Dave Burgess is the New York Times Best-Selling author of Teach Like a PIRATE, co-author of P is for PIRATE, and the president of Dave Burgess Consulting, Inc. which delivers powerful, inspirational, and innovative books, keynotes, and professional development.

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I have had conversations with many of Dave and Shelley’s authors and now see that it is all about passion. I was honored and very excited to have a conversation with Dave and learn his story. Listen and enjoy.

You and your family

I was born and raised in San Diego, CA and live there with my wife, Shelley, who is an educator and runs our consulting business with me. We have two children. My son, Hayden, is a senior in high school, and my daughter, Ashlyn, is a sophomore. We are just getting into the college applications with our son right now. His top possibilities are University of Miami and UC Santa Barbara. He’s a big-time scuba diver and into marine science so he wants to be on a coast somewhere.

The only time I did not live in San Diego was the five years I went to school at UC Davis as a psychology major which is a great major for educators or even in business. Understanding the mind and how people think is a critical thing.

Your journey as a student and an educator

I was a good student and did very well in school, but I was not highly engaged in or on fire about school. I was good at playing the game of school. I knew what I needed to do and I did that. I had some good and bad teachers. I was good at jumping all the hurdles and going through all the hoops I needed to do. My gateway into teaching was as a basketball coach.

The first job I ever held was for three summers with the John Wootten’s Basketball Camps in Thousand Oaks, CA. I came out of college doing various things and different entrepreneurial ventures and then took a job as the boy’s junior varsity basketball coach at high school.

I enjoyed working with the kids so much and coaching that I went back at night to get my teaching credential. Then I became a History teacher in the social studies department at the school where I was coaching and became the girl’s varsity basketball coach. It all started with basketball. I also met my wife, Shelley, in the night classes where we were both getting our teaching credentials.

Empty Kids Into the Gift Shop: Homework thoughts from Dave Burgess https://youtu.be/3CocrqSNGNM

Being on Fire

I do miss the day-to-day banter with students along with the kind of relationships you can build when you see someone every day for 180 days. But I am really on fire about what I do now and going around speaking and publishing. I don’t want to go back but I do miss the interactions with the kids.

I want kids to be on fire about school and knocking down the walls to get into a class. How it all started for me as teaching like a pirate was when my department chair reached out to me about being head of professional development. He asked me to put on PD about all the cool stuff I do for kids. About all the things I do in my room that no one understands. He said something that changed my life. “I don’t think you can, because I think the success in your classroom is just you and personality driven.”

“Too many people wait until they are ready to present. You are never going to be “ready.” Take that opportunity when it comes to you and then you get ready.”

I took that as a challenge. I knew I could teach this so I told him to sign me up for one of the workshops for my peers in the district. Then I walked away thinking “I don’t have a workshop, anything written down, or organized in any way.” I got relentless about writing everything down that I thought was successful in my class. But that wasn’t good enough because that was everything that I do. I had to take a step back and figure out where these ideas come from, to begin with. Why does this one work and not this one? It forced me to be more intentional about my teaching.

So that’s why I encourage people to present, submit sessions and proposals for conferences whether it is in your district, school site, or a local or national conference. When you are put in a position where you have to stand up in front of other people and present your magic recipe or secret sauce, it will force you to be more intentional about your teaching. You will so much more reflective. It made me such a better teacher.

Another thing, I signed up for my first professional development workshop before I had a workshop. With that deadline in mind, I came up with it. Too many people wait until they are ready yet. You are never going to be “ready.” Take that opportunity when it comes to you and then you get ready.

Teach Like a PIRATE

That’s how I came up with Teach Like a PIRATE. I wanted to come up with a theme and build it for my workshop. I wanted to be able to model and demonstrate some of the things that I do in my classroom in the workshop. I wanted teachers to feel what it was like in my classroom. If you list yourself as an engagement person and write up a workshop description that says you are going to teach teachers how to create a wild and outrageously engaging classroom that has kids knocking down the walls to get in, you better have a pretty dang good workshop. So I wanted to have a theme.

Pirates appealed to me. Pirates are…

• Unconventional
• Reject the status quo
• Willing to sail into uncharted waters
• Risk-takers
• Rebels
• Mavericks

I’m abnormally drawn to acronyms and came up with passion and enthusiasm and then realized there was a P at the beginning and an E at the end of the word: PIRATE

I got excited about the workshop and started submitting proposals to any conference in any state. I paid my own way to the conferences, flights, and hotel rooms. I was going into debt doing my thing but I had to do it. I wasn’t getting paid when I first started. A lot of people say that they are not going to present at a conference unless they are getting paid. I did so many conferences for free or paid to present because I wanted to go where anyone would listen to me. When I showed up no one knew then. People forget that when this started no one knew what Teach Like a Pirate was. I was just a crazy guy walking around the conference center dressed as a pirate.

I made my descriptions sound like you were going to Disneyland. Most sessions sound like they are going to the dentist’s office to get drilled. I literally walked around the conference center and recruited people and invite them to my session. My sessions were different. It was about lighting the rooms up on fire. Being outrageous. My goal when I stepped in front of people was to douse myself with gasoline of enthusiasm, spark it with flames of inspiration, and light up the room. That’s how it all started.

Disrupting Publishing

A person working for a publishing company was in the audience at one of my sessions and wanted me to write a book based on my workshop. She offered me a publishing contract but I did my research. I couldn’t believe what they offered as my take compared to what they got. They wanted to remove my creative part, the personal stories, and take control of the process. They asked where the research studies and where was the data. They told me that no administrator would buy my book, but I had a secret. I am married to an administrator.

This was my story, my manifesto. So Shelley and I did a ton of research and formed our own publishing company. We published Teach Like a Pirate right from our laptop on the kitchen table. We love our authors. Many wanted to write a book but did not want to start a publishing company. A crazy thing happened when Teach Like a Pirate took off. I was a full-time practicing classroom teacher when I wrote it. Half of the book was written on my son’s desk in his bedroom at a time in his life when he wasn’t able to fall asleep at night without someone in the room. It is now published in Spanish, Russian, Korean, 2 forms of Chinese, and we’ve sold over 350,000 copies. It was a wild ride.

Authors started coming to us so we decided to disrupt the industry. We tried combining the best of the publishing world and self-publishing and created a hybrid model. Authors have creative control and have their voice and their books come out the way they want. We have a full team and give our authors support during the whole process and help promote their book through social media.

Dave’s Contact Information

@burgessdave on Twitter
@dbc_inc on Instagram

Websites: https://daveburgess.com/ – https://www.daveburgessconsulting.com/
Dave’s YouTube Channel: https://www.youtube.com/user/outrageousteaching

#tlap chat (8 pm CST every Monday night!)

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Dave Burgess is the New York Times Best-Selling author of Teach Like a PIRATE, co-author of P is for PIRATE, and the president of Dave Burgess Consulting, Inc. which delivers powerful, inspirational, and innovative books, keynotes, and professional development.

He specializes in teaching hard-to-reach, hard-to-motivate students with techniques that incorporate showmanship and creativity.  At a recent ceremony in Washington, D.C., he was awarded the BAMMY for Secondary School Teacher of the Year by the Academy of Education Arts and Sciences.

Dave delivers the ultimate professional development experience for your teachers that is perfect for all circumstances from truly inspirational opening keynotes to full-day hands-on workshops.  It is a high-energy, interactive, and entertaining experience that will leave your staff unbelievably inspired, motivated, and with the practical skills to dramatically increase student engagement.

His presentations are a unique blend of outrageously energetic performance art and magic, mixed with an inspirational message of how and why to become more passionate in the classroom. All techniques and methods are modeled and fully explained so as to leave no doubt about how to apply the methods in the real world. Participants will leave with a tool-box full of dynamic presentational ideas that they can immediately use to improve their lessons.

