Creating an Environment of Trust in Schools

  

 Creating an environment of trust within schools is not just important to the success of a school and its culture, but foundational. This atmosphere of transparency and trust is crucial to strive for no matter your role be it a teacher, administrator, or another employee at the school. Fostering a line of open communication through one channel or another at all times can significantly enhance the educational experience for all parties that are involved. “Studies of trust and leadership support the importance of the principal in establishing a culture of trust through demonstration of respect, integrity, competence, benevolence, and reliability” (Bukko, Liu, & Johnson, 2021, p.59). One tool that is used by many including the school I am currently at is through the implementation of a weekly newsletter or blog. 

Transparency in education is much more than just sharing pertaining information; it’s about building an environment of trust and creating a sense of community amongst all parties involved in the school. When administrators and educators alike are transparent about their decisions, policies, and initiatives as well as other happenings of the school, they become an example to others of how to be accountable and respectful to all stakeholders. This transparency also promotes understanding and collaboration By keeping everyone in the school informed and in the loop about school happenings, updates, and decisions, administrators can foster a culture of openness through the invitation of feedback and engagement. This creates an environment educators are happy to be a part of and promotes buy-in by stakeholders into the school and its objectives. Blanchet (2022) explains “Trust matters—people who work in high-trust environments experience less stress, burnout, and sick days than those who work in low-trust environments.”

A weekly newsletter or blog serves as an excellent platform for distributing information and fostering openness, community, and transparency within a school. The blog shown below is an example of my current administrator's way of communicating with her staff upcoming events, initiatives, happenings within the school, and oftentimes pertinent data such as results from testing and data collection. This helps provide our teachers and staff within the school consistent updates that keep us well informed. It also encourages two-way communication by inviting feedback, suggestions, and questions from her staff as we are allowed to complete surveys embedded in the newsletter, vote on various ideas presented, and email back with any questions or feedback we may have. 

“Effective communication is not just about making the news, but making sure that all stakeholders hear it” (Sheninger, 2019, p. 163). To achieve this, not only does our administrator provide her staff with a weekly newsletter, she also sends one out to the parents and community members involved within our school. Sheninger (2019) states, “Blogs are fantastic communication tools where parents can glimpse into your educational life and become more familiar with the culture of your school” (p.170). This openness with the community aids in having support from the parents and those within the community working with the staff and students of the school. 

By embracing this form of transparency and consistently sharing information, our school, as well as others who participate in this practice, creates and cultivates a culture of trust, respect, and partnership within its staff and stakeholders. Newsletters and blogs continue to serve as powerful tools in accomplishing the commitment of embracing transparency, communication, respect, and partnership.

Committing to the Environment

 

   Committing to the overall well-being of the environment is something I view as an extremely important aspect of my everyday life. My husband and I are very focused on conserving energy whenever we can in ways such as not leaving lights on, not running the AC when it isn't necessary, and recycling what we can. During my time in the Cherokee County School System, this practice of saving and conserving energy was something that I found the system as a whole strived for. The district put into place an energy conservation program that outlined exactly what we should be doing each day as well as over short and long breaks in order to conserve the most energy as possible. While their motives may have been based more on saving money in some instances, I truly believe that this drive to save and conserve energy also came from a commitment to being responsible for the environment through energy saving practices. 

      This program also served as a great way to communicate with the public Cherokee County Schools’ value of energy saving practices. A report was generated each month showing how much energy was saved, how much money was saved by following the program’s guidelines, and what we were doing to ensure the program guidelines were being met by each school. This report was sent out to the stakeholders to ensure that the schools within Cherokee County were being held accountable to their commitment to this program and its directives. I believe Cherokee County puts this report out there to the public to ensure they are the ones sharing the story and showcasing positive points about the schools to the public. This is an important practice because as Sheninger (2019) states, “If you don’t tell your story, someone else will. More often than not, when someone else tells your story, it is one that you don’t want told” (p.179). To go further with this idea, Centre Middle School, a school within Cherokee County, has posted via their social media pages different stories of how students as well as teachers are practicing energy saving methods throughout the school. “Stories by far are the best way to begin the process of shifting the way stakeholders perceive schools” (Sheninger, 2019, p.181). 

