What this legislation does is require that school districts that receive ERate reimbursements to write, revise or otherwise update their current board policies to indicate that the district provides for the education of students regarding appropriate online behavior including interacting with other individuals on social networking websites and in chat rooms, and regarding cyberbullying awareness and response. This requirement is in addition to existing CIPA requirements.  The deadline for compliance is July, 2012.

In addition to the language on revised Internet Use policy, it is important to note that the FCC also recognizes the potential positive impact of social networking to K-12 education. In reference to recent work by the Department of Education, the FCC notes that “social networking websites have the potential to support student learning…” While the comments address social networking, in general, the FCC specifically mentioned two of the currently more high profile social networking sites: Facebook and MySpace. With respect to the CIPA requirement to filter Internet access in schools, the FCC finds that, while individual pages on Facebook or MySpace might be potentially harmful to minors, these sites are not in and of themselves “harmful to minors.” As a result, they do not fall into a category of websites that must be blocked. This is good news to educators who, themselves, realize the power of the technology.

By July 1, 2012, school boards will have to create or update current Internet Use policies to include wording that they are teaching Internet safety. Cyberbullying awareness and response will need to be included within ongoing harassment, intimidation and bullying training and program implementation. The education of minors about appropriate online behavior, digital citizenship, cyberbullying, etc. covers a wide range of issues and topics. It is very important to recognize that these are not simply technological issues and topics, however. It will be very important for regular classroom teachers, prevention-intervention, school safety, and content area specialists, counselors and educational technologists to work closely to create effective and all-encompassing digital safety education program.

Districts will have to decide how, who and with what they will implement this new requirement. With the comments on Facebook and other social networking sites, and with the inclusion of social networking within required Board policy language, education and training around appropriate and pedagogical uses of social networking resources become critical. Districts and schools will need to provide background and training on issues, materials, approaches, resources.

A word of caution is in order. Although districts are not required to block access to social networking sites in general and to Facebook and MySpace in particular, reading this to mean that social networking sites – and Facebook and My Space, in particular – can thus be freely accessed in schools is an oversimplification. It would be wise for policy makers and educators at all levels to consider the following guidelines. Before opening all social networking sites for classroom use, it would be wise for everyone to:

1. Check and follow the most current district / school policies and procedures on the use of social networking tools in schools.
2. Keep personal and professional/educational accounts separate. Individuals might have different, separate accounts through the same social networking provider, however.
3. Be diligent about not sharing personal information on one’s professional/educational site.
4. Remember that using a social networking site for educational purposes has the potential for extending ones school day beyond the school bells and the school walls. It also has the potential of exposing students to teachers’ own or to others’ personal information, even inadvertently.
5. Remind students – and adults – that all rules which apply to bricks-and-mortar classrooms and schools also apply to the online, social networking environment. Examples would include rules around bullying, harassment, courtesy, appropriate language, honesty, timeliness, etc.
6. Never friend a student on a personal site.
7. Inform and involve school administration before entering into a social networking environment for educational purposes.
8. Inform and involve parents/guardians/families. Families are a crucial and integral component to these digital safety efforts. However, the nature of parent/family involvement is also potentially problematic. Inviting parents to join or participate would be tantamount to inviting parents to be involved in your classroom every day. The parents would have to know that they could not join using their ‘personal’ sites. Remember, too, there are lots of students from broken, blended or other non-standard families, as well as some with no-contact orders.  The teachers would have to be able to negotiate through all that in some, not too demanding way. Although it might not be a huge number of students, ‘risk’ and potential liability issues might arise.
9. Do not friend other adults on your educational site. However, as with the comments on parents, above, allow for the possibility of inviting “special guests” for specific educational purposes. For a professional guest profile-type of thing, establish a vetting process, done by the educator using some sort of rubric. Establish what the expert guest would need to agree to be involved. Teaching teams would also need to make arrangements for the involvement of other team members, not to mention student teachers, specialists, counselors and/or administrators
10. Read and become familiar with all Terms of Use documentation.
11. Read, understand and set up all appropriate privacy settings. These may not be intuitive! Discuss them with your colleagues and administrators.
12. Instruct students that this is an educational site. They are not to share it with or invite others who are not in the class. It is to be used for content instruction; however, it is a perfect opportunity for educating students about appropriate inline behavior.
13. In considering #12, instruct students on both Terms of Use and privacy settings.
14. Inform students that the adults are obligated to report illegal behavior, child abuse, sexual abuse, etc.
15. And finally, although it may go without saying, here it is: monitor the social networking site closely.