As a teacher in San Diego, California, he was a 2001 and 2012 Golden Apple winner in the Grossmont Union High School District and the 2007-2008 Teacher of the Year at West Hills High School. He was voted a faculty standout for 17 consecutive years in categories such as Most Entertaining, Most Energetic, and Most Dramatic

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Music for podcast citation:

“Super Power Cool Dude” Kevin MacLeod (incompetech.com)
Licensed under Creative Commons: By Attribution 3.0 License  http://creativecommons.org/licenses/by/3.0/

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For all of the Conversations on Learning podcasts with Barbara Bray,
click on the podcast tab at the top, the logo below or go to https://barbarabray.net/podcasts/

Evan Robb is Principal of Johnson-Williams Middle School in Berryville, Virginia, is a recipient of the Horace Mann Educator of the Year Award and served on the N.C.T.E. National Commission for Reading. He is an author of the Principal’s Leadership Sourcebook and a new book The Ten Minute Principal. He has his own podcast, The Robb Review Podcast, and a blog, The Robb Review Blog, with his mother, Laura Robb. In addition, Evan shares conversations with educators on DisruptED TV.

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I have been following Evan on Twitter and been listening to his podcast for some time. Then I found out that Evan has been named one of the top 25 educational leaders to follow on Twitter and that he was one of the hosts on DisruptEd TV.  I decided it was way past time to have a conversation with him on my podcast so we did. I loved our conversation and hope you enjoy it also. Below are excerpts from the podcast along with some resources and links.

About you and who inspired you

When anyone finds any success in their life, it usually means they have really great people behind them to help them get to that place. I did not start on a path to be an educator. In fact, I tried to avoid that when I was younger since both my parents were educators. But through fate and interesting interventions, I ended up choosing a path in education and have been thrilled about that choice. I’m in my 28th year now as an educator and hope to do many more. One of the reasons that I ultimately decided on the pathway of education was my mother, Laura Robb, who remains a career educator and who has been a consistent source of inspiration for me.

This inspiration is in terms of leadership, my commitment to children, and teaching and learning. Laura has written over 30 books and does a lot more speaking than I do, but I am fortunate that my mother lives around the corner from me. We do podcasts together at my house on a Sunday afternoon where we love to share our thoughts about education.

About you as a student

My years as a student were not always positive, but they ultimately shaped the person who I am today. One of the experiences I talk about in our podcast is when I was in middle school, I never read a book. I didn’t have to because it was a very traditional school and our teachers would read out loud to us. I wasn’t required to do independent reading, and, now as I look back, it is not what I recommend for anyone to follow. 

The other thing that I’ll share is that I was a champion of extra credit when I was in middle school. I would take some tissues or paper towels from our house and bring them to class to make some extra points. It was the only way I could get a good grade. My mother would always wonder why she had to buy more paper towels and tissues. As I got older, I confessed to her what I did. I am not a big fan of extra credit and there is a lot of research that backs this up. But it was very much part of my class when I was a youngster in middle school. Paper towels became my math grade.

Background and role as an educator

I was born in Winchester, VA and went to school there and have been able to work in the general area. I’m lucky that my wife and I have a house right around the block where my mother lives and been able to have a career close to where I was born. I have been a principal since 1999.

I’ve been at Johnson-Williams Middle School where I am now since 2004. The usual stay for a principal at the same school is rather short, certainly not this long. I actually started my teaching career at this school and I’ve been here ever since. I am really into finding the happiness where I am, not thinking the grass is greener somewhere else. Day in and day out, there is no job that I have ever loved more than being a school principal. I have fabulous kids with a wonderful staff and a great community. I always love coming to work. Our school vision:

Together, as a community, we guide and nurture learning for all
by encouraging, inspiring, and empowering.

Encourage, Inspire, Empower

Intentional Leadership (Principal’s Leadership Sourcebook)

Intentional Leadership means that it is important to come in every day with a philosophical base for the decisions that you make. If that doesn’t occur, then it may seem a leader is just reacting to things around them. I have found that having a good understanding of who I am as a person, what I believe in, and what I want to make a priority helps bring some intentionality to what I do. For example, if I’m intentional about wanting our staff to bring more creativity into our school, be safe and more innovative, I need to communicate that and make sure my actions support that. Intentionality is important because the decisions we make need to be aligned to our philosophical core beliefs; they are in the best interests of children. Sometimes there can be some challenges in a school where we could make a decision that is better for staff but may not be in the best interest of children. Those are part of the daily tests of building-level leadership.

“Leaders who communicate and cultivate a
learning organization will be best positioned for change.”

A video conversation with Rick Wormeli

Positivity and leadership- Communicating your “why”

All of it comes down to the choices I make. I can make choices to influence people in a positive way or not. What I have found is that people that allow positivity to be part of their lives tend to draw to the people that are like-minded. I also find the opposite. People who are negative tend to draw that kind of person to them. So that comes down to a choice that is embedded into what people believe in, your personal “WHY”, and what your motivation is as a human being.

The work of Simon Sinek’s Golden Circle which talks about what you do, how you do it, and WHY. It is a very interesting premise that he makes. The most successful businesses are always going to be focusing on their WHY instead of their what and how. The WHY is what is going to draw people to an organization. Why do people love to buy Apple computers or iPhones? What makes people have that attachment to a company like Apple? It’s because they buy into the WHY. I’m interested in how you bring that thinking into a school. That has to do not only with the leader’s role and communicating what they believe to the staff but also to the community at large so people want to send their children to their school. I am fortunate to have amazing people who are aligned with the school vision and what’s best for kids.

“Give hope and have faith in students, choose to make a difference, and be kind. Take risks. Great teachers never play it safe all the time. Believe in students and remember the ones who stress you out are probably the students who need you the most.”

Preparing the Next Generation of Our Workforce: A Middle School Principal’s Passion to Activate, Inspire, and Lead Youngsters into Their Careers

Why Mindset and Efficacy Matters

The mindset that people choose has a significant impact not only on the learning that occurs in the classroom but also how people grow as professionals and as human beings. I think that a fixed mindset is one of the worse things that plague education and probably many other industries. In its simplest terms, a belief that you can either do something or you can’t. You either have an innate talent to do something or you cannot. I’ll give you an example. You have some children that struggle in mathematics. A teacher may reach out to a parent and want to have a conversation about their child’s challenges with learning mathematics.

Disrupting Routines in Education- A 30-minute video interview

A fixed mindset response may be that their child is bad at math because they were bad at math and say that everyone in their family was bad at math. That kind of thinking within a family can make the child believe that they will never be good at math. A growth mindset is a belief with time, opportunities, effort, the proper supports, and interventions, that you can be good at math or be good at anything. So that has a profound impact on how a teacher may view students, how a principal may view teachers and the entire culture within a building. The two qualities important for teachers are the mindset and their personal efficacy that go hand-in-hand. Personal efficacy is believing in the capacity of the children they are working with and their impact on learning. Mindset can be one’s understand that kids will need time, opportunity, and effort in order to learn.

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There is more on the podcast so make sure you listen to the conversation with Evan to the end. Look for two new books by Evan  “10 Minute Principal” and a book with his mom, Laura Robb, “Making Star Pudding” to be published by Dave Burgess Publishing.

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Evan Robb is Principal of Johnson-Williams Middle School in Berryville, Virginia.  Prior to this, he was an English teacher, department chair, assistant principal and a junior high school principal.  Evan has been recognized as a recipient of the Horace Mann Educator of the Year Award. In addition, Evan was selected to serve as a commission member on the N.C.T.E. National Commission for Reading. Evan leads sustainable change initiatives that transform school culture, increase achievement and prepares students for their future.  

In addition to being a full-time principal, Evan speaks across the country on leadership, how to improve literacy in schools, the digital principal, social media, how to involve all staff in goal setting, how to organize effective work teams, and the impact of culture and positivity on work. His first book titled, “The Principal’s Leadership Sourcebook, Practices, Tools, and Strategies for Building a Thriving School Community” was published by Scholastic in the fall of 2007.  Presently, Evan is writing a book for Corwin titled, The Ten-Minute Principal. Please explore The Robb Review Blog and Scholastic EDU for more of his thoughts on teaching, learning, and leadership.  The Robb Review Blog is focused on looking ahead, not looking back. Evan also has a podcast, The Robb Review Podcast. Evan has been named as one of the top 25 educational leaders to follow on Twitter.

