Twitter organizer, anyone?

Here is the proof that I've been living under a rock.  I just got up and moving on a twitter account - @SuptMLewis.  Yes, I know that is something that should have happened a long time ago, and I hope that it isn't just a quick flash in the pan for me.  As this "new to me" opportunity emerges, I just wonder how I am going to stay on top of it.  I know that isn't the point, but until it becomes relatively natural to post things (shoutout to Dr. Scott McLoed, who appears to have an ability to post on his blog, twitter, and 7 other places simultaneously - and all with entirely different topics) it will need to be a conscious effort.  My downfall with blogging, facebook, and whatever else is not a lack of enjoying it, but it is a lack of getting things out of the process in general.  Essentially, what can I learn from this is process in a short amount of time or at least cause my interest to be tweaked.  I have used my google account to funnel most of the information, but I don't see where that will even really help me for Twitter.  Wise people out there, give me some advice on how to manage these awesome tools.

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School Counselors...Not needed?

An interesting and thought-provoking article, Katy Murphy from the Oakland Tribune questions both the effectiveness of School Counselors and the cost savings of reducing or eliminating the positions.  There is some fair support on both sides of this issue, but whichever camp you choose, an open mind is still going to be the best option. 

That was my unbiased introduction.  Now here's the opinionated "real" me.  School Counselors can be the most positive or most negative impact on students than maybe anyone else in the district.  The simple difference is how they see their position and even the title. 

I use the term School Counselor instead of Guidance Counselor because of what that person should be doing.  They are counseling a student through the process of school.  They are NOT the "lay down on the couch and tell me about your life" counselor.  Schools have used them for that, and there is typically minimal training in that area, but it is for simple, quick issues or for additional referral when done right.  When done wrong, it is ineffective and even damaging to the student that is there for the wrong reasons.  School Counselors work a student through the process of registration, college selection, assessments, aligning coursework with goals, and similar events.  When they aren't doing this, they aren't doing their job.  In addition, they aren't the principal or nurse of the building either.  Working closely and positively with these people is imperative, and each should rely on the other, but the jobs, responsibilities, and authorities are significantly different.

Do I see School Counselors as important, even essential?  Yes.  Let's just let them know what the expectation is, what they are and are not, and how they fit into the team in order to work on behalf of the students that they are serving.

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CAS 3

Another opportunity, another thank-you, another rewarding experience.  This past Friday, I was able to meet with a group of aspiring superintendents through the Certificate of Advanced Studies (CAS) program at Iowa State University.  This is the same program that I completed a few years ago, and it is in its third cohort, thus CAS 3.  When we started, there was no preparation on my part (or I believe on the part of the others either) and we had an opportunity to simply speak plainly about our experiences.  They were varied and from all segments of the spectrum in so many ways.  Our approaches and philosophies were also representative of a wide thought process, so it is my belief that the group had a good chance to hear examples of things they could do, things they liked, things they disliked, and maybe even a few items that they hadn't expected. 
One thing that I never really liked about this type of presentation is that it felt kind of like that - a presentation.  The discussion was "limited" to some degree, but the class had brainstormed a few questions that really did cover a lot.  What I prefer about the conversation style in this setting, however, is I didn't really know if we were able to answer the questions they were coming up with as we spoke.  There were a few, and the questions and scenarios were excellent. 
My thanks to Dr. Jan Beatty and Dr. Mike Book for inviting us to participate.  One of the best parts of the day was to re-connect with Cassandra Murra, one of the CAS 1 members, and talk about all of the awesome things that have been happening under her vigilant guidance as superintendent. 
Best of luck to all members of the CAS programs.