References:

Protecting Children in the 21st Century Act, October 2008

http://www.govtrack.us/congress/billtext.xpd?bill=s110-1492

FCC Report and Order, 8.11.2011

http://transition.fcc.gov/Daily_Releases/Daily_Business/2011/db0819/FCC-11-125A1.pdf

Photo credit:
Library2010_077: UTC Library

Since 2008, we’ve been serving up the best in professional development and practical teaching strategies for K-12 educators. We’ve grown a following and I’m proud of the work we’ve done.

Over the past months, Inside the School has expanded its focus from teacher and staff professional development to consulting with K-12 districts. It’s not a huge change, but it does represent a shift in our focus, audience, and services.

Our readers will notice a shift from classroom issues to district issues, from classroom-level changes to district-level changes. Instead of discussing student assessment, we’re working to improve teacher and principal effectiveness. Instead of writing better lesson plans, we’re working to align district curricula with the new Common Core State Standards (CCSS). We’re focusing our efforts on six service areas: teacher and principal effectiveness, the CCSS, school turnarounds, charter schools, organizational efficiency, and school climate.

Many of our previous online seminar presenters and writers have joined us as consultants and we’re pleased to continue our existing relationships and recommend them to districts. New, qualified consultants from across the country are joining our team every month. We’re very happy to grow our team of experts to help improve districts.

We’ll be consistently posting articles and resuming our e-newsletter  again starting in November, but they’ll center around our six service areas. They’ll still have a practical quality to them and we know that the conversations that we’ll have around those topics will add to everyone’s understanding of these education issues.

We’ll also continue our online seminars. Our experts will talk about school climate issues that districts need to consider when implementing the new CIPA requirements, for example. The online seminars will still have a strong practical nature that our audiences appreciate.

You can still access our archives for our previous professional development articles and CDs of our previous online seminars. However, our future offerings will emphasize our new direction in K-12 education.

Thank you very much for your loyal readership. I look forward to continuing our conversations and adding to the important work that is going on to improve schools nationwide.

Photo credit:
Halls of East High School, GIRLintheCAFE

Biography

Mike Donlin has taught all grade levels from kindergarten on. Donlin was with Seattle Public Schools from 1980 through 2010. He taught and oversaw federal, state and privately funded programs, and spearheaded the development of the Middle School Cyberbullying Curriculum.

A  2008 recipient of the Spirit of Online Safety Leadership Award from Qwest Communications and the NCMEC, and an alumnus of the FBI Citizens’ Academy training, Donlin presents nationally, participates in the National Cyber Security Alliance K-12 Working Group. In November 2010, Seattle Magazine recognized Mike as one of Seattle’s Most Influential Consultants of the year.

Expertise

• School climate

Education

• M.A. in Linguistics, University of Colorado
• B.S. in Secondary Education/English, University of Scranton

Certification

• Washington State Continuing Elementary; Secondary Teacher’s Certificate
• Colorado State Type P1, Secondary English Language Arts
• Pennsylvania State Professional Teacher’s Certificate, Comprehensive English

Experience

• Program Supervisor: Learning & Teaching Support – the School Safety Center, Office of the Superintendent of Public Instruction, Olympia, WA
• Senior Program Consultant/Program Manager, Seattle Public Schools
• Project Director: Cyberbullying Classroom Materials Development Project, Seattle Public Schools
• Program Manager: Seattle Drug Free Communities Grant project, Seattle Public Schools
• Community Mobilizer:  Communities That Care Initiative, Seattle Public Schools
• Project Manager: Technology Innovation Challenge Grant (TICG), Seattle Public Schools
• Program Assistant: Department of Technical Assistance (Title I / Bilingual), Seattle Public Schools
• Program Manager: Federal Title I & Title VII Projects, Seattle Public Schools
• Head Teacher: Secondary Bilingual Orientation Center, Seattle Public Schools
• Secondary Bilingual/ESL Teacher, Seattle Public Schools
• Teaching Associate – School of Education, University of Washington
• English Instructor – The Economics Institute, University of Colorado, Boulder
• St. Patrick Junior High School, English Language Arts Classroom Teacher, Elmira, New York,