Website: Robb Communications
Blog: The Robb Review Blog
Twitter: @ERobbPrincipal
Facebook: The Robb Review Facebook

“Don’t let fear prevent you from dropping what is holding you back. Grab some of the fearlessness our students have, take some chances, be intrepid. Take risks and make a difference in the lives of those you teach and in the lives of everyone you know.”

quote by Evan Robb

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For all of the Conversations on Learning podcasts with Barbara Bray,
click on the podcast tab at the top, the logo below or go to https://barbarabray.net/podcasts/

Todd Nesloney was a classroom teacher for seven years before taking the leap straight from classroom teacher to campus principal at John C. Webb Elementary in Navasota, Texas. Todd took over a struggling campus and brought in a brand new staff. He used his creative ideas to transform the campus and has been recognized with many awards even by the White House.

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Todd has written several books including “Kids Deserve It” with Adam Welcome, Stories from Webb, and now Sparks in the Dark with Travis Crowder. We did this podcast a few months ago so we put together this excerpt from the conversation and added some new resources and links to share with you.

About you and your family

I was born and live in Texas my whole life. I taught for seven years and now in my fifth year as campus principal. I love teaching and working with the underserved families and kids.  I have found a passion in reading and writing over the last couple years which led to the creation of Kids Deserve It, Stories from Webb, and now Sparks in the Dark with my best friend, Travis Crowder. He is a secondary teacher in North Carolina and we just published our book about reading and writing instruction.  I love what I do which means getting to work with kids and adults and, yes, I do a little traveling and speaking too. I do balance my life though and make sure I spend time with my wife, Lisette, in the evenings, read a book, watch a movie, or sit and talk with my family. 

Lisette and I celebrated our 6th anniversary last April. We have two dogs named Paris and Jet. We live in Brenham, Texas that is the home of Blue Bell ice cream. We are the only city that has every flavor ice cream but I love their vanilla. I work in Navasota school district that is 30 minutes up the road right outside of Houston. I’ve lived in Brenham for over 24 years and have never regretted working in education.

What it was like for you as a student

Growing up, I always loved working with kids. For 13 years, I worked every summer for a week at a children’s summer camp with my church. I hold the record for going the most amount of years to be a helper there. When I was in high school in my junior year, my school signed up to be a pilot school for a class called “Ready, Set, Teach.”  I took this class to see if being a teacher is what I really wanted to do.

There were 12 of us in the class. In my senior year I was ready for “Ready, Set, Teach 2” with only one other student. It was pretty much an internship where several days a week instead of going to class, I was assigned to a teacher at the local elementary school. I was more like a student teacher getting experience in the classroom, and that’s when I knew that teaching is what I wanted to do.

Beginning as a Teacher

After I finished high school, I was hired by Brenham ISD as an instructional aide in their Grow Your Own program. At that time,  if I worked in a public school for so many hours a week for four years while I was going to Texas A&M University to become a teacher, the state of Texas paid for my college. Because of that work, I was able to bypass student teaching. There were no openings at Brenham when I graduated. I was offered two jobs at Waller SD (30 minutes away) and took the 4th-grade position and worked there for 7 years. Now I work in Navasota which is also 30 minutes away. I actually like the commute so I can enjoy the ride while listening to stuff.

Classroom Champion Teacher

The Classroom Champion program is one of my favorite programs. It was started by an Olympic Gold Medalist, Steve Messler, who was on the men’s bobsled team with his sister to leave more of an impact on kids than a one time visit to a school. They connect top performing Olympic and Para Olympic athletes who create videos on goal setting, fair play or teamwork and connect them with kids.

My para-athlete was Olympian Josh Sweeney who fought in Afghanistan where he lost both of his legs and joined the men’s sled hockey team. The year he was our athlete was the year he went to the Olympics where he scored the only goal against Japan to win the gold medal.

 Our kids made a video about his story and they actually won so he was able to spend a half day with the kids. One of my kids asked,  “Josh, are you angry that you lost your legs?” Josh said, “not at all. Why would I be angry about something I can’t change? When something bad happens to you, you can make the best of it.” Josh is one of the most inspirational people I know and really impacted our kids. The program does not charge anything.

Tell Your Story | Todd Nesloney | TEDxTomballED

Your Children’s Book

When I was at Texas A&M University, one of our assignments was to write and illustrate a children’s book. At that time, I did not see my self as a writer or artist. This was tough, and I struggled to try to think of a story. One day, this idea came to me about a little spruce tree, named Spruce, that never grew any larger than sprouting out of the ground. The story is about him standing out from the other trees as they grew up and had jobs. The apple trees produced apples for the animals. the evergreen trees provided shade. All these trees had jobs and he was still a little sprout that did nothing. Halfway through the book, he comes across an ant named Lucy who got separated from her colony. He ends up being her shade while she’s trying to figure out where her friends are. Through that, they form a friendship and agree that size or what you look like doesn’t matter. You can still be a help to someone.

The moral is that all of us play a role in somebody else’s life, and all of us are important, have a job, and have to figure out what it is. The professor had us read all of the stories (over 150) and choose the best. Mine got voted the best by the class. The teacher helped get it copywritten my junior year, and didn’t do anything with it until my wife years later found it. She encouraged me to self-published it, sell it online, but I read it to my students every year. Then I tell them how I wrote it, struggled with the writing process with hundreds of drafts, but the more you practice at it, the better you get.

“Everybody is a reader when they find the right book.”

“Kids Deserve It” book, podcast, and movement

https://amzn.to/2LBqIfw

I’m so proud of “Kids Deserve It” that I created with Adam Welcome @mradamwelcome. I didn’t want to write or be part of anything that doesn’t reflect what I do on a daily basis. I don’t always have it all together and, yes, I make mistakes. That’s why it is so important in the books and blogs I write and the things I share online are not just the highlight reel. I really want to make sure I share the tough parts and the struggles. When we look at others on social media who seems to be successful, teachers might think their life sucks in comparison or I cannot get my stuff together. I want others to know that I don’t always have it together. We all have good and bad days. As a principal, I don’t get the opportunity to be depressed or have a bad day. I drive the feeling of the school. I need to hold it together and make it the best it can be for the kids. The kids don’t care what you do when you go home. They want to know what you can do for them in school and say, “I need you to love me, listen to me, and teach me right now.”  Our job is tough. We have to get in there and bring a smile and our best attitude to every day, every kid. I want to be a voice out there celebrating positive even when I don’t feel positive.

TedTalk: Kids Deserve It

Stories from the Webb

http://amzn.to/2DMX5qg

This is the project that I have been most personal to me and is the second book in the Kids Deserve It collection. I’ve been given a very wide platform with my social media presence and things I have the opportunity to do. If I don’t use that platform to amplify the voices of others, I am wasting my platform. This book is not about me. I work with the most incredible and brilliant people here at John C. Webb Elementary https://jwe.navasotaisd.org/. 

So many educators don’t believe they are as brilliant as they are. I decided to write this book similar to and in the same style as Kids Deserve It to share my ideas and beliefs. In every single chapter, I wanted to feature a story from somebody at my school that they wrote. There are 53 stories from the teachers, instructional aide, school secretary, the school nurse, the librarian, and more. When I read it for the first time, I cried because I was able to provide so many amazing people from one school an opportunity to share their stories. The book is so much more than an education book. It is about the stories. There is a chapter called “It’s okay to grieve” which is such a powerful message that as humans it is okay to allow ourselves to grieve sometimes. There are stories about faith and what that means for our lives, one on having a miscarriage, another about the death of her grandmother. There is a lot of heart in the book.

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This is Barbara. Todd and I did this podcast in January 2018 but it is still timely with all the amazing resources and books he can share. I’ll be bringing Todd back with Travis Crowder @teachermantrav to discuss their book, Sparks in the Dark. In Sparks in the Dark, Travis Crowder and Todd Nesloney share their experiences as educators who purposefully seek to spark a love for reading and writing in the learners they serve. The reason is simple: Writing and reading have the power to change the trajectory of life.

https://amzn.to/2LBqIfw

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Todd Nesloney is the Principal/Lead Learner at a PreK-5 school in Texas. He is an award-winning author for his work in co-authoring Kids Deserve It!, Sparks in the Dark, and authoring Stories from Webb. Todd has given two TEDx talks and has also been recognized by John C Maxwell as a Top 10 finalist for the 2018 John Maxwell Transformational Leadership award, by the White House as a Connected Educator “Champion of Change”, the National School Board Association as one of the “20 to Watch” in Education, by the Center for Digital Education as one of their “Top 40 Innovators in Education”, by the BAMMYs as the “National Elementary Principal of the Year” and the “National Elementary Teacher of the Year”, and by the Texas Computer Education Association as their “Texas Elementary Teacher of the Year”..