    I believe that by coming up with this program, Cherokee County Schools have been able to streamline their thinking of conservation of energy within each school in their system. They ensure they are communicating with the school when there are changes to the program as well as when specific perimeters within the guidelines are not being followed by certain schools. This communication with the schools is absolutely necessary to ensure all schools are sticking with the commitment their system has made. Coursera (2023) explains “Good communication in the workplace ensures employees have the information they need to perform well, builds a positive work environment, and eliminates inefficiencies.” By ensuring that they are communicating with the schools on their expectations as well as when schools are exceeding those expectations or struggling with them, helps to ensure their employees are aware of what they need to continue or start doing to perform how they are expected to. Not only that but “Effective workplace communication helps maintain the quality of working relationships and positively affects employees' well-being” (Plaza & Windon, 2022).

    Overall I am proud to have been a participant in Cherokee County Schools’ initiative to conserve more energy. I feel like by the openness of communication between the program’s administrator and the schools within the system I was able to adequately follow the expectations of the district as well as open my eyes to how much of an impact the conservation of energy has. I also see that this important decision helped to share a positive light on the schools in Cherokee County for the public to see. For any schools wanting to implement a program such as this or anyone looking for better energy saving practices for their school, I am attaching a copy of the Cherokee County energy conservation program document below as well as a video with helpful tips. 

References

Coursera Staff (2023, December 1). Why is workplace communication important? and how to improve it. Coursera. https://www.coursera.org/articles/workplace-communication

Plaza, C. H., & Windon, S. (2022, July 5). Effective communication in the workplace. Penn State Extension. https://extension.psu.edu/effective-communication-in-the-workplace

Sheninger, E. C. (2019). Digital Leadership: Changing Paradigms for Changing Times. A joint publication of Corwin ICLE.

 

Getting Unplugged

Today, we live in a digital age where technology has become an integral part of education, changing how teachers teach and students learn. From interactive whiteboards to online learning platforms, technological tools offer opportunities for engagement, collaboration, and personalization in the classroom that generations before us would have never imagined. Frazier (2017) makes the statement, "Access to the Internet has quickly become an indispensable resource for schools" (p.119). An increase in access as well as availability to technology and tools as well as all of one's personal files through platforms such as Google Suites and Office 365 allow students and educators to have said technology at their disposal almost 24/7 which can "lead to improved collaboration and wider use of technology resources" (Frazier, 2017 p.133). However, as schools increasingly rely on technology to deliver instruction, there is growing concern about the potential drawbacks of this dependence.

A major concern in schools now is the risk of over-reliance on technology, which may unintentionally hinder students' development of essential skills such as critical thinking, problem-solving, and communication. Additionally, the constant use of screens can lead to digital fatigue and attention issues among students. Recognizing these challenges, many educators are exploring ways to balance the use of technology for its benefits while ensuring that students have opportunities to learn without it. One study found that "that heavy television use predicted a loss of reading of four months relative to peers two years later: heavy computer use predicted a similar loss in numeracy two years later" (Mundy et al., 2020).

Many schools have begun turning to "unplugged" days in schools in an attempt to come up with a solution to this balancing act. These designated days provide a break from digital devices for both teachers and students, even down to checking emails at times, and encourage students to engage in learning activities that do not require technology. Whether conducting hands-on science experiments, participating in group discussions, or working on collaborative projects, unplugged days offer a refreshing change of pace and a chance for students to hone their non-digital skills.