Association Presentations

• Institutional Education Conference, 2011, Vancouver, WA
• Northwest Council for Computer Education, 2011,  Portland, OR
• King County Violent Crimes Support Conference, 2011, Seattle, WA
• Washington State School Directors Association Conference, 2010, Spokane, WA
• International Bullying Prevention Association Conference, 2010, Seattle, WA
• Performance Institute, 2010, Arlington, VA

Achievements and Awards

• One of the “experts” in Cyberbullying Prevention and Response: Expert Perspectives, Hinduja & Patchin, 2012
• Seattle Magazine‘s “Most Influential’ Consultant,” November 2010
• National Cyber Security Alliance K-12 Work Group, 2008 – Present
• Spirit of Online Safety Award; Qwest / NCMEC, 2008
• FBI Citizens’ Academy/ FBICAAA, Spring 2008
• Board Member: Puget Sound Alliance for Community Technology (PSACT) Chairman 2004- 2006
• Seattle Citizens’ Telecommunications and Technology Advisory Board (CTTAB), Mayor’s Education Member Appointee, 2000-2004

Contact Mike Donlin . . .

Phone: 206-949-9217
Email: Mike.Donlin@InsideTheSchool.com

Inside the School Director of Consulting: Diane Trim
Phone: 608-227-8116
Email: Diane.Trim@InsideTheSchool.com

Biography

Mari Fedrow is a retired district professional development and English Learner director.  She has thirty years of public education experience as a teacher, instructional coach, site administrator in middle school, elementary principal and district level director in the Ontario-Montclair School District, the largest K-8 district in the state of California.

Fedrow has a strong background in educational leadership and instruction with a focus on student engagement and rigorous learning. She has supported hundreds of teachers in developing as effective educators. In her service as a district administrator Fedrow coached and guided principals to lead school reform efforts, including building highly successful professional learning teams.

Fedrow supported site administrators in conducting program evaluation to pinpoint where effective implementation was breaking down and provided strategies and coaching to move them forward. She is highly skilled at facilitating the development of site instructional leadership teams resulting in the creation of highly effective grade level, department and interdisciplinary collaborative teams at schools.

Mari has presented on student engagement, creating effective coaching systems and essential actions for site leaders in supporting the development of collaborative teams at Lesson from the Learners, ASCD and NSDC/Learning Forward national conferences.

Fedrow holds a Bachelor of Arts Degree in Education from the University of Wisconsin-Stevens Point and a Masters Degree in Educational Administration from California State University-San Bernardino.

Expertise

• Teacher evaluation
• Common Core State Standards
• School climate
• Organizational Effectiveness

Education

• M.A. in Educational Administration, California State University
• B.A. in Education, University of Wisconsin, Stevens Point

Experience

• Master Teacher/Instructional Coach
• Site Administrator: 8 years, Elementary and Middle School
• Director II, Humanities/GATE/English Learners
• Director II,  Professional Development with Ontario-Montclair School District
• Principal Coach: 3 years
• Organizational Effectiveness

Sample Presentations

• Coaching Models that Advance Professional Learning Teams – NSDC, ASCD
• Tools for Teams: Building Trust and Navigating Conflict – NSDC
• Student Engagement through Writing, Lessons from the Learners Conference
• Principal Actions that Advance Professional Learning Teams
• Shifting from Compliant to Highly Engaged Classrooms

Achievements

• Presenter: National Staff Development Council Annual Conference, 2010 and 2011
• Presenter: ASCD Annual Conference, 2011
• Presenter: Lesson from the Learners Conference, 2009
• As principal, guided elementary school out of program improvement 2005

Contact Mari Fedrow. . .

