Session 4 - The Fully Informed Administrator: Distance Learning Basics and Best Practices - Free Educational videos for Students in K-12

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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