stand for and value. Moreover, if your words and actions change with each situation, you give staff the license to do the same.

Changeover:  Take a deep look at yourself and have an in-the-head, reflective conversation. Make sure you understand what you believe and value as a principal and avoid compromising these beliefs. Always keep in mind why you are a principal—to advocate for and support children and their teachers.

Unprofessional Dress: If your school has a dress code for staff and students, then both groups need to follow it. A teacher not following the dress code will have difficulty discussing a breach of dress code with a student. Also, staff should care how they present themselves to students and colleagues.

Changeover:  Find out why a staff member continually ignores the school’s dress code. Set aside time to meet and have conversations about this.  Help the person see how his actions affect the morale of other staff members and students. Then, make it clear that part of the job is abiding by the dress code with a goal to look professionally appropriate for students and staff.

Excuses, Excuses: Some staff always have a reason for being late to bus or recess duty, or for not standing in the hall when classes change. This outlook can prevent staff from embracing a growth mindset as they rationalize their decisions, attitudes, and behaviors.

Changeover: Keep a list of excuses made and then discuss the list with the teacher. Help him or her understand how not appearing or being tardy for school duty, affects the entire school community. For change to occur, you will have to help a person understand the whys.

Closing Thoughts

The practices I’ve discussed need to stop because each one hurts students and your school community. My challenge to you is to be part of the solution by taking the time to have meaningful, honest, and supportive conversations with staff to help them understand why a practice, behavior, or words aren’t acceptable.  Your students, teachers, and school community deserve it.

Check out our podcast on things that need to go in education!

Check out my book, The Principal’s Leadership Sourcebook

Social media can help your school communicate better.  In this post, I am sharing tips and suggestions to give you some answers on the what, how, and why of social media in your school or division. What follows is a path and plan to consider as you create new ways to communicate and tell your story.

Basic Guidelines for Social Media:

Limit who has log-in access to any social media account

• I suggest limiting who has log-in access to any social media account. Two or three staff who have access to a school Twitter or Instagram account is my recommendation. If one is out, another can still send information out.
• Don’t give more than one responsibility to the same person. Consider dividing up who manages each account.
• Focus on one initiative at a time- I suggest starting with Twitter

 

Establish guidelines for posting frequency such as:

• At least 3 tweets each day
• At least 2 Facebook posts per day
• At least 3 Instagram Images per day
• At least 1 video per month

 

Establish an understanding of exactly what you promote and communicate on social media- Control your message.

• Balance of activities- Academic, Extra-Curricular etc…
• Make sure you promote all aspects of your school and division
• Communicate support and pride for other schools within your division

 

“You tell our story or someone else will” Eric Sheninger

Great advice as the best people to tell the story are those creating and living the story!

 

Communicating your school and division brand:

• Everything you send out through social media should communicate what your school and division value.  
• Posts and images should convey excitement, energy, and enthusiasm about your school, staff, students, and division.
• Communication should always generate exciting buzz about your school, staff, students, and division.
• Staff can promote social media through email signature, hashtags, retweets, and likes.
• Register hashtags for your school and division. These make it easier for the community to find and follow your content as well as providing topics.
• Promote our Vision and mission of your school and Division

Twitter Tips:

• A school Twitter account is different than a personal/professional Twitter account- its purpose is to push information out.
  • Every tweet in your feed (not just those you post) represents your school.
• Limit who has access, the school principal should be the main person running Twitter.
• Do not follow many people and only after tracking what they post for a stretch of time.
• Re-tweet from other schools in your division.
• Mention other schools in your Tweets from your division. This can be done when you post or if you re-tweet from another school or your division
• Mention your superintendent if he or she is on Twitter to further promote and communicate exciting goings-on in your school.

 

Facebook Tips:

• Designate a staff member to populate content.
• Establish a staff member who monitors Facebook daily
• Posts should have images and videos accompanying text whenever possible.
• Facebook is an excellent platform to share images and video of all the exciting learning happening in your school.
• A standard of at least two posts per day will assist in keeping parents and the community engaged.
• Moderate comments made by others.

 

Instagram Tips:

• Use hashtags and create your own hashtags to label images and help to help them show in searches.
• Motivational quotes are great to post and a great way to introduce Instagram.
• Pictures of events and learning activities from your school are also ideal for Instagram

 

Video Tips:

• Wear clothing that makes you feel good about yourself
• Watch your body language — everyone else will
• Smile with your eyes
• Use your hands
• Use your natural voice
• Pacing matters
• Many students like being on video and my experience is parents like to hear from the principal through this medium too.  But, it takes some practice to create a good product.

 

I encourage you and your team to use social media to build your unique school brand and to better communicate with families and your community.  Take the time to integrate at least one new strategy that enhances your public relations by meeting your stakeholders where they are.  My suggestion is to start with Twitter and expand using my list. Social media is an additional way for you to create an appreciation for your school, students, and staff.  People all over the world enjoy and appreciate the power of story.  Social media is another way for you to tell your story. Never underestimate the power of your stories.

Connect with me on Twitter @ERobbPrincipal

The Principal’s Leadership Sourcebook By me! (Evan Robb)