But the benefits of unplugged days extend beyond just skill development. They also promote mindfulness and well-being by giving students a break from the constant stimulation of screens. Research has shown that excessive screen time can have negative effects on mental health, including increased stress and anxiety. By providing regular opportunities for students to disconnect and engage in offline activities, schools can support their overall well-being. Along with these benefits, unplugged days encourage community and collaboration among students by communicating with each other and using their eye contact, body language, and actual words instead of digital means of communication.

Of course, implementing unplugged days requires careful planning and coordination. Teachers need to design engaging activities that can effectively replace digital instruction and ensure that students remain focused and motivated throughout the day, keeping the teachers sharp and on their game so to speak. Additionally, schools must provide adequate resources and support to facilitate unplugged learning experiences, such as access to materials and professional development for educators.

Ultimately, the goal of unplugged days is not to eliminate technology from education but rather to strike a healthy balance between digital and non-digital learning experiences. By incorporating regular unplugged days into the school calendar, educators can help students develop the skills, habits, and mindset needed to navigate an increasingly digital world while also preserving the timeless principles of learning and human connection.

References

Frazier, M. & Hearrington, D. (2017). The Technology Coordinator’s Handbook, Third Edition (3rd ed.). Eugene: International Society for Tech in Ed.

Mundy, L. K., Canterford, L., Hoq, M., Olds, T., Moreno-Betancur, M., Sawyer, S., Kosola, S., & Patton, G. C. (2020). Electronic media use and academic performance in late childhood: A longitudinal study. PLOS ONE, 15(9). https://doi.org/10.1371/journal.pone.0237908

Navigating Ball Field Meetings

Picture this. A beautiful spring day, the scent of popcorn filling the air, watching your favorite little player running from first to second base. Suddenly you overhear, "Did you hear what Mrs. Smith allowed to happen to my little Johnny?" Another “bleacher meeting” is taking place. The ball field, church gatherings, community events, and other settings where members of the community are together often serve as the background for these field-side conferences where the focus often shifts from the event they are gathered for to school happenings, complaints, or just plain gossip that fuel frustrations and resentment for the school amongst those involved in the conversation. These “conferences” although sometimes innocent, can often lead to a venting session that leaves everyone feeling fired up as well as hostile toward the school faculty and staff. With the rise in technology, these grievances have started being centered around issues dealing with devices, such as concern for the lack of monitoring student devices.

So how can teachers play a role in preventing these gatherings from spiraling into something far beyond control? Maintaining public relations is key. According to Whitehead et al. (2013), "The development of a strong public relations program is at the core of educational change and reform" (p. 149). Promoting open communication, involving members of the community in decision-making, and providing regular updates can assist in assuring parents and community members their concerns are being heard and considered in their protocols.

One of the most effective ways teachers and administrators can prevent these bleacher meetings from going too far into negative territory is by fostering open communication with community members. Strong parent-teacher communication has been known to correlate with more positive behavior from both parents and students. By building this rapport and establishing healthy relationships with parents, addressing their concerns, and being proactive instead of reactive, teachers can aid in mitigating the parents’ need for public venting sessions.

With the concerns increasing over protection for students using technology, concerns should be addressed when developing a technology plan. “The technology coordinator should enlist the aid of a variety of stakeholders when beginning the planning process” including community representatives (Frazier & Hearrington, 2017, p.169). Community members bring diverse perspectives and experiences to the table which can greatly aid in the decision-making process related to digital safety and other issues. Frazier & Hearrington (2017) suggests that one should engage “stakeholders in an analysis of the school’s or district’s Strengths, Weaknesses, Opportunities, and Threats” (p. 169). By engaging in this, not only may concerns dealing with technology arise, but other concerns community members may have about school happenings and/or protocols.

Providing regular updates keeps parents informed about school happenings and eases their minds about any safety concerns they may have for their students. This relief from anxiety can lead to a reduction in the likelihood of grievances being aired out at community events. Regular updates through newsletters, emails, or community meetings with the school allow for ongoing dialogue and transparency which can prevent misunderstandings from occurring and manifesting into something major.