Phone: 909-456-4449
Email: Mari.Fedrow@InsideTheSchool.com

Inside the School Editorial Director: Diane Trim

Phone: 608-227-8116
Email: Diane@InsideTheSchool.com

Biography

Mary Chase, Ph.D. provides expertise in cognitive aspects of literacy acquisition, cross-curricular technology integration and project-based learning. In addition to public school and university teaching at, she was a chief contributor to the design of Inspiration and Kidspiration Software, and other titles associated with critical thinking and visual learning.

A veteran of public school and university teaching, Mary Chase, Ph.D. offers expertise in literacy acquisition, educational technology, critical thinking and best practices.

Expertise

• Teacher evaluation
• School turnaround/transformation
• Common Core State Standards
• Organizational Effectiveness

Education

• Ph.D., Literacy & Schooling, University of New Hampshire, Durham, NH. 1990 
  Dissertation: Learning to Live: Values and Experience in the Life of a Classroom.  
  Honors: Dissertation Scholarship, Outstanding New Researcher (National Reading Conference)
• Fellow, Oregon Writing Project 1985
• BA, English, University of Oregon, Eugene, OR.1980

Professional Experience

• The Citadel Group, Frederick, Maryland, 2010-2011

• Clarity Innovations, Portland, Oregon, 2008-2009
• StudyDog, Inc., Beaverton, Oregon, 2007– 2009
• ResulTech, Inc., Frederick, Maryland, 2006 – 2008
• Inspiration Software, Inc., Portland, Oregon, 1999-2006
• Pierian Spring Software, Portland, Oregon, 1995-1998
• University Teaching, 1987-1994
  • Pacific Lutheran University, Tacoma, WA, Teacher Education: Reading and Writing Processes
  • University of Puget Sound, Tacoma, WA, Literature and Composition: Freshman Composition, Feature Writing, Poetry, Women’s Literature
  • University of New Hampshire, Durham, NH, Teacher Education: Reading and Writing Processes; Collaborative School Change                                                                              
• Public School Teaching, 1980-1987
  • Franklin Junior-Senior High School, Franklin, NH, remedial reading
  • Gladstone High School, Gladstone, OR, English, French, drama
  • John F. Kennedy High School, Mt. Angel, OR, English, French, sociology

Qualification Highlights

• Broad experience in curriculum design, e-learning and professional development
• Deep understanding of teaching strategies, school environments and learning/assessment relationships
• Extensive use of student and teacher data to inform practice
• Over fifteen years experience driving educational product implementation

Publications

• The Thinking Classroom: Using Visual Learning to Meet Standards 2007
• Inspiration in Language Arts, 2004
• “The Foundations & Educational Applications of Visual Learning” Inspiration White Paper, 2003
• Kidspiration in the Classroom (co-author) Inspiration Software. Portland, OR: 2003
• Achieving Standards with Inspiration, Inspiration Software. Portland, OR: 2002
• Kidspiration Activity Book, Inspiration Software. Portland, OR: 2001
• "Much Ado About Media: Techno Kids Meet Miss Grundy" Northwest Council of Computer Educators , Portland, Oregon:   March, 1997
• "The Design of Educational Multimedia: Avoiding the Electronic Worksheet," School Tech Expo, New York City:  March 1998
• "Writing Together, Learning Together: Collaboration’s Two-Way Street," Quarterly of the National Writing Project: Spring, 1993 (published as Mary Comstock)
• "Poetry and Process," Language Arts:   May, 1992 (published as Mary Comstock)

Contact Mary Chase . . .

Phone: 503-804-2418
Email: Mary.Chase@InsideTheSchool.com

Inside the School Editorial Director: Diane Trim

Phone: 608-227-8116
Email: Diane@InsideTheSchool.com

What else besides reading, discussing, and questioning can a lifelong learner do?

