A few reasons why you might want to take classes at MNPS VL:
Tuesday, December 14, 2010
Friday, December 10, 2010
Chris Lehman and Robert N. Lee in a Dialog about Teachers
In a dialog that in and of itself is an argument for school unblocking Facebook to allow teachers to participate in this kind of thoughtful discourse, Philadelphia's Science Leadership Academy Principal Chris Lehmann posted to Facebook this morning a link to his "Practical Theory" blog post, "What We Should Remember."
Very worth reading, too, is the thoughtful and soul-searching response Facebook (not on the blog, so teachers in workplaces where Facebook is blocked will of course miss it) comment from Robert N. Lee. My heart goes out to him, especially since some of my own experiences as the parent of school-age children mirror some of his, with the qualification that they have not all been public school experiences. His depiction of some teachers as can't-do civil service hangers-on will rile many of my readers, but I'd defy them to prove that those teachers don't exist. On the other hand, I add my own belief that they are in the small minority. It's just that when one of those teacher's detrimental practices impact your own child, it doesn't matter how small that minority actually is, does it?
I surfed on over to read his post, and since Chris is a cherished member of my PLN and since I highly value the information he shares (information is the new currency of the new economy, of course), I read it carefully. He's a good writer, and his thoughts approximate some of my own musings over the past year. They're well-intentioned, personal, and almost confessional expressions of his belief that teachers' most important role is caregiver. I did take exception to his suggestion that distance learning cannot provide that "hand on their [students'] shoulder." Indeed, in the kind of Virtual Learning program, perhaps even Virtual "School" that I am helping to envision, design, and implement, that is an essential component. It's just how that will look that's still up in the air. If anyone knows of a program that "gets that right," I'm all ears. I suspect that Florida Virtual School does to a large degree, but I also suspect that other programs off my radar are making the effort to form strong caring relationships with their students. Comment here if you have one to suggest.
All that is to say that my travels today, part of our program's effort to establish and maintain relationships and support, took me to three public high schools to talk with four students and four counselors today. I'm actually in the waiting room at my last stop right now, waiting for the School Counselor to come from a "Student Exhibition" of his or her work over the last 9 weeks. That's a feature of the Nashville Big Picture High School, and another example of the innovative work going on in MNPS. At my first stop the overworked counselor dialed up the student, a 17 year old senior at home who should have graduated last year but is missing two credits, one of which he's taking via the district's A+ credit recovery program, online, and one of which he signed on to take from our program. I have no way to check his progress on the former, but I can say that he's not put in more than 6 minutes on the latter, despite repeated outreach efforts. He's given up. It's tragic. So close to that diploma, and so far away, as evidenced by his falling asleep while we were talking. I gave him a pep talk, made him repeat after me "I can do it," and we disconnected. Again.
At my 2nd stop, the first meeting was with a counselor and a student and the student's parent. It was truly inspirational. This student came into public high school in the ninth grade from homeschooling, has worked hard, and as a junior still just doesn't like school. She wants to graduate early and is willing to work at a superhuman level to do it. For her, that means taking not only a full course load at high school but also taking not one, not two, but four courses full time throughout the remainder of her school year. This could be problematic in that the student fell seriously off pace in the past couple weeks, so much so that we were alarmed. But guess what? She dug back in to her Econ and Government classwork and has all but completed it. Not only that, her parent is willing to pay for the extra courses next semester--she has that much confidence in her child's ability. We're going to weigh this one carefully, because we don't want to set the student up for failure, but we are also going to do everything we can to do what we do: "the next right thing for the student."
The next counselor and student were a breeze. This child has plowed successfully through her Economics course on pace, has just a couple more tasks to complete in it, and we scheduled her proctored final exam for Monday. That's the way it should work.
My final stop is to talk with a student who's taking Spanish and is seriously behind. His counselor emailed for instructions last week for proctoring his final exam, but I'm here to remind him personally that unless he finishes basically the final half of his coursework over this weekend he will have no final exam to take, since its unlocking is tied to completed coursework. Is it possible? Possibly. If not, there's an F in his future.
My point here is that we are working to support our students, we are refining our course offering introductions to make expectations clearer: We're actually looking at ways to pre-test for disposition to online learning, ways to build in support on the front-end. Sometime support means denying acceptance, doesn't it?
Just another reflection from a struggling learner.
Very worth reading, too, is the thoughtful and soul-searching response Facebook (not on the blog, so teachers in workplaces where Facebook is blocked will of course miss it) comment from Robert N. Lee. My heart goes out to him, especially since some of my own experiences as the parent of school-age children mirror some of his, with the qualification that they have not all been public school experiences. His depiction of some teachers as can't-do civil service hangers-on will rile many of my readers, but I'd defy them to prove that those teachers don't exist. On the other hand, I add my own belief that they are in the small minority. It's just that when one of those teacher's detrimental practices impact your own child, it doesn't matter how small that minority actually is, does it?