Website: http://www.toddnesloney.com/
Twitter: @TechNinjaTodd
Facebook: www.facebook.com/toddnesloney
Instagram: @TechNinjaTodd

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For all of the Conversations on Learning podcasts with Barbara Bray,
click on the podcast tab at the top, the logo below or go to https://barbarabray.net/podcasts/

Jan Zanetis is the Managing Director at the Center for Interactive Learning and Collaboration and is currently serving on the ISTE Board of Directors as the Board Secretary. In 2015, Jan was awarded the coveted “Making IT Happen” award from ISTE.

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I have known Jan for over 20 years and always look forward to catching up with her at conferences. I met Jan when she was working with TANDBERG when I first learned about video conferencing. At ISTE last year, I mentioned to Jan that I wanted to learn more about her work so invited her to have a conversation with me. Below are a few excerpts from the podcast:

Your background

I’ve had multiple careers starting in the classroom. My passions have always been around opening the walls of the world to kids and classrooms. I live in Louisville, Kentucky by way of Nashville, Tennessee. I have three grown sons and one granddaughter 18 months old in New York City.

I figured out when I was 13 years old working at Head Start that I wanted to be a teacher. I went to Peabody College in Nashville that is now Vanderbilt University and majored in special education and elementary ed. I ended up being a Title I Reading Teacher and worked with Special Ed and Gifted kids then a middle school teacher teaching science and loved Mrs. Frizzle, teaching hands-on, and personalized learning. I was teaching my kids to code in 1999. Nothing is really new. Everything is coming around again. I was producing videos with my students in the late 90s.

Videoconferencing

I fell in love with interactive video back in 2000. I was asked to take a position at Vanderbilt running a virtual school. Ours were all live interactive distance learning experiences for kids for the city of Nashville for the science community then grew nationally and now is international. In those five years, that was the most fun time building a distance learning community. During that period, I met Kecia Ray and Camille Cole at ISTE and we decided to write a book about Videoconferencing in the K12 Classrooms published by ISTE.

Little History of Videoconferencing

Video conferencing was different in the 1990s and it was very complicated. You had to have special phone lines to connect to other people which caused huge phone bills. You needed 8-12 phone lines to support the bandwidth of 384K. You needed an IT person because everything was done manually with remote controls.

Then it switched over to IP based video in 2005 that made it easier because you didn’t need the expensive phone lines. In 2010, it switched from room-based codex video to cloud-based video which is so much easier for teachers. All they have to do is click on a link and they are in a video call across the world. Also, it is much less expensive than it was before. Now there are free or low-cost platforms like Google Hangout, Skype, and Zoom which we are using to connect for this conversation.

Moving to the corporate and non-profit sector

I was hired by TANDBERG in 2005 as their Global Education person. That was a lot of fun too. I got to travel the world and meet all these great educators. I worked for CISCO from 2011-2013, I worked with the people who did virtual excursions which were the Australian version of CILC. Yes, I lived in Australia during that time.

In 2013, I became the Managing Director of CILC (Center for Interactive Learning) a non-profit that has been around for 25 years. CILC is like a match.com between teachers and organizations to connect to museums, art galleries, authors, artists, and more. We have over 200 video programs with schools around the world typically reaching almost 3,000 kids a day. A lot of our programs are free like the ones from the National Parks and Smithsonian Institute. We also have a collaboration center is an area where teachers can go look at or post collaborative projects. You can browse the projects, past projects, or post project ideas where kids can talk to other kids. It could be a debate, a student-created presentation, or in other ways.

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As an educator and university administrator, Jan Zanetis spent 20 years in K-12 and Higher Education. In 2005, she moved into the corporate sector as an education specialist, first for TANDBERG and then Cisco Systems. In 2013, she began her current role as the Managing Director at the Center for Interactive Learning and Collaboration. Jan feels very lucky to present at educational conferences, regionally, nationally and internationally.

Jan’s area of expertise is the application of video technologies in education. She has written extensively on this topic for education journals and has co-authored two books. Jan is an active member of several professional organizations including the International Society for Technology in Education (ISTE), the United States Distance Learning Association and the Consortium for School Networking. She often presents at educational conferences, regionally, nationally and internationally. Jan is currently serving on the ISTE Board of Directors as the Board Secretary. In 2015, Jan was awarded the coveted “Making IT Happen” award from ISTE.

Jan holds a bachelor’s of science from Vanderbilt University in elementary/special education and an M.Ed. from Tennessee State University.

Press Release (August 2013) http://www.cilc.org/newsletter/news_releases.asp

Contact info:

Email: jzanetis@cilc.org
Twitter: https://twitter.com/janzan

• CILC Website: http://cilc.org/
• Nepris: https://www.nepris.com/
• ISTE Interactive Video Conferencing PLN: http://www.goo.gl/6iDXyD
• Global Education: CILC Collaboration Center:   https://cilc.org/Collaborations.aspx  Ripples Make Waves, World Water Day, March 22, 2018. https://cilc.org/Collaborations/Global-Collaboration-RMW.aspx
• Best practice in Science Education Churchill Fellowship report http://www.goo.gl/XiZFd1\
• Virtual Excursions Australia http://www.virtualexcursionsaustralia.com.au/
• ISTE Board Ballot: https://www.iste.org/about/elections

Resources:

A Beginners Guide to Interactive Virtual Field Trips
https://files.eric.ed.gov/fulltext/EJ886387.pdf

The Impact of Broadcast and Streaming Video in Education (CISCO)
https://www.cisco.com/c/dam/en_us/solutions/industries/docs/education/ciscovideowp.pdf

Interactive Videoconferencing: K-12 Lessons That Work Paperback – February 15, 2009 by Kecia Ray and Jan Zanetis
https://www.amazon.com/Interactive-Videoconferencing-K-12-Lessons-That/dp/1564842517/

Videoconferencing in K12 Classrooms, 2nd Edition – 2009
Camille Cole, Kecia Ray, and Jan Zanetis
https://www.amazon.com/Videoconferencing-K-12-Classrooms-Second-Development/dp/1564842568/

How Virtual Excursions Enrich Classroom Teaching https://www.fizzicseducation.com.au/Blog/x_post/Podcast-how-virtual-excursions-enrich-classroom-teaching-00214.html

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For all of the Conversations on Learning podcasts with Barbara Bray,
click on the podcast tab at the top, the logo below or go to https://barbarabray.net/podcasts/

Dr. Rena Hawkins is the principal of Maple Elementary School in the Smithville School District in Missouri. She was recently honored by being selected as a 2018 Missouri Association of Elementary School Principals Exemplary New Principal. Rena co-hosts the Share Mo Edu Podcast with Dr. Eric Carlin.

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I was lucky to meet Rena on a panel with Adam Welcome so I added a selfie of Rena and Adam. I loved her passion for teaching and learning so I just had to have a conversation with her. Below are a few excerpts from the podcast along with some great pictures and resources from Rena:

About you and your family

I met my husband in the summer 25 years ago and we’ve been married for 23 years. My husband is Jason Hawkins and is a Psychotherapist at Truman Medical Center in Kansas City. We have 3 children. Our oldest, Serena, 19, just finished her freshman year at Northwestern and wants to be a music teacher. Harley is 16 and is a true outdoorsman. He loves football, hunt, and fish. Elaine, 15, will be a freshman next year in high school and loves to sing and loves drama.

Journey as a Teacher to Principal

I always wanted to be a teacher and was a teacher for eleven years. I taught first, second, and fifth grades. I moved back and forth between Missouri and Florida three times in my life, twice as a child and once as an adult. My teaching experience spanned from areas in Missouri to Florida and back. After teaching, I moved into an instructional coach role for six years and one year as the K-12 ELA curriculum coordinator. Following that, I went into administration and was the assistant principal in Smithville for 2 years before taking over the Maple Elementary (K-2) as lead principal 2 years ago where there were 500 K-2 students.

Transitioning to Maple Elementary PreK-6

The Primary School just finished its last year as a K-2 school and is now a PreK-6 school. For years, K-2 children in Smithville were bussed to Maple Elementary. The district is in the process of building a new elementary school and all three elementary schools will open as PreK to 6th-grade schools in the fall. So my building is going through major renovations this summer.