1. Enroll in a Continuing Education Course: If you’d like to sharpen a skill you already have or gain a new skill, why not look at your community education program. In a recent brochure that came in the mail, opportunities to learn about calligraphy or cooking, painting or photography, guitar or gardening abound. These enrichment courses open the door to your brain to stretch and grow while creative juices flow and produce cool stuff like, in some classes, produce.
2. Join a Book Club or PLC: You’re likely to be really challenged if you’re spending time with people who like to think. Find five other readers and agree on what novel or self-help book you’ll read next. Get together to discuss, then enjoy the new perspective. Based on the work of Richard DuFour, Professional Learning Communities (PLCs) allow for colleagues to collaborate and learn from one another while they build trust and put action plans in place to maximize their students’ learning. Thinkers sharing what they think with other thinkers generate palpable brainpower.
3. Collect Stuff: My seventh-grade teacher charged us to “hoard words like a coin collector,” to learn new words, discover their origins, and to figure out their orthography. So why not enrich your vocabulary by collecting a new word every day. Or start a coin collection. Find out where the coins originated, where they were minted, and what they’re worth. Or collect stamps. Sorting and cataloguing them will keep you thinking.
4. Seek out Teaching Opportunities: You don’t have to have a degree in education to teach. Learning is solidified as you teach skills to others. I became a better knitter, for example, as I taught people to knit. What skill would you like to share? Start in your church, at a community center, or in a school. Be a mentor and see what you learn!
5. Blog: Reading and writing online through blogs can be a great way to stay up on the latest research in and observations specific topics of interest to you. Journal your thoughts and chew on the reflections of others.
6. Take an Online Course: Consider getting an advanced degree, license, or certification through an online program like the University of Utah online that offers “one-evening get-aways, Friday evening date nights, and Sunday field trips.” The ever-popular University of Phoenix, a pioneer in online degrees “offers online and on-campus degree programs at the associate’s, bachelor’s, master’s and doctoral level — each is a balanced combination of academic theory and practical application.” If you don’t have the time or money for an entire course, sign up for a webinar that piques your interest.
7. Puzzle Yourself: Lifelong learners don’t necessarily need textbooks. Research suggests that puzzles will also keep your brain waves rippling. Traditional table-top or 3D jigsaws provide hands-on, kinesthetic learning while Sudoku, crosswords, and word search puzzles offer a more abstract, academic task. Better yet, create a puzzle of your own for a family member or friend to solve.
8. Travel: Traveling allows your brain to experience new territory as you cross over boundaries that normally keep you protected, safe and secure. Research places to visit, either foreign or domestic. Calculate the cost to get there and back. Explore learning opportunities while you’re there, like visiting the Art Museum or taking in a play at a local theater. Experience the culture by taking a back-roads tour and trying some traditional cuisine. Ask questions about the history and traditions. Can’t afford a real trip?  Planning a virtual trip is just a click away. Or host a foreign exchange student and bring the cultural experience into your home.
9. Learn another Language: Think you’re too old to acquire another language? Think again. There are a myriad of ways to get exposure to a second language. Sign up for a conversational course first to see if you like it. You can use audio CDs to listen to and learn the language in your vehicle.  Try acquiring vocabulary by watching television in another language. Find a teenager who’s also learning that course and become study buddies. Or use an online translator to make post-it notes for common areas like on the bathroom mirror or the refrigerator door. Not too interested in a spoken language? Give Latin or Sign Language a shot.
10. Pursue Music Lessons: Playing a musical instrument or simply taking voice lessons might strike a chord with some of you. A University of California research team has shown in experiments with adults that music — either performing it or listening to it – has the power to enhance some kinds of higher brain function.  Start small with a recorder or ukulele and watch your dendrites crescendo to new heights.
11. Start a Dinner Club: Gather some friends to join you for a monthly gathering around the dinner table.  But don’t settle for just the ordinary – make it extraordinary.  Agree to research ethnic dishes and try new recipes.  Explore the traditions of the region to share with your guests.  Dress in customary garb for more authenticity.  Serve the meal as they would in the country that you’re highlighting.
12. Volunteer: Never underestimate the power of giving back.  Find a charity that sparks your interest.  I love to knit for charity to help Save the Children; my daughter enjoys her volunteer work with the Recycling Club at school. Research a cause and find out how you can help, then experience the power of the Pay It Forward movement.

Lifelong learning opportunities don’t exist in a vacuum; clearly they take place all around us.  All it takes is the initiative to seize the momentum and make the most the synergy it generates.

What will you do to fire your dendrites?

Barbara Gruener serves as the counselor and character coach at Westwood Elementary in Friendswood, Texas. She’s also a motivational speaker and loves to influence and impact her audiences in her signature Sing, Dance, Laugh and Build Character sessions. When she’s not working, Barbara likes to write, read, knit, bake, and spend time with family and friends.