I surfed on over to read his post, and since Chris is a cherished member of my PLN and since I highly value the information he shares (information is the new currency of the new economy, of course), I read it carefully. He's a good writer, and his thoughts approximate some of my own musings over the past year. They're well-intentioned, personal, and almost confessional expressions of his belief that teachers' most important role is caregiver. I did take exception to his suggestion that distance learning cannot provide that "hand on their [students'] shoulder." Indeed, in the kind of Virtual Learning program, perhaps even Virtual "School" that I am helping to envision, design, and implement, that is an essential component. It's just how that will look that's still up in the air. If anyone knows of a program that "gets that right," I'm all ears. I suspect that Florida Virtual School does to a large degree, but I also suspect that other programs off my radar are making the effort to form strong caring relationships with their students. Comment here if you have one to suggest.
All that is to say that my travels today, part of our program's effort to establish and maintain relationships and support, took me to three public high schools to talk with four students and four counselors today. I'm actually in the waiting room at my last stop right now, waiting for the School Counselor to come from a "Student Exhibition" of his or her work over the last 9 weeks. That's a feature of the Nashville Big Picture High School, and another example of the innovative work going on in MNPS. At my first stop the overworked counselor dialed up the student, a 17 year old senior at home who should have graduated last year but is missing two credits, one of which he's taking via the district's A+ credit recovery program, online, and one of which he signed on to take from our program. I have no way to check his progress on the former, but I can say that he's not put in more than 6 minutes on the latter, despite repeated outreach efforts. He's given up. It's tragic. So close to that diploma, and so far away, as evidenced by his falling asleep while we were talking. I gave him a pep talk, made him repeat after me "I can do it," and we disconnected. Again.
At my 2nd stop, the first meeting was with a counselor and a student and the student's parent. It was truly inspirational. This student came into public high school in the ninth grade from homeschooling, has worked hard, and as a junior still just doesn't like school. She wants to graduate early and is willing to work at a superhuman level to do it. For her, that means taking not only a full course load at high school but also taking not one, not two, but four courses full time throughout the remainder of her school year. This could be problematic in that the student fell seriously off pace in the past couple weeks, so much so that we were alarmed. But guess what? She dug back in to her Econ and Government classwork and has all but completed it. Not only that, her parent is willing to pay for the extra courses next semester--she has that much confidence in her child's ability. We're going to weigh this one carefully, because we don't want to set the student up for failure, but we are also going to do everything we can to do what we do: "the next right thing for the student."
The next counselor and student were a breeze. This child has plowed successfully through her Economics course on pace, has just a couple more tasks to complete in it, and we scheduled her proctored final exam for Monday. That's the way it should work.
My final stop is to talk with a student who's taking Spanish and is seriously behind. His counselor emailed for instructions last week for proctoring his final exam, but I'm here to remind him personally that unless he finishes basically the final half of his coursework over this weekend he will have no final exam to take, since its unlocking is tied to completed coursework. Is it possible? Possibly. If not, there's an F in his future.
My point here is that we are working to support our students, we are refining our course offering introductions to make expectations clearer: We're actually looking at ways to pre-test for disposition to online learning, ways to build in support on the front-end. Sometime support means denying acceptance, doesn't it?
Just another reflection from a struggling learner.
Monday, November 29, 2010
November Reflections
Organizing my punchlist today I find myself musing about our first three months of work, its successes and its less-than-successes, and I'm promising myself that I'll do some reflective journaling right here, and soon. Watch for it. Meanwhile I am thankful for our growing team, our full schedules, and our dedication to do "the next right thing" for our students no matter what.
Watch for Kecia Ray and Barbra Thoeming at the Tennessee Educational Technology Conference this week. I may make an appearance there on Friday, I'm hoping...
Watch for Kecia Ray and Barbra Thoeming at the Tennessee Educational Technology Conference this week. I may make an appearance there on Friday, I'm hoping...
Saturday, October 23, 2010
What, indeed, has changed...
...since mid-May, 2008, when this clip was uploaded to YouTube? That's the question former ISTE board member Gordon Dahlby asked in a Facebook share of this video just today. What do you think?
I'm collecting here to support some budding professional initatives. Pardon my mess. ;)
I'm collecting here to support some budding professional initatives. Pardon my mess. ;)
Wednesday, October 20, 2010
Web 2.0 for US! Session at Martin Professional Development Center 101910
I had a great time yesterday facilitating an all-day Web 2.0 (and beyond) session for 18 MNPS teachers. The participants were a very nicely balanced mix of elementary, middle, and high school teachers and we got right into it at 8:37 a.m. The class was supposed to get underway at 8:30 but my watch (this has never before happened) inexplicably stopped at 8:16 and I kept glancing at it thinking, "we have a few more minutes" until I thought "It's been 8:16 for quite some time. Has time stopped?"