One of our major changes opening as a PreK to 6th-grade school is we are starting multi-age co-teaching classrooms. We are breaking down walls between six classrooms and will have sliding glass doors between them. There will be multi-age co-teaching with first and second grades so the first graders will get to loop with those teachers for two years. We have done looping in the past, but the way we are doing looping with co-teaching models is new to us.

Changing Everything

With the change in the model and a new school, I lost two-thirds of my teaching staff to the other two elementary schools. I belong to the Missouri Department of Ed’s Leadership Academy this past year where we had regional meetings and toured different schools in the area. I toured a school and saw co-teaching with the two teachers at the same grade levels. I came back to my superintendent and asked: “why are we going to open Maple Elementary with the same model when we can make a difference?”

So he suggested that I research multi-age co-teaching. Once the teachers got a taste of facilitating the leadership hour with another teacher in the co-teaching model, they liked it. I had a feeling that there were a lot of teachers interested but nobody knew who was going to be staying at Maple at that time. After much planning with the schedule, we decided to start with a first/second grade co-teaching model with 3 first grade and 3 second grade classes. We have a new curriculum and plan to go slow by starting small with a workshop model, team building activities, and social-emotional learning strategies. We are hoping with the looping that children will have strong peer models to help them lead the way.

2018-2019 staff…our theme was “Learning Under Construction”

Building the Classes and the Culture

The class sizes are small with 16 to 19 children so each class has its own classroom separated by a sliding glass door. In fact, the glass will be frosted half way up so they can write on it.

We decided to spend the time to build the culture since we will have new staff. We have late start Wednesdays for our collaborative planning time and build time for PD. We encourage our teachers to determine what support and resources they will need for their PD. We are a little crunched for time because of the construction so we are starting later after Labor Day instead of starting mid-August.

Our theme is Welcome Home because we have our new home with many of the primary children coming back.

Monthly Themes

Dr. Eric Carlin is the assistant principal at Maple Elementary who worked with me to pump the passion at Maple using monthly themes. We’re still working on some of the themes.

• #SeekYourSquad September or #Celebrate September
• #OptimisticOctober or #OpportuneOctober
• #Notable November
• #DaringDecember
• #JoinTogetherJanuary
• #PhenomenalFebruary
• #MeaningfulMarch
• #AudaciousApril
• #MoreMay
• #RejuvenateJune
• #FindYourJamJuly or ?
• #AuthenticAugust or #AllInAugust

 Share MO Edu Podcast

Over Christmas break, I was really active on Twitter and Adam Welcome reached out to me to encourage me to do more. He said I need to write more blogs and start a podcast. So Eric and I kicked off the podcast February 1st using the monthly themes and now there are over 20.

Share MO Edu is on Podomatic at http://sharemoedu.podomatic.com/ and on iTunes at https://itunes.apple.com/us/podcast/share-mo-edu-podcast/id1352067430?mt=2

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Dr. Rena Hawkins is the principal at Maple Elementary School in the Smithville School District in Missouri. She is passionate about education, especially in the area of literacy.

Prior to becoming an administrator, Rena was a classroom teacher for 11 years (1st grade, 2nd grade, and 5th grade) and served in coaching or curriculum coordinator roles for 6 years, allowing her to impact student growth by supporting adult learners to understand and utilize best practice.  Constantly considering “next” best practice allows her to learn WITH staff and students.

I was recently honored by being selected as a 2018 Missouri Association of Elementary School Principals Exemplary New Principal.  Here is the information: https://www.facebook.com/smithvilleschooldistrict/posts/722069344658522

Website: Learncaching – http://learncaching.weebly.com/
Twitter:  @renathunderhawk
Email: hawkinsr@smithville.k12.mo.us

School website: https://www.smithvilleschooldistrict.net/ (this is the Smithville R-II School District Site)

Here is the website for Maple Elementary School:  https://www.smithvilleschooldistrict.net/mes

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For all of the Conversations on Learning podcasts with Barbara Bray,
click on the podcast tab at the top, the logo below or go to https://barbarabray.net/podcasts/

Ted Fujimoto is President of Landmark Consulting Group, Inc., a management and investment consultancy for scaling innovations in learning. Ted helped to design and create the replication systems and strategy for several of the highest performing public school designs in the country that created over 350 schools, including New Tech Network and Big Picture Learning.

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I’ve been following Ted on Twitter for many years and am constantly learning from him. When I reached out to Ted, he welcomed me with open arms. I really enjoyed our conversation and added excerpts with links, resources, and pictures to complement his podcast.

About you and your family

I was originally from the Napa Valley in California. During my developmental years, I grew up in Chattanooga, Tennessee, and I lived overseas as a teenager in Japan. I have two kids. One is finishing up her third year of medical school and the other is finishing college who just got married this summer. My wife, Leigh Rachel Faith @unleighshed, is an actor, writer, and producer in the entertainment business. We live in Los Angeles.

What school was like when you were growing up

I was in a traditional school in a single room country schoolhouse. Oversees, we had correspondence school where we had to mail in our assignments and then got them back literally a month later. I was one of those kids who felt that school was boring and in the way. What got me through it was kind of cracking the code. For example, when I was in the correspondence school, I knew I could get the school work done by 10 am and then jump on the subway to tour Tokyo until 6 pm every day. So I got done by speeding through.

Even in college, I got through in three years. There was a bunch of classes where I just went to the midterms and finals. That’s what I needed to do to get the grades and that’s all I did. Even as a professional some 20 odd years later and started dozens of education organizations, I looked back to figure out what part of my education contributed to what I know today. I would say maybe 5% – there were a few classes that gave me a perspective and helped me to do what I do today. But, actually, about 80% was not useful at all.

New Tech Network

When I moved my company from Silicon Valley to Napa Valley where I was originally from, we were one of the first tech companies there. Then Napa was a farm town then and we couldn’t find employees to help us grow. My first foray in transforming education was literally out of survival. We needed employees even entry level and that resulted in starting that Napa New Technology High School in 1996.

About New Tech High School: https://youtu.be/NuurI4v8nSY

I hired a number of students as interns and later as full-time employees. It was really creating a school that gave kids the real skills that I could literally use the next year. We hear about project-based learning and the variety of ways to do it.  I can tell you with New Tech and the teachers like Paul Curtis who went to sabbaticals with the Buck Institute. We wanted it rooted in real-world work and toured the country to find schools that. But we couldn’t find schools with that authenticity. One of the people who designed New Tech was involved with Silicon Graphics. The purple that New Tech uses is the purple from Silicon Graphics. Now there are over 200 schools in the New Tech Network.

Big Picture Learning

My involvement is to help communities connect to school designs that scale and are replicable. I was on the board and executive team with Big Picture Learning and now am a thought partner. I helped Dennis Littky and Elliot Washor design and create the replication systems and strategy that created over 200 schools. They have public schools located in some of the toughest urban areas in America and are graduating over 95% of their students of which nearly 100% are being accepted to college.

Landmark Consulting

My company, Landmark Consulting, has gone through multiple iterations, but it officially started in 1988, my freshman year of college. We built finance and logistical systemsfor major clients including Remy Martin, LVMH and early cellular phone innovator AirTouch Communications which then became Vodafone and then became part of Verizon. I had no master plan, but I had the skills and the opportunity to use those skills. It actually started out fixing people’s personal computer problems. Then all of a sudden we saw some other problems that needed to be solved. Within a 24-month period, we were literally taking on whole enterprise systems. Part of it is about being at the right place at the right time, but that all boils down to relationships. It was all about doors being open when someone said we have a problem we know you can solve. That’s how it started and continues to work that way.

At its peak, we had several dozen employees mostly in the management consulting area. Today, our focus is very specific around advising investment groups and helping organizations to scale in their strategy. I have a network of consultants that understand this area for different sectors. We handpick maybe a dozen clients that have a high potential to do amazing work in their area or their organization is at risk to do damage in an area. We help them help navigate and gain perspective so they make better decisions.  

Scaling innovations in learning

Early in my career, I had a long-term client that developed the retail concept for the Saturn automobile brand. We re-engineered the retail networks of 11 automotive and hospitality brands worldwide like Ritz Carlton. We asked questions like how do you create a new network experience for your customers? How do you create the culture, mindset, and practices that are world class? The founder of the group was retiring so as part of an investment group acquired the company. During the time that I was there, I learned so much about scaling and creating ecosystems that enable the right mindsets to start to work and function on a consistent basis. This happened at the same time we were looking at how to scale New Tech and Big Picture Learning.