Do you have a question for the editor? Would you like to suggest a topic for a post? Are you interested in writing a guest post? Email editor Diane Trim.

Photo credits:
Gapers Block Book Club: Water for Elephants: juggernautco / Daniel X. O’Neil
Puzzle pieces: liza31337 / Liza
thumb pick: Rochelle, just rochelle / rochelle hartman

Biography

Shannon Holden has been a teacher and administrator in North Dakota, Texas, and Missouri for twenty years.  In 2009 Holden created a website to help teachers survive their first years of teaching – www.newteacherhelp.com. In his spare time, Shannon travels the Midwest speaking to college students and teachers about a variety of subjects, including classroom management, increasing student engagement, maintaining positive communications with parents, and implementing technology in the classroom.

Expertise

• College readiness, Common Core State Standards
• Teacher evaluation, Value-added assessment

Education and qualifications

• Bachelor of Science in Education, Mayville State University, Mayville, (N.D.), 1991
• Masters in Education, Sam Houston State University, Huntsville, Texas, 1999
• Educational Specialist, Lindenwood University, St. Charles, Mo., 2008

Experience

• Adjunct Instructor, Lindenwood University, Transforming Learning With Technology, Summer, 2011
• Adjunct Instructor, Missouri State University, Introduction to Educational Technology, Fall, 2011
• Assistant Principal – Republic Middle School, (Mo.), 2002-Present
• Assistant Principal – Nimitz 9th Grade School, Houston (Texas), 1999-2002
• Teacher – Teague Middle School, Humble, (Texas), 1993-1999
• Teacher – Eastwood High School, El Paso (Texas), 1991-1993

Sample Presentations

• “Parent Involvement: Putting Parents on Your Side”
• “Using Rationales to Gain Student Respect and Compliance”
• “10 Steps to Implementing the Common Core State Standards for English Language Arts”
• “10 Steps to Implementing the Common Core State Standards for History and Science”
• “10 Steps to Implementing the Common Core State Standards for Math”

Achievements

• Founded website: www.newteacherhelp.com
• Guest speaker for Missouri Student Teacher’s Association Spring Convention (2010)
• Guest columnist for the National At-Risk Education Networks Silhouettes newsletter (January, 2011)
• Authored three eBooks: The New Teacher Survival Kit (2009), “Everything You Need (2010) and Why Do We Have To Go To School? (2010)

Contact Shannon Holden . . .

Phone: 417-209-9402
Email: Shannon.Holden@InsideTheSchool.com

Inside the School Editorial and Consulting Director: Diane Trim
Phone: 608-227-8116
Email: Diane@InsideTheSchool.com

Biography

Suzanne Tingley began her career in education by teaching English in Paraguay, South America as a Peace Corps Volunteer. She was a high school and middle school English teacher and Department Chair for 10 years before becoming the Academic Dean at a private school. Returning to public education 5 years later, she served as an elementary school principal for 3 years and then became a superintendent of schools.

Tingley has published over 60 articles in education journals including seven Commentaries in Education Week, the education journal of record.

She is an adjunct professor for the State University of New York in the Department of Education Administration and was recognized by the university with an award for her “unique contributions” to the program. She is an “Outstanding Administrator Award” recipient, given by the New York State School Library Association. In 2007 she was named a “Woman of Distinction” by the New York State Senate. She has served on many boards, including the Board of Trustees of the local college.

Expertise

• Teacher evaluation, value-added assessment
• School turnaround/transformation
• School climate

Education

• Doctoral Program, Syracuse University (ABD)
• MS, SUNY Oswego
• BA, The Ohio State University

Past/Current Engagements and Presentations

• NYS Guidance Expo:  Half-day presentations for guidance counselors, teachers, and administrators in WhitePlains, Albany, Syracuse, Rochester, and Buffalo, NY, 2010
• Jordan Elbridge Central Schools:  Two-day workshop for teachers and administrators, 2010
• Catholic Diocese of Edison, NJ:  Full day workshop on working with community, 2009
• Leaders Write Project:  Teaching school leaders to write for publication in year – long project introduced at New York State Superintendents Conference, 2009
• New York State Association of Education Office Professionals:  Full day workshop on working effectively with Others, 2009
• Lake Placid Summer Administrative Conference workshop:  Best Practices in Supervision, 2009
• Lake Placid Summer Administrative Conference workshop:  Positive School Climate, 2008