Off we went. The session was guided by the PowerPoint/GooglePresentation embedded here and underscored by dialog in a live chat room at http://chatterous.com. I have now pasted the chat log into slides at the end of the pressie and added a few replies to questions or comments I didn't see because I was sharing my little heart out up front of the room. The final slide shares a bit of my own reflection on the day's work.
Please take a few minutes (11, which you will not regret) to view the Ken Robinson presentation we started the day with, because as I said, "I want you to know where I'm coming from..."
Thanks again to all my wonderful new colleagues and my hearty encouragement to you to keep the faith and keep your change moving in the right direction. On of our main support structures at Virtual Learning is "Do the next right thing for our students." You know what it is. You are good teachers.
Here is:
Off we went. The session was guided by the PowerPoint/GooglePresentation embedded here and underscored by dialog in a live chat room at http://chatterous.com. I have now pasted the chat log into slides at the end of the pressie and added a few replies to questions or comments I didn't see because I was sharing my little heart out up front of the room. The final slide shares a bit of my own reflection on the day's work.
Please take a few minutes (11, which you will not regret) to view the Ken Robinson presentation we started the day with, because as I said, "I want you to know where I'm coming from..."
Thanks again to all my wonderful new colleagues and my hearty encouragement to you to keep the faith and keep your change moving in the right direction. On of our main support structures at Virtual Learning is "Do the next right thing for our students." You know what it is. You are good teachers.
Here is:
Cross-posted from scottmerrickdotnet
Wednesday, September 15, 2010
Presentation for High School Counselors, Sept. 14, 2010
High School Counselors are our first line of contact with our students. Barbra and I sit down tomorrow, the day after the posted deadline for application to take one of the 1000 available half-credit courses, to set up for enrollment. All MNPS Counselors met yesterday for a day of professional development at Martin Center and Kecia and I had the opportunity to speak to some of them in our breakout session "What Can Virtual Learning Do for Your Students?"
Friday, September 3, 2010
The First Week of Classes
Friday is a favorite day of mine. Happy Friday! My days are filled with small planning or student monitoring meetings punctuated by training sessions on various management platforms, presentations at larger meetings, and an hour or two here or there in my cozy corner cubicle working on an urgent need for the program. We presented yesterday for the Principals of the MNPS Antioch cluster, Kecia opening our session with an overview of Instructional Technology for the school system, Barbra stepping in to provide details on our Virtual Learning program--its inception, its plans for the future--and me in a support role, adding a little icing to Barbra's well-baked cake. I believe we were well received. No one in the room, and there were around 50 hard working high school Principals, could fail to see the benefits of offering quality online educational opportunities to the children of our school district.
That said, there are some things we need to change. Tennessee, as you may or may not know, is bordered by more states than any other state in the union. Each one of the seven states surrounding Tennessee has a Virtual School. We do not. It is, in fact, against state law for there to be a "virtual school." Huh?
Until we can get that law changed we are a "Virtual Learning Program." And we cannot reclaim homeschooled students, or those who have chosen private schooling, into the public school system by providing them online learning opportunities because of a law that states a child cannot access online learning programs if they have not been enrolled in a public school the previous year. Huh?
My Friday half-day (I work longer days early in the week to allow myself household responsibility afternoons on Fridays) will be mostly consumed by training in A+ Learning, a system MNPS has in place in schools to provide a credit recovery means to students who have taken a class and failed it. This is elearning, but it is not virtual learning, mind you, but even though the distinction is clear to me it does provide an opportunity to students that would otherwise not exist, and I'm happy to make it part of my focus for that reason. I'm diving in, with Barbra, to know it inside and out in order to help bring more fidelity to its implementation throughout the school system. We'll do that, hopefully, with teacher training and by building some community amongst the teacher facilitators at each school. Stay tuned on that!
On with Friday!
That said, there are some things we need to change. Tennessee, as you may or may not know, is bordered by more states than any other state in the union. Each one of the seven states surrounding Tennessee has a Virtual School. We do not. It is, in fact, against state law for there to be a "virtual school." Huh?
Until we can get that law changed we are a "Virtual Learning Program." And we cannot reclaim homeschooled students, or those who have chosen private schooling, into the public school system by providing them online learning opportunities because of a law that states a child cannot access online learning programs if they have not been enrolled in a public school the previous year. Huh?
My Friday half-day (I work longer days early in the week to allow myself household responsibility afternoons on Fridays) will be mostly consumed by training in A+ Learning, a system MNPS has in place in schools to provide a credit recovery means to students who have taken a class and failed it. This is elearning, but it is not virtual learning, mind you, but even though the distinction is clear to me it does provide an opportunity to students that would otherwise not exist, and I'm happy to make it part of my focus for that reason. I'm diving in, with Barbra, to know it inside and out in order to help bring more fidelity to its implementation throughout the school system. We'll do that, hopefully, with teacher training and by building some community amongst the teacher facilitators at each school. Stay tuned on that!
On with Friday!
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