Having aligned goals is not enough. Every school says pretty much the same thing. It is the consistent execution that matters. No one wants to work in a toxic environment. What makes it executable? What we learned is not only how they structure time and space for effective relationships and agree on the goals but how they are going to work together.

If you have a school that has discourse and disconnects, I ask them “when was the last time you compared student work with other schools and national practice?” It takes a much more structured approach like daily advisories to actively spawn the relationships, trust, and responsibility. Not many people have been trained to do this instinctively. Proactively, you need to do this every day and be intentional to build those authentic relationships and use protocols.

The things that distinguish who employers want to hire is how they work as a team, how they think creatively, how they basically manage a team project, how they are reliable, how they articulate their journey and what they are going to solve, know how to get agreement, and how to navigate things that might be falling apart. All the companies I work with are doing innovative things which means no one has done it before. It is unchartered territory.

The education community doesn’t realize how big the gap is and what is applicable. We don’t use email. We use a joint conference call with teams worldwide. The amount of real-time decision making and collaboration is happening right away. That is different than the routines and schedules that are in schools.

Right to Succeed Foundation

Right to Succeed Foundation is a non-profit that is focused voice and storytelling about the schools really work and are scalable. There are systems to support that. We use our connections and media to share the stories with the world.

Right to Succeed: https://twitter.com/righttosucceed

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Ted Fujimoto is President of Landmark Consulting Group, Inc., a management and investment consultancy for scaling innovations in learning. Clients include some of the most prominent foundations, investors, and innovators that span across education, media, entertainment, technology, distribution, content, energy and real estate.

Ted currently serves on the Board of Directors of the California Credit Union, a $3 billion credit union.  He is the co-founder of MuzArt World Foundation and co-chairs the Right to Succeed Foundation, a non-profit focused on transforming public education through the creation of at least 6,000 American Dream Schools within the next 10 years

Ted helped to design and create the replication systems and strategy for several of the highest performing public school designs in the country that created over 350 schools, including New Tech Network and Big Picture Learning.

He has served on the California Education Technology Advisory Committee, received the 2002 Center for Digital Government “In the Arena” Award for Education Leadership in transforming vision to reality, and in Converge Magazines “1999 Year in Review,” Ted was named one of “Educations Dreamers, Leaders, and Innovators.

+1 916-769-2417 Direct

Email: tedf@consultlandmark.com

Twitter: https://twitter.com/tedfujimoto
Landmark Consulting Group: https://twitter.com/ConsultLandmark
Linkedin: https://www.linkedin.com/in/tedfujimoto
Facebook: https://www.facebook.com/public/Ted-Fujimoto
Instagram: https://www.instagram.com/tedfujimoto/
Pinterest: https://www.pinterest.com/tedfujimoto/

Other Podcasts with Ted

https://youtu.be/912jOwBK72E
EdTech Episode #69 – Relationships, Relevance, Rigour in School Reform

Dr. Darryl Adams is the Rock & Roll, Hip Hop & Soul Superintendent, Thought Leader and a Technology Evangelist! His goal for education is to help make this a better world by inspiring everyone to participate in providing equity, equality, and opportunity for all by ensuring that we “Leave No Child Offline and No Teacher Behind.”

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I’ve followed Dr. Adams on his journey as a superintendent and keynoter for some time. In this episode, we talk about his journey that led up to the release of “The Education Nation” album on Rock & Roll, Hip Hop, and Soul Musical Tribute to Leadership, Education, Equity and Democracy (L.E.A.D.) Below are a few excerpts from the podcast where we included pictures, videos, and a link to his website with the streaming version of his album.

A little background and surprise about Darryl first

I’m originally from Memphis, Tennessee, but I’ve been in California now for 35+ years. I still have those roots in Memphis starting out in the music business in the 80s and fortunate enough to be in a band then that was pretty popular. We had an album out then and was on tour with Hall ‘n Oats. We were 6 African American guys from Tennessee in a Rock ‘n Roll Funk band who were on MTV. I thought you’d get a kick out of the picture of the album cover from 1984. 

Then our band broke up and I moved to California. This background of music is a big part of my story. My love for music took me into teaching music and then into leadership. Leadership and music both are an art and need to be created.

I started out as a music teacher in the Los Angeles Unified School District for five years. I really wanted to go into leadership because I felt we needed to bring more love, trust, creativity, and innovation to leadership. In the 90s, leadership was still a top-down entity in administration, I really wanted to bring that openness, transparency, and trust so everyone is included in the process of educating all of our students.

Your journey as Superintendent at Coachella USD

After being an assistant principal and then a high school principal, I wanted to be a superintendent. Then I landed at Coachella which others told me was a tough place with so many on free and reduced lunch. That was exactly where I wanted to be. I was lucky to be there with a board that told me that the only way to go was up and that I was the only one that could take us there. I decided to reach out to everyone in the school community, board, union members, business partners and talk about how we can do better than what’s happening now. Then discuss together how we can make a difference, be open, transparent, and make sure everyone was involved so we were more successful.

TLC Philosophy: Trust, Love, and Collaboration

I created the TLC Philosophy to inspire everyone to participate in providing equity, equality, and opportunity for all by ensuring that we “Leave No Child Offline and No Teacher Behind.” It really is all about Ethical Leadership that focuses on digital equity and access to all students so they can compete on a global level.

One of my songs on my album is called, Coachella, to demonstrate how they truly worked together. This was the right place for me to take my crazy music ideas instead of going from a C to an F Sharp, I put the idea of going from no technology to everyone having the technology.  We knew we didn’t have funding from the Federal government or the state so we had to figure out how to find the funding from the community. I asked the community to see if they were willing to tax themselves so their students will be successful in the 21st century. We had the campaign to get the information out to the parents including support from Apple who explained to them what the mobile devices could do for their children. First, we did a huge pilot program so the parents could see what we could do and then the teachers, students, and the parents agreed that this was the way to go. At the 2011 election, the program was voted in with 67% of the vote. All 20,000 Pre-K to High School kids received their own individual iPad.

Wifi-on-Wheels at Coachella USD

At that time, there was no E-rate money to upgrade the infrastructure and broadband at the schools. We used some of that money to do that as well. We wanted a state-of-the-art system that would handle 60,000 iPads.  We were the first in the world to ensure students 24/7 internet access by putting wifi routers on school buses by way of the Wifi-on-Wheels initiative.

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This is Barbara: I  pulled together a few more things about Dr. Darryl Adams below to share with you including some videos:

Dr. Darryl Adams  just released his new album, “Education Nation.” He is an eternal optimist who keeps it real by bringing his unique energy, passion, oratory skills and original musical messages to inspire audiences everywhere. His goal is to change the world through creative servant leadership, innovation and out of the box thinking! Dr. Adams’ Keynote Presentations or Keynote Concerts are engaging, interactive, informative and fun. Think Hamilton meets Tony Robbins meets Martin Luther King with a touch of Rick James, James Brown and Jay Z!

Contact Information

www.adamsedutainment.com
LinkedIn: linkedin.com/darryladams
Twitter: twitter.com/@TheEdutainor
Facebook: facebook.com/Darryl Adams
Website: www.drdarryladams.com

Don’t miss the launch and streaming version on his website soon of…

The Education Nation Album: A tribute to Teachers, Students, Parents Everywhere!

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In 2014, the U.S. Department of Education and the Obama White House named Dr. Adams one of the Top 100 Innovative Superintendents in the Nation. His iPads for All and Wifi-on-Wheels initiatives garnered a much-heralded shout-out from the President during the 2014 Future Ready Summit at the White House! President Obama praised Dr. Adams’ leadership and creativity and spoke to the importance of the iPads for All and Wifi-on-Wheels programs as being innovative ways of connecting students and families to educational opportunities.

Obama commending Dr. Adams: https://youtu.be/B-K6mxv8RX8

Dr. Adams has been named as one of the most influential voices in education by Tech and Learning magazine and the Center for Digital Education has honored him as one of the Top 30 Technologists, Transformers & Trailblazers in the nation in digital conversion.