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Iowa Superintendent Pool Looking Strong

I had an opportunity to speak with a group of aspiring superintendents over the weekend.  What a chance to meet some excellent people and hear some of the same fears that I had at that time.  This is one of those positions that you really don't get the full appreciation for until you start the job.  The only thing that I wish is that we had more time.  I really enjoyed this group and they were thoughtful and insightful, but the part where I was involved was less than half an hour.  Not that I have all of the answers (or any even) but the exposure to the stories was something that I wish I could have had before taking my first position.  The one thing that I believe so much for any position, and we heard it over and over that day, is that the FIT is the key. That is even more true to the superintendency.  There are potential jobs our there, and sometimes things come together unplanned.  Getting into something that accentuates the strengths of an academic leader, however, is important because it affects so many people within the organization.  There was so much talent in that room that I just didn't want to leave.  Thanks to Troyce and Dan for the opportunity.

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Ready for 1 to 1?

In the geographic area of Iowa there has been a lot of conversation over the past few years about 1 to 1 technology in schools.  Apple has done a nice job of getting their foot in the door and creating opportunities for several school districts to make the move to having a computer in the hands of each student that enters their door.  Now that the PC revolution has followed suit with making notebooks inexpensive enough to be considered, the race is on.  Moving to 1 to 1 status is more than a financial outlay and setting up simple policies for care of the computer and access to the internet both at school and at home, however.  It is about a new way of thinking in the classroom and teaching and learning at an incredible pace.  It is about letting down the guard to some level and yet protecting students.  It is about finding the balance of safety and learning.  It is about being comfortable with something that may be foreign.  It is about students being more familiar and expert at the tools than those charged with leading the learning.  It is about finding a wealth of tools available and at our disposal that weren't there before.  It is about collaboration.  It is about stretch learning.  It is about 21st Century learning.  It is about shared learning.  It is about learning...for all.

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What Really is Important?

Currently there is a lot of good discussion about assessment of learning in our schools, and I would think it is with very good cause.  One part of this discussion is based on determining what information is truly valuable to assess - that educators should assess what is critical for long term retention and not worry about assessing that information that is more supportive and/or readily available.  It's a conversation that I've had many times and in many different ways, but copied below is one of the most recent I've had regarding the concept of whether a teacher should assess students on remembering the parts of a neuron as was originally posted on Dangerously Irrelevant.  The time and date are noted from Skype, and this is posted with the permission of my colleague.

[1/16/2010 3:30:48 PM] Marshall: I've been thinking on that Neurons one too. I have long said that we attend school through HS for the purpose of learning how we learn much more than the exact information.


[1/16/2010 3:33:29 PM] Colleague: I agree and disagree. I have lots of useless information that I can retain but for some reason labeling neurons and remembering exact dates and stuff were not my thing, but I do get the big picture most of the time and think that is the most important thing. But I do remember a discussion you had with me about calculators versus retained knowledge and see that side also.


[1/16/2010 3:35:36 PM] Marshall: We obviously do learn some things, and that is important. We'll keep what we use and the facts will fade when not used. Once leaving HS, though, the training becomes more geared toward what you will be doing every day and therefore re-enforcing in your own mind. That information will be necessary and applicable over time, unlike neurons will be to the majority of us.
 
The calculator discussion that was referenced above is basically an application of knowledge vs. technology supported application.  Essentially the question asked is:  Given a set of directions and outcomes necessary, would the individual with much knowledge retention be more or less effective and efficient (better employee, producer, worker, etc.) than a counterpart with less retention but strong technology skills?  I've not personally tried it, but I wonder what the outcome could be...hmmm...but I have digressed from the key questions which are being asked.

So ultimately are we able to say today (as we have said in the past) that knowledge is power?  Does that phrase need to be modified to reflect the fact that so much of what we consider knowledge is available with relative ease and speed?  Does having that knowledge (whether in memory or accessible through a computer) provide "power" for us?  Is knowledge now something that is simply expected to be provided to us for use in whatever manner we see fit?  Is there a minimum level of knowledge needed for all of us to know?  For some of us to know?  Does it depend on our specific culture, our political society, and/or our employment?

So, once again:  What really is important?

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