Awards

• New York State Senate Woman of Distinction, 2007
• Outstanding Secondary Administrator, New York State Association of Foreign Language Teachers, 2005
• Outstanding Secondary Administrator, New York State Library Media Specialists, 2004
• Adjunct Award, SUNY Oswego Education Administration, 1998

Publications

• How to Handle Difficult Parents:  A Teacher’s Survival Guide, Cottonwood Press 2006, revised for Pufrock Press for publication 2012
• “What Do I Do When …” Scholastic Instructor, Winter 2011
• “Growing Great Administrators.” Scholastic Administrator, Fall 2010
• “Classroom Volunteers:  Bonus or Bother?” Scholastic Instructor, Sept/Oct 2009
• “Professional Development on a Dime.” Scholastic Instructor, Sept/Oct 2009
• “Your Career Q & A.” Scholastic Instructor, 2009-10
• “8 Great Teacher Habits Parents Love.” Scholastic Instructor, March/April 2009
• “Ready for This Job?” Scholastic Instructor, Jan/Feb 2008
• “Pooling Our Resources.” The Last Word:  The Best Commentary and Controversy in American Education, Education Week 2007

Contact Suzanne Tingley . . .

Phone: 315 -777-3598
Email: Suzanne.Tingley@InsideTheSchool.com

Editorial Director: Diane Trim
Phone: 608-227-8116
Email: Diane@InsideTheSchool.com

It’s an interesting question, from a learning standpoint: how much does our students’ fear of failure play into whether or not they complete assignments, try on tests, or even come to class?

My daughter is a figure skater. She’s good; she’ll never be a household name, but she is perfectly happy with that. A couple of her friends might be skaters you’ll watch on T.V. someday, though. These elite skaters who perform triple jumps and level-four spins all have one thing in common: they fall all the time. One of my daughter’s friends said if she’s falling, she’s learning. My daughter’s coach says that the kids who don’t learn to fall don’t learn to jump.

How often, in our classes, do we permit our students to fall as a part of their learning? Do we grade every assignment with an eye to perfection or do we give students a chance to experiment, fail, and learn from those failures? Do we stigmatize failure so much that some students are too paralyzed to try?

Figure skating teaches another good lesson about failure: shake it off. If a skater falls early in her program, she has to push the fall aside in her mind and not let it impact her entire time on the ice. One fall on a double Salchow doesn’t mean that the skater will fall on her double toe loop. Just like one gutter ball in bowling doesn’t mean that the bowler won’t roll a strike for the entire game.

Sports like these teach people to be resilient in the face of “failure,” or even to embrace “failure” as part of the path to success. One fall on the ice doesn’t mean the figure skater will fall on the rest of her jumps. One swing-and-miss doesn’t mean a batter will miss the next pitch. But in geometry class, does a low quiz grade motivate a student to work harder or give up?

Dr. Vera Blake, an Inside the School consultant and online seminar presenter, recommended that I read Mindset: The New Psychology of Success by Standford University psychologist Carol Dweck. Dweck’s research has focused on how people either embrace failure or shun it. She calls the two mindsets fixed mindset and growth mindset.

In the fixed mindset, people believe that a person’s traits like intelligence, creativity, or personality are set. Sure, a person can work hard, but the hand someone’s dealt is pretty much the one they’ll play for life. People with a growth mindset believe that hard work and perseverance can change a person’s traits. Dweck wrote that those with a fixed mindset need to prove themselves over and over, to assure themselves that they are indeed talented. They are likely to abandon tasks that threaten their perceived status or those at which they might fail. When the going gets tough, the fixed mindset learners hit the road.

However, the growth mindset learners stretch themselves when learning is hard. If they fall, they pick themselves back up and stick with a task. When things aren’t going well, when a class is difficult, when a task is hard, these are the kids who plow their way through it. Instead of being embarrassed to fall, these are the kids who realize that falling is part of learning to jump, that crawling is part of learning to walk, and that missing questions on a test proves that they have opportunities to learn and grow. These are the kids who are resilient when life hands them challenges and who work to find solutions.