ASU + GSV Summit May 2017

Dr. Adams has led the way in educational technology and digital conversion, broadband infrastructure expansion for schools and homes and in developing teacher educational technology certification programs. Dr. Adams has been interviewed by and highlighted on National Public Radio, The U.S. Department of Education, The Learning Counsel, the CBS Evening News with Scott Pelly and the Center for Digital Education regarding educational technology innovations, to name a few.

CUE 2015 Super Symposium:

Travis Lape is the Harrisburg School District’s Innovative Programs Director and was the recipient of the TIE Technology Leader Award for the State of South Dakota. He co-hosts the Movers & Makers Podcast and helped host over 8 Edcamps in South Dakota in the past three years.

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I’ve followed Travis on Twitter for several years about his work with Makerspaces and personalized learning. Then I met him at the TIES conference in Minnesota last year. We had loads of fun then so I had to make sure he joined me on a podcast. We added some excerpts from the podcast below:

Your background and family

When I graduated in 2010 from the University of SiouxFalls (USF), I went into teaching right away.  I taught 4th grade at a low socio-economic school teaching at an elementary school in Sioux Falls,  Lowell Elementary at that time was the Science, Math, and Technology school. It was a lot of fun and a great year. Prior to teaching, I was a travel softball coach for several years. Then, after a year of teaching, I got a unique opportunity to be the head coach at USF to help transition them from the NAIA ranks to the Division 2 NCAA ranks. My passion was with coaching and teaching. I was not married at the time and couldn’t pass this up. I was the head coach for two years and transitioned them to Division 2 with pieces in place to be successful to hand it over to the next coach.

In that process, I got married and didn’t want to live on the road as much as I was doing. My wife is a teacher who shared with me that Harrisburg School District had an opening for a technology integrationist role. A family is super important to me and I wanted to be at home more. I applied and got the job as Technology Integrationist at one of the elementary schools for a year. My wife and I have a 2 ½-year-old son, DJ, who we adopted two years ago. 

Technology Integrationist

My background was elementary education. My first school we used iPods so I spent a lot of time searching to catch up on technology. The place I found support was on Twitter and several Edchats. I was on fire because I got connected to some powerful educators in the field doing that type of work for years. I was able to take ideas and piece them together to make them work for our building. My principal and I had planned for over a year to remake the library into a Makerspace due to Laura Fleming @LFlemingEDU and Shannon Miller @shannonmmiller until he left to take another job in Iowa. That was when Darren Ellwein @dellwein came into the picture and said that his middle school could use my services as a technology integrationist working with teachers in the classroom and to make a Makerspace in the library.  

That was when Darren Ellwein @dellwein came into the picture and said that his middle school could use my services as a technology integrationist working with teachers in the classroom and to make a Makerspace in the library. That was the best professional move I made and stayed there two years while working on my masters in administration as well. Darren and his staff are incredible and helped shape the tech piece for me. We were able to bring tech into the classroom to make it meaningful rather than just a device kids use. Then I became an Assistant Principal at an elementary school where we focused on personalized learning. That was a unique situation where the district needed to APs at that school just for one year. I loved it and, at some point, I’ll end up being a building principal.  

About a Makerspace 

Innovative Programs Director

This was the first year for an Innovations Programs in our district. As director, it has been really good for me to have a district view and vision. I don’t feel like I’ve worked a single day yet. I love it but change is super hard and not easy for the faint of hearts. Not everyone is happy about changing school structures. The one thing we all have in common is a school experience and everyone has an opinion on how a school should operate. When you have that much of a dynamic, it is super hard. Our district has paved the way for our innovation in the idea that kids deserve better.

TIES Technology Leader Award 

Personalized Learning

About five years ago, our high school wanted to change by adding more flexibility of time in classrooms. In that process, they came across customization which could be interchangeable with personalized learning. Every freshman got into the program and there was not a lot of soft skill building. For 9 years they were told what to do and when to take a test or turn in a paper. Then in their freshman year, their world was turned upside down telling them that they were in charge of their learning. They would have to prove mastery with artifacts and evidence learning.

To really have systemwide change, we found that you need to start personalizing learning in the early grades and let those parents be your flagship carriers. Then they will be the ones questioning what school will do for their children. We kind of did it backward, but we had a bold school board who stuck it out. We decided to offer choices at the high school and that’s when the middle school started with the sixth grade. This year it is 6th/7th and then the following year we’ll bring in 8th grade.

Getting Rid of Grade Levels at the Elementary Level

In elementary, we look at it through a whole different lens. We decided to meet the learner with the right content with the right facilitator at the right time and give them voice and choice in how they prove their learning and have them part of the learning process. We got rid of grade levels and focus on the whole child and what they need for their education. When you think of that I think of a graphic that Ken Grover from Utah shared with me. His graphic starts at the base of a triangle with all learners can learn. If you believe that, then you need to put in an invisible structure to support those learners. Elementary students still need structure and support. Then identify the instruction and then the tools. Tools need to be brought in last.

We identified the best practices that are already in our classrooms and then put them in a personalized learning environment. In our elementary schools, we have created unique learning environments where we have taken age levels of what traditionally would be 2nd thru 5th graders and put them all in a community together with four learning facilitators. In each cohort, there are roughly 85-95 learners. Our whole goal here is to support them where they are at in their learning. Empower them to drive and take a hold of it. It is incredible to see the ownership they take in their learning when they have control.

The first ten days of school we spent a lot of time developing SOPs (standard operating procedures), building relationships and working on Habits of Mind. These ten days were vital to our program’s success because it is the foundation that we work on each day.

Habits of Mind Videos
Habits of Mind Lessons

Movers & Makers Radio

Our Makerspace radio show is on the BAM Radio Network! The show is called WMKR, Movers & Makers. Embarking on this journey with me, I am lucky enough to have a fabulous co-host, Laura Fleming.   

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Travis Lape is the Harrisburg School District’s Innovative Programs Director. He earned his B.A. Elementary Education and Master in Leadership at the University of Sioux Falls where his research focused on personalized learning models for Elementary and Middle Schools. In 2016, Travis was the recipient of the TIE Technology Leader Award for the State of South Dakota and is also an ambassador for seesaw, Flipgrid, and squirrels. He co-hosts the Movers & Makers Podcast as well as blogs about all things in education at Lens into Learning and helped host over 8 Edcamps in South Dakota in the past three years.

Travis is constantly pushing the newest tools to support creativity and innovation in our classrooms. He is passionate about Makerspaces, personalized learning, and helping teachers become connected educators. Travis travels and works with districts all over the midwest on making school-wide changes.

Contact Info

About me: https://about.me/travislape

Twitter: @Travislape – Follow #epiclearners

Facebook: https://www.facebook.com/travis.lape.5

Linkedin: https://www.linkedin.com/in/travis-lape-b1170b36/

Email: lensintolearning@gmail.com

Website: www.mackinmakerspace.com/experts/travis-lape/

This past year, I decided to step out of my comfort zone. I wanted to try some new experiences, but something was holding me back. I couldn’t figure it out. I think what was keeping me from finding my magic was fear. Fear of not having enough money so I kept taking jobs that kept me comfortable. Fear of looking foolish so I kept doing the same presentations. Fear of letting my family down. Actually, my family was pushing me to go out of my comfort zone. I didn’t realize I had a fixed mindset that I couldn’t do something. It was me holding me back.

So I decided to start over and rethink what I’m doing with my life. I needed to find my WHY, my purpose. You probably notice a theme around passion and purpose in my posts and podcasts lately. I tried to figure out why I was letting fear take over so I had help from my family, friends, and a coach. Here are some tips that helped me:

1 – Know Your Fears

Fear is a valuable thing. It keeps you safe and encourages you to be cautious when you need to be. But fear also limits you. Not everything you’re afraid of deserves fear or caution. Sometimes, courage and bravery are needed to make your life better. First, review your fears and if they are real. I had no idea I was holding myself back when I didn’t have to. So I took time to address each fear one at a time and talk about that fear. I needed to figure out on a scale of one to ten how real that fear really was. There were no fears in my work that were 10s. I made the fears bigger than they really were.