Overall, teachers play a vital role in shaping the school community and relationships between the school and the community. By promoting open communication, including community members in decision-making, and providing updates to community members, teachers can assist in the prevention of these ball field meetings from becoming platforms for expressing frustrations about the school and its protocols and/or happenings.

 

References

Frazier, M. & Hearrington, D. (2017). The Technology Coordinator’s Handbook, Third Edition (3rd ed.). Eugene: International Society for Tech in Ed.

Whitehead, B. M., Jensen, D. F. N., & Boschee, F. (2013). Planning for Technology: a

guide for school administrators, technology coordinators, and curriculum

leaders (2nd ed.). Thousand Oaks, CA: Corwin.

The Ever-Changing World of Technology

 

  The world of technology is vast and changing constantly. It seems almost impossible to keep up with every new app, update, and piece of tech that comes out. This is no different in the world of education. There seems to be a new website or application introduced daily to help students and or teachers. New pieces of equipment, ViewSonic Panels, tablets, digital textbooks, are brought into the room constantly for teachers to begin incorporating into their educational practices. The culmination of this persistence of integrating and staying current on the latest educational technology, and the trends that come along with it, can be quite overwhelming for many educators. To make matters more challenging, districts often lack in providing their staff with professional development opportunities in this area.

     A study on the impact of educational technology on teacher stress and anxiety found one of the top "stressors or factors associated with teachers’ stress and anxiety due to the use of educational technology…are mainly focused on the lack of training and education in technology (50%)"(Fernández-Batanero et. al., 2021). This doesn't seem to be just a national issue but a global one. "The Promethean State of Technology in Education UKI Report found that over 64 percent of U.K. educators were dissatisfied with the training they received; only 15 percent believed they had received satisfactory training in edtech" (Kologrivaya & Shleifer, 2022). According to Frazier and Hearrington (2017), "providing successful professional development containing research-based structural and instructional processes" is one of the major responsibilities of the technology coordinator (p.15). After reading the percentage of teachers who feel they have been given a lack of training and education on technology and reading that this falls under the responsibilities of the technology coordinator, I begin to wonder are our technology coordinators ignorant to opportunities for professional development available, are there not many opportunities for professional development available to offer, or do these coordinators simply not realize they should be seeking our these opportunities and making them known to the educators under their leadership?

    Looking at the available opportunities for professional development on education technology, I don't believe the lack of professional development that is available is the issue. The U.S. Department of Education's office of educational technology's website offers several professional learning opportunities along with many other organizations who offer conferences, online zoom training, and self-paced professional development. After seeing all that is available, I truly think the root of the problem is that technology coordinators are expected to do so much trouble shooting with technology in their schools, their many other responsibilities as well as the wealth of knowledge they have to offer gets overlooked. Technology coordinators seem to be stretched thin, just like so many in the world of education now, that some of their duties get swept away. 

    I hope with the surge of technology in the world of education becoming more and more, professional development will increase in importance in the eyes of the higher ups as well as the technology coordinators so that educators can be made more aware of opportunities for learning as well as encouraged to increase their knowledge in this area by attending these opportunities. Unfortunately, it may come down to being driven and devoted enough as an educator wanting to better themselves by seeking out opportunities for themselves. Below is a video from an educator explaining her feelings of frustration with the professional development dilemma that I believe so many educators feel as well and an opportunity any educator can take advantage of to help them in this area.

References

Fernández-Batanero, J.-M., Román-Graván, P., Reyes-Rebollo, M.-M., & Montenegro-Rueda, M. (2021). Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review. International Journal of Environmental Research and Public Health, 18(2), 548. https://doi.org/10.3390/ijerph18020548

Frazier, M., & Hearrington, D. (2017). The Technology Coordinator’s Handbook, Third Edition (3rd ed.). Eugene:             

            International Society for Tech in Ed.

