My Tribe

I would like to introduce you to my new tribe and quite possibly, my first tribe.  I’m learning (thanks to Seth Godin) that a tribe is a group of people that are connected to one another, connected to a leader and connected to an idea.  My tribe is the learning, technology, and innovation team at Prairie Lakes AEA – pure awesomeness.  They have enveloped me into their group, or rather tribe, warmly and without hesitation.

I will begin introductions with the tribe leader, Dr. Scott McLeod. When Scott speaks of education and any facet of education, you listen, learn and go!  He has challenged me in wonderful ways and I look forward to soaking up as much information, stimulation and motivation as I can carry.  He has proved to be an inspiring leader and it’s only week six.  (However, I have known from day one…he’s THAT good.)

The other members of my new tribe are three very fascinating, independent and knowledgeable women.  Julie Graber, Erin Olson and Leslie Pralle-Keehn are going places.  Spending six days with them in Philadelphia and being in constant electronic contact since June, I have learned from each woman in some capacity.  I forecast many more lessons they will teach me.  Ladies, thank you in advance.

We are connected in many respects.  The tribe is connected in a literal sense (albeit virtually most of the time), but most importantly we are connected by an idea.  We believe in increasing innovative educational practices which focus on deeper learning, student autonomy, and authentic work using digital tools (if said tools are relevant of course!)

My tribe is awesome.  My tribe rocks.  I’m one lucky girl.


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I just started reading Influencer-The New Science of Leading Change written by several leaders in best practice training products and services.  Sounds kind of dry, right?  Actually, no.  I was very surprised on how easy it was to pick it up given the title and the very boring cover.

Chapter 2 outlines the three keys to influence and the 3rd key is what really got me thinking: Engage all six sources of influence.  This is the ‘what’ after you’ve figured out the ‘why’ and the ‘how’ if you are familiar with Simon Sinek and his Golden Circle.  I found myself thinking along the lines of leadership influence (for lack of a better word) again.  This seems to be a recurring theme within my blogging.  The six sources of influence are:

1. Personal Motivation – Do they enjoy it?

2. Personal Ability –  Can they do it?

3. Social Motivation – Do others encourage them to enact the wrong behavior?

4. Social Ability –  Do others enable them?

5. Structural Motivation –  Do rewards and sanctions encourage them?

6. Structural Ability – Does their environment enable them?

If an educator has poor leadership, their answers are probably: no, maybe, yes, no, no, no.  0/6  If an educator has a supportive leader, their answers are probably yes, yes, no, yes, yes, yes.  6/6

I prefer the latter.

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Swimming Lessons

Sunday afternoon, 90+ degrees and two cranky kids.  We headed to the pool.  I made 3 very interesting observations.  Thanks to Garr Reynolds’ book Presentationzen Design, I was reminded just today to: “…notice the lessons.  But in order to see and take note, you have to be aware.  Awareness is the first step to personal kaizen [Japanese term meaning ‘improvement’]….Find a time during which you can slow down long enough to see the lessons around you and take special note of them.”  The local pool was the perfect observation station.  Here’s what I got:

1) A toddler WILL figure out a way to open the gate because he/she desperately wants on the other side.

2) A patron knows that there are chemicals in the pool but still can’t help but be horrified when they see the actual bleach being dumped in next to their swimming child.

3) Children love to show off, whether it is a new scar on their foot or a skill they just picked up from swimming lessons.

What lessons did I learn from those observations that I can relate to education?

1) If a child has a personal connection to finding the answer, they will stay determined enough through the learning process (failures, setbacks, frustration) to see it through to the end.

2) Adults like to stick their heads in the sand.  We like to have things done for us but we don’t want to know the messy details on how it happened or occurred.

3) Showcasing is key.  Kids love to brag and be in the spotlight.  If we can focus that energy and motivation towards a passion project, kids will make amazing things, be amazing and that amazing energy will spread.

Slow down, take it in, learn.

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Up or Down?

A colleague and I had a conversation the other day about my previous trickle down prescription statement regarding the needed change in our educational system.  He challenged me with a question similar to: Do you think the systemic change should come from the bottom up instead of the top down?  Yes. No. Maybe. Both.  I went through all of those answers in about 5.5 seconds (my brain is trying to stay on top of the front load of information I’ve been blessed with recently).  I’ve settled on the answer: both. 

I compromised on a “meet-in-the-middle” model.  A grassroots movement of self-motivated teachers curbing the focus from low-level thinking with teacher-led classroom to high-level thinking where students are the center sounds fantastic…however, teachers need comparable support to what we want our students to receive.  The movement of project-based learning, passion projects, maker spaces, STEM/STEAM, etc. have a facilitator/coach (teacher) hanging back supporting the learning by providing resources, spaces, materials, guiding questions, and criteria for success.  Leadership on all levels needs to work hand in hand.  This reminds me of my previous school’s motto: Working Together, Achieving Success. Yes to lots more teacher autonomy but also yes to positive, meaningful leadership. Teachers will feel supported to do the right work the right way.

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Our educational leadership system is broken. I used to think that the majority of schools have supportive, thoughtful administrators that communicate with staff in a humane, decent way.  If you were a school without that support, you were rare. Right?

Wrong.  It’s a systemic problem that needs to be addressed and fixed.  Like, now.

How can I make that sweeping statement today when just a few weeks ago I was a naive teacher thinking everyone was “keeping on keeping on”?  I just witnessed something incredible.  It goes like this:

I am attending an international educational technology conference and my focus has been school redesign.  How can we transition our school systems to move from the traditional teacher-led classroom to student-centered, creating classrooms? This afternoon, one session in particular grabbed my attention. It’s focus was bridging the administrator barrier in our digital age.  Since strong, effective leadership is a prescription to educational change, I thought it appropriate to catch this session which was presented by three US principals.  Within minutes after starting the presentation, the audience was instructed to recite a SAMR cheer.  Yep, I typed that correctly.  It went something like this: Ok, give me a S (repeated S), give me a A (repeated A), etc., etc. 

The rarity I thought existed only sporadically throughout our educational system managed to present itself on a very important platform.  I do not think this is a mere coincidence. Something, very important, is broken. 

I’m going to go get my toolbox.

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