So, how can we make our classes safe places to fail? How can we encourage the growth mindset over the fixed mindset? For a start, it might be as easy as just valuing hard work (growth) over smarts (fixed). Instead of praising a student with: You’re a really smart math student, change the focus. I can tell you worked hard on this assignment. Good job.

Is your classroom a safe place to fail? Do students realize that making mistakes is part of the path toward understanding? How can we encourage a growth mindset in students, yet still fill in the grade book? I’d love to hear your thoughts on this.

Do you have a question for the editor? Would you like to suggest an idea for a post? Even better, would you like to write a guest post? Please email editor Diane Trim.

Photo credits:
F_Figure_Skating-4: Lake Placid Region
Tadaa: writerjax / Jaclyn Stevenson
Chillin’: writerjax / Jaclyn Stevenson

Biography

Vera J. Blake, Ph.D. is the retired principal of Falls Church High School. A graduate of St. Paul’s College (B.S.), the University of Virginia (M.Ed) and Vanderbilt University (Ed.D), she served as principal for 12 years at Homes Middle School; both schools are located in Fairfax County, Virginia. Blake was the 2000 Virginia Middle School Principal of the Year, the 1999 Fairfax County Principal of the Year, and a 2000 Washington Post Distinguished Educational Leader.

Currently, Dr. Blake is working as a school improvement coach/consultant in several school districts including: Illinois, St. Croix, St. Thomas, Michigan, Nebraska, Virginia, Hawaii, Texas, and Washington, DC. In addition, she was the lead coach for all of the K-12 U.S. Virgin Island Public Schools. She maintains a professional interest in curriculum supervision and in middle and high school levels of teacher and administrator preparation. Blake serves as a consultant and coach to schools and districts to improve schools and student achievement.

Expertise

• School turnaround/transformation

Education

• Vanderbilt University, Nashville, Tennessee.  Ed.D. Administration and Supervision, 1992
• University of Virginia, Charlottesville, Virginia.  M.Ed., Administration and Supervision, 1977
• Saint Paul‘s College, Lawrenceville, Virginia.  B.S., Business Education, 1972

Experience

• Principal – High School, Fairfax County Public Schools (Va.), 1999-2002
• Principal – Middle School, Holmes Intermediate School (Va.), 1987-1999
• Associate Principal – Secondary School, Hayfield Secondary (Va.), 1986-1987
• Assistant Principal – High School, West Potomac High School (Va.), 1979-1986
• Human Relations Specialist – Central Office, Fairfax County Public Schools (Va.), 1978-1979
• Business Teacher – High School, Falls Church High School (Va.), 1972-1978

Awards and Honors

• Virginia Middle School Principal of the Year Award – VASSP/NASSP, 2000-2001
• Washington Post Distinguished Educational Leadership Award, 1999-2000
• Fairfax County Public Schools Principal of the Year Award, 1999-2000
• Nominated for Robert R. Spillane Leadership Award – FCPS, 1998
• National Association for Equal Opportunity in Higher Education’s Distinguished Alumni Citation of the Year Award for Saint Paul’s College, 1998
• Presenter at the annual National Middle School Conference, 1996 and 1998
• Nominated as Washington Post Principal of the Year, 1997 and 1994

Sample Presentations

• “Commercialism in Schools:  Supporting  Students or Selling Access?”
• “Leadership – Serving Diverse Populations in the New Millennium”
• “How do indigenous and international NGO partners support girls’ education?,”

Publications

• Transforming Ourselves, Transforming Schools:  Middle School:  Middle School Partnerships:  The More, the Better (2002), contributing author
• “Addressing Diversity Through Partnerships”, Delta Kappa Gamma Bulletin, Summer, Vol. 64-4. (1998) Co-author

Contact Vera Blake. . .

Phone: 703-346-5600
Email: Vera.Blake@InsideTheSchool.com

Inside the School Editorial and Consulting Director: Diane Trim

Phone: 608-227-8116
Email: Diane@InsideTheSchool.com