2- Challenge Yourself with Small Activities

One of my fears was changing the direction in my work. Before I jumped straight in, I needed to identify the direction I wanted to go. I had been blogging on my website Rethinking Learning since 2010 and before that blogged as Rethinking Learning on My eCoach since 2004. I really love to write and share. I figured the easiest thing to do was to start blogging again around passion, purpose, kindness, and agency. So I did. I’m loving it and writing every day. It’s about going slow and dipping your toes into what you’re passionate about.

3- Think of it as a Blesson

I learned from my husband that everything you do that takes you out of your comfort zone can be a blessing and a lesson: a Blesson. I love that. I decided to ask me a few questions: “What happened that I can learn from and learn about me? What am I learning about the other people who have gone through a similar discomfort? How can I use the information from both of these questions in my professional and personal lives?”

4- Be Your Own Coach

I am a coach for others and even help schools with their coaching programs. My coach asked me: “What questions do you ask when you are coaching someone out of their comfort zone?” I knew the questions and realized that I could do this for me. These are the questions I asked me: “What are the worst things that could happen if I go out of my comfort zone? What are the best things that could happen? Will I and others benefit from my actions? Would it be better to stay where I am? What is holding me back?”

5- Get a Handle on your Fears

After I identified some of my fears, I needed to do research on different topics. I needed to reinvent myself. That seemed so big, that I just kept doing the same thing even though it wasn’t working for me. I guess I didn’t feel confident in myself. I needed to get out and talk to people, visit schools, and travel. This is a mental trick anyone needs to do. It is about believing that you can do something if you do the research on what it is you want to do. The research builds knowledge. When you have that knowledge, you build the confidence you need to move forward.

6- Living with Uncertainty

Being uncomfortable is kind of the new norm today. The world is changing so fast that no one knows what is ahead for us. There is an uncertainty about the type of work is needed in the future. That impacts all of us. For me, I knew I couldn’t keep going down the same road because it wasn’t working for me and for others. The best habit for me was to practice becoming familiar with uncertainty and discomfort. I try to pick one thing each day that kind of scares me and act on it. The one big thing I did was start my podcast show. Each show puts me out of my comfort zone. I needed to push myself so I did big time. I really recommend the idea of picking one thing each day that scares you and go and do it. You will be amazed at how you will be able to live with uncertainty easier every day and build a growth mindset about whatever you want to do.

When you take at least one small step to living uncomfortably and tackle your fears, you will be amazed at what magic occurs within you.

Michael Mohammad, a high school science teacher in Elmbrook School District in Wisconsin, is passionate about personalizing learning for all learners. Mike writes a blog post, Mo Physics, Mo Problems about his own journey to personalize learning and building his PLN.

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Mike shares what happens in his class on social media. I’ve been part of Mike’s PLN for several years and have enjoyed what he shares with the world. When he first learned about personalized learning, he decided to try it right away with his kids. I was pretty excited about the results and just wanted to learn more what his kids were doing in his class. So it just made sense to invite Mike to join me in a conversation. Below are excerpts from the podcast:

Can you share a little about you and your background? Why did you go into teaching?

I grew up in Wisconsin. I live outside of Milwaukee, WI with my wife and my new puppy who is a Golden Doodle named Georgia. My parents are immigrants from Pakistan and they pushed me to be a doctor. My mother never went to school and my father became a pediatrician. I actually did work that would take me down the path to become a lawyer or doctor. I always loved school, because it came easy. I was good at “doing school”, but enjoyed English because it allowed me to create and be imaginative. Science was sit and get, English was creative thinking. It was a big leap for me to push to become a teacher. I found in college that I really liked science education and it really made that connection to who I am. There was no push back once they saw I was happy. My parents are very happy with my career choice.

What are the best things about teaching science and high school for you?

I teach 10th through 12th grade Physics. The best thing about science is that you can really make it hands-on. It’s not that hard of a leap to make learning hands-on for students and it’s a great place for students to take risks. When we talk about engineering and designing, it is fantastic. I see the world through science. I am able to take risks without fear. This is science at its best: when we are challenged to think, do, and learn.

Why is it important to personalize learning? Can you share how you are creating a space for every learner?

Learners have passions and aspirations. I need to bridge their passions and aspirations to the content.

It comes down to my Why statement. When I think about when I was a kid doing things just to do them. I cannot tell you a single thing I did in my physics class in high school except the day we went to Great America. When I polled my students to see if they knew what physics was, 90% had no clue. I wanted my students to know how physics connects to their lives not just the world at large. I live physics and want them to experience it the same as I do. Students have to do hands-on with physics or it is not personal to them. Everyone is different. They need to talk about who they are.  It doesn’t matter what subject you teach or population, there is a spectrum of abilities and preferences. It is about removing the obstacles from learning and building the “why” for learning. Teaching learners to know how to learn for themselves rather than simply absorbing information.

What are some strategies you are using to build a culture of learning in your classes?

On the very first day, I ask students to build portfolios using Google Sites starting with a passion page. They are asked to find four videos that talk to you about who you are, your passions, what you want to do, etc. and embed those on the page. Then they write a paragraph about the videos and how they connect to you as a person. This post talks about the portfolio and how it changed over the last term.   http://mophysicsmoproblems.blogspot.com/2017/11/portfoli-o-yeah.html

I enjoy going through the portfolios and learning about them and what they love beyond school. Then I have them create a Learner Profile that you shared with me and that really helps them understand who they are as a learner. After 9 weeks, they go back to reflect on their passion page and most usually want to update the videos because of how much they changed. I tell them to keep the old videos and just add to them. The portfolios also include standards and evidence of learning. I shared with my kids how I needed a portfolio when I was learning to become a teacher. I wanted them to know that collecting evidence, reflecting on it in a portfolio and defending themselves on why they chose that evidence is a lifelong skill. I want them to have a voice and own their learning. It’s not about me. It’s about them. Here’s a link to Hannah’s Portfolio:   https://sites.google.com/elmbrookschools.org/hannahphysicsportfolio/home

Can you share some of the projects you do with your kids?

The biggest project I have been working on is a year-long Passion Project. They choose something they are passionate about and it is my job to find the physics behind it. The night before exams, we’ll have an expo with all the classes that is open to the community including parents. Students are responsible for presenting their learning. Instead of just presenting to your class, I want them to experience what it is like to present to an authentic audience. I have 90 kids so I split the presentations with 45 presenting first and then the other half after. I want them to have a chance to be in the audience as well so they can ask questions and give feedback to their fellow learners.

Click on this link to Thinglink to be able to access all the projects:

Why does your PLN matter so much to you?

I love getting on social media and listening to podcast. My learning was limited to the building I was in. Now my PLN provides me ideas on the edge of innovation and how to define what’s possible. I learn about resources for classroom use and strategies for communicating to staff. I also learn about new technology and how to hack it. I use social media to challenge and celebrate my learners.

I found your blog, Mo Physics, Mo Problems. Here are two posts to share:

Overarching Standards to Drive Personalization.

What are the essentials of NGSS science practices? If standards are being written into narrowly framed learning targets, everyone can’t get through them. It is important not to  be specific to products, but to be specific to skills and big ideas. Then students can find their own path to mastery. Don’t define the problem, help learners define the problem.

Practices in the Classroom are Practices for Life

Habits of Mind! Many standards (CCSS, NGSS) have habits of mind ingrained in practices. We need to highlight these components not simply the content standards.

Can you share one last thing for our audience?

The Universal Design for Learning (UDL) lens unlocked understanding of Personalized Learning for my peers at my school. It cut through mixed messages and put it back in simple questions to ask about learners in your classroom. Starting with the Why, then the what and how.

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Mike Mohammad was born and raised in Sheboygan, WI. Mike attended UW Madison where he received his degree in Secondary Education in Broadfield Science and Biology with additional certifications in chemistry and physics. He’s been a secondary educator for 17 years, 13 of which have been at Brookfield Central High School in Brookfield, WI. His interests in education focus on putting students at the center of their own learning experience. He lives in Brown Deer, WI with his wife and dog.

Email: mohammam@elmbrookschools.org
Website: http://mophysicsmoproblems.blogspot.com/
Twitter: @mo_physics

Mike winning Trailblazer Award from the Institute for Personalized Learning (picture in graphic above is when he received the award):    http://www.elmbrookschools.org/brookfield-central-high-school/news-details/~post/mike-mohammad-receives-trailblazer-award-20171103