Kologrivaya, K., & Shleifer, E. (2022, April 15). Teachers aren’t getting enough training on 

technology. it’s a global problem. - edsurge news. EdSurge. 

https://www.edsurge.com/news/2022-04-15-teachers-aren-t-getting-enough-training-on-te

chnology-it-s-a-global-problem

The Playbook

Growing up in with my family, Saturdays were always devoted to Alabama football. When I entered high school, I joined the danceline/colorguard and had my Friday nights taken up by football as well. Movies and T.V. shows that were centered around football were always popular in my household as well. In all those years of watching the game in person and on television, I discovered what I thought to be the key to a great team. It was a dedicated coach with a well adapted play book.

On page 104 of The Impact Cycle, Knight (2018) describes the instructional playbook as "a simple, short publication made up of three parts: (a) a one-page list of high-impact teaching strategies, (b) a one-page description for each of the strategies, and (c) checklists coaches need to use to describe the teaching 
practices contained in the playbook." Just like a playbook in football is essential for everyone to be on the same page and do well, the instructional playbook is imperative for a successful instructional coaching cycle. Before I started my coaching cycle, I decided to make a version of an instructional playbook for the cycle. The playbook helps to outline clear objectives, identify appropriate teaching strategies, and create engaging activities for students. It also serves as a sort of reference guide for the teacher to ensure consistency in instruction. I have always been one to have detailed lesson plans and other guiding materials to keep me on track and help hold me accountable to do what I am trying to accomplish. I determined the playbook to be the tool I could use to accomplish that in my coaching cycle.

Although there is an outline of a typical playbook provided by Knight in his book, it's important to understand the playbook is not a one size fits all and should be adapted by each individual teacher to meet the unique needs of both themselves and their students. For me, the check-lists were the most helpful aspect of the playbook. Because of this, that section of my playbook was the most detailed and the portion that I put the most effort in. Checklists have always been a part of how I organize my thoughts and tasks I need to accomplish so this was like second nature to me. Knight (2018) explains "Checklists make it easier for coaches to clearly describe teaching practices (p.107)." I found this to be true for myself.

    

Hess (2023) discusses how coaches should use their playbook, including checklists by saying "Coaches should use these one-pagers and checklists to precisely describe teaching strategies so that teachers can implement them." Checklists can definitely serve as a valuable tool within the instructional playbook to make sure that important steps and considerations are not overlooked within instruction. 

Jim Knight (2022) sums up what an instructional playbook is intended for in his blog when he says, "In short, instructional playbooks are organizational tools that professional developers use to (1) identify high-impact teaching strategies and (2) explain those strategies to teachers so they and their students can meet powerful goals. Instructional playbooks are essential because too often, teachers don’t have the specific, practical information they need to implement teaching strategies effectively even after reading books or attending professional development sessions. Like all professionals, teachers need ideas to be translated into explicit, actionable knowledge if they are going to implement them."

For more on instructional playbooks, check out the video below:

References

Hess, R. (2023, October 19). What is the role of instructional coaches? (opinion). Education Week. https://www.edweek.org/leadership/opinion-what-is-the-role-of-instructional-coaches/2023/10

Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful                   improvements in teaching. Corwin.

Knight, J. (2022, March 3). Success factor 6: Instructional Playbook. Instructional Coaching Group. https://www.instructionalcoaching.com/blog/success-factor-6-instructional-playbook#:~:text=In%20short%2C%20instructional%20playbooks%20are,students%20can%20meet%20powerful%20goals.

Coaching With a Purpose

 Coaching, a term you hear often when speaking about sports and extracurricular activities. I have had several coaches myself. Soccer, softball, even dance, all had a coach to train me, push me to do my best, stretch me in ways that were far outside of my comfort zone. 

I had the great privilege of becoming a vocal coach at the last school I taught at. Twenty middle school boys and girls trusted me to lead them and increase their vocal abilities. One of my favorite parts of coaching these students was the relationships I built with them. One girl in particular comes to mind. This little girl had a tremendous amount of potential vocally and, for some reason, took to me quickly. She would not only come to me for advice with her musical needs, but personal issues as well. Her mother was very supportive of our mentor-like relationship and even called me mom number two. Needless to say I took a particular interest in this young lady. We would work additional afternoons to stretch her vocal range, work on increasing her breath support, and fine tuning her craft. This intentional and purposeful time built a lasting relationship where she trusted and valued my input and advice, one that is still strong and growing to this day even after moving away from the school I was at. Because of the time and effort I put into the coaching relationship, and intentionality and purpose I put into the time spent together honing her craft, she became more motivated to compete in vocal competitions and try her best to show me my time was worth while.

(Left: The two of us at our last competition)

(Right: Meeting my son for the first time)

I believe that the intention and purpose put into that coaching relationship can also, and should also, be put into an instructional coaching relationship. Knight (2018) explains that the role of instructional coaches (ICs) is to "partner with teachers to help them improve teaching and learning so students become more successful" (p.2). As a former classroom teacher, I have experienced instructional coaching support provided by the school district, both good and bad. There is nothing more frustrating than an already overwhelmed first year teacher who has very little personal time due to the lesson plans, parent contacts, extracurricular duties, and so on to have yet another thing piled on them (activities from instructional coaches or homework so to say, meetings, presentations) that is nothing more than busy work to check a box for the coaches saying they are working with the teacher. Unfortunately as Plotinsky (2023) explains, "Coaching becomes a tool to address incompetence or poor test results rather than a process that elevates the practice of all."

On the flip side, I have experienced instructional coaching that you could tell was well planned and intentional in its presentation, activities, and the overall goal it is trying to achieve. Knight (2018) explains if coaches and teachers are going to spend the enormous amount of time and effort it takes to reach a goal then they should make sure it is worth reaching (p.66). There have been several times where I wished I knew more about a topic or how to increase my students' ability in a certain skill and was able to reach out to the instructional coach I was in a mentorship with to help me understand better or increase my knowledge of how I could reach my students better when it came to developing said skill. I have sat through presentations that addressed real needs we saw evident in our students and I would walk away pleased to have had the opportunity to have sat under the coach's teaching. I have also walked away feeling like a presentation was a total waste of time I could have been with my students working on something that was actually applicable to them. When the purpose of instructional coaches is to provide support in areas to benefit the teacher's and students' needs, no time is wasted. When referring to a text by the importance of putting teachers’ needs (both individual and collective) at the forefront of PD efforts.

One final thought on coaching with a purpose is to make sure that you are purposeful in the relationships you build with those you are coaching. "To have a productive relationship, teachers

and coaches need to trust one another, respect each other professionally, commit to keeping their partnership agreements, and clearly define the work they will do together. Teachers must believe that the coach supports them and that the coach’s top priority is student academic achievement" (Killion et al., 2014). Just like in the example of my vocal coaching with the young lady, we were able to build a strong bond to where she trusted my leading and advice and followed it to increase her vocal ability. Teachers are the same way. If they know they can trust you and what you are saying and/or doing is to increase their abilities, they are much more likely to be open to advice and direction and follow it.

Coaching can be challenging as well as rewarding. An important thing to keep in mind for both the individual coaching as well as the one being coached is you get out what you put in. Go into this relationship with an open mind and the students always at the center of focus.

References

Killion, J., Harrison, C., Bryan, C., & Clifton, H. (2014). Teacher-coach relationships - learning forward. Learning Forward. https://learningforward.org/wp-content/uploads/2014/05/teacher-coach-relationships.pdf  

Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin.

Plotinsky, M. (2023, April 5). The case for instructional coaching throughout a teacher’s career. Edutopia. https://www.edutopia.org/article/instructional-coaching-as-professional-development/