My List of Best Education Videos – 2019

Here is my annual list of best education videos.

Youth Voice

As you’ll notice the first several are youth voices.

“The power of youth is the common wealth of the entire world… No segment in society can match the power, idealism, enthusiasm and courage of young people.” Kailash Satyarthi, Nobel Peace Prize laureate

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Swedish climate activist Greta Thunberg chastised world leaders Monday, Sep. 23, for failing younger generations by not taking sufficient steps to stop climate change. “You have stolen my childhood and my dreams with your empty words,” Thunberg said at the United Nations Climate Action Summit in New York. “You’re failing us, but young people are starting to understand your betrayal. The eyes of all future generations are upon you. And if you choose to fail us, I say we will never forgive you,” she added.

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“Change will happen when we put the flourishing neighbor above our own hero status. Even though we don’t always get to be the hero, we always have the chance to be a world changer. “How should we respond to the current wave of activism? Megan calls us to treat this political moment as a time for both celebration and self-examination. See how she recommends we share power and resources and prioritize others above ourselves.

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Jahkini Bisselink is the Dutch Youth Ambassador of the United Nations representing all young people in The Netherlands. Jakhini is auspiciously bridging the gap between young people and politics, fighting to let their voices be heard in national and international decision-making.

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Education Thought Leaders

“Are we helping children find solutions to their own challenges? This will become their strengths.” Leading thinker, best selling author and friend of Big Change, Simon Sinek shares his thoughts on the future of education – the change that’s needed and the change that is possible.

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Catlin Tucker’s keynote at Fall CUE 2019. Grade better, make your life less stressful and be more effective. 

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In her SXSW EDU keynote, Jennifer Gonzalez explores the Aerodynamics of Exceptional Schools. In any school, just as in air travel, different forces impact our progress: some of these forces push us forward and lift us up, while others pull us back and drag us down. The success of our schools depends largely on how well we manage these forces. By applying wisdom from change management theory, instructional coaching, the tech industry, and even the fitness world, we can learn how to fight weight and drag, increase lift and thrust, and make our schools truly exceptional.

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Pedro Noguera shares his insights on educational equity, Project Based Learning, and more at PBL World 2019. Pedro Noguera is a Distinguished Professor of Education at the Graduate School of Education and Information Studies at UCLA. His research focuses on the ways in which schools are influenced by social and economic conditions, as well as by demographic trends in local, regional and global contexts.

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Here’s an overview of the benefits of PBL. To read more, check out: http://www.spencerauthor.com/10-things-happen-students-engage-project-based-learning/

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The Future of Social Media?

Social media has become our new home. Can we build it better? Taking design cues from urban planners and social scientists, technologist Eli Pariser shows how the problems we’re encountering on digital platforms aren’t all that new — and shares how, by following the model of thriving towns and cities, we can create trustworthy online communities.

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Feel Good Videos

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Released at the end of 2018 and received a 2019 Oscar nomination for best animated short. Luna is a vibrant young Chinese American girl who dreams of becoming an astronaut. From the day she witnesses a rocket launching into space on TV, Luna is driven to reach for the stars. In the big city, Luna lives with her loving father Chu, who supports her with a humble shoe repair business he runs out of his garage. As Luna grows up, she enters college, facing adversity of all kinds in pursuit of her dreams.

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Anna Hopson, 5, was born with a rare neurodegenerative disorder. But that hasn’t dampened her spirit. As Steve Hartman explains, her good mood has even rubbed off on her school bus driver.

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First Lady Michelle Obama brings gifts and surprises to Randle Highlands Elementary School in Washington, D.C. (Videos like this make me cry – not so much due to the students’ and teachers’ joy, although that does touch my heart, but because they are so happy about receiving resources that all schools should have – an up-to-date computer lab and a basketball court.)

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. . . and because this feels so good. Michael Clark Jr. had crowd of supporters at his adoption hearing this week, which included his kindergarten classmates from Wealthy Elementary in East Grand Rapids.

Authentic Learning Experiences

Providing authentic learning experiences to all learners should be the highest prior for all administrators, curriculum developers, and teachers.

Authentic learning is learning designed to connect what students are taught in school to real-world issues, problems, and applications; learning experiences should mirror the complexities and ambiguities of real life. Students work towards production of discourse, products, and performances that have value or meaning beyond success in school; this is learning by doing approach (Authentic learning: what, why and how?).

In education, the term authentic learning refers to a wide variety of educational and instructional techniques focused on connecting what students are taught in school to real-world issues, problems, and applications. The basic idea is that students are more likely to be interested in what they are learning, more motivated to learn new concepts and skills, and better prepared to succeed in college, careers, and adulthood if what they are learning mirrors real-life contexts, equips them with practical and useful skills, and addresses topics that are relevant and applicable to their lives outside of school. For related discussions, see 21st century skills, relevance, and rigor (Authentic Learning).

The bottom line, in my perspective, is that learners view their experiences as having relevancy to their own lives, that they address their interests and needs.

Qualities of Authentic Learning

I believe authentic learning experiences have the following qualities (which, by the way, are way too, often are not the qualities of many classroom activities):

• A state of flow – learners often say, “Is it time to go already?” For more about this, see Flow – A Measure of Student Engagement https://usergeneratededucation.wordpress.com/2011/01/12/flow-a-measure-of-student-engagement/.
• Interdisciplinary standards and skills are addressed. For more about this, see All Lessons Should Be Interdisciplinary https://usergeneratededucation.wordpress.com/2019/01/13/all-lessons-should-be-interdisciplinary/
• The focus is on learners learning rather than teachers teaching. For more about this, see ‘The Objective of Education Is Learning, Not Teaching’ http://knowledge.wharton.upenn.edu/article/the-objective-of-education-is-learning-not-teaching/.
• Often are minds-on, hands-on activities. For more about this, see The Imperative of Experiential and Hands-On Learning https://usergeneratededucation.wordpress.com/2016/12/23/the-imperative-of-experiential-and-hands-on-learning/.
• Learners do not ask, “Why do I need to know this?” Because authentic learning involves student voice and choice. they develop their own constructivist reasons for their need to know. For more about this, see Why Do I Need to Know This? https://usergeneratededucation.wordpress.com/2014/03/16/why-do-i-need-to-know-this/ .
• The learning activities are open-ended so learners put their “selves” into their projects.  For more about this, see Open Ended Learning: What, Why, and How https://thehomeschoolscientist.com/open-ended-learning-resource/.
• Projects are long term not finished in one class period. They take many hours, many class periods.
• Troubleshooting and iteration often occur. Learning as an iterative process is discussed in Educators as Lead Learners https://usergeneratededucation.wordpress.com/2015/02/15/educators-as-lead-learners/.
• The learners become a community of learners sharing ideas, asking for help, brainstorming.  For more about this, see The Importance of Building Community in the Classroom https://www.teachervision.com/blog/morning-announcements/importance-building-community-classroom

Some Recent Examples of Authentic Learning

Here are some recent examples I have done with my learners – one class did a social entrepreneurship unit while  another class made Makey Makey Marble Mazes. I posted videos so their engagement can be seen.

Social Entrepreneurship

My students are finishing a unit on social entrepreneurship where they started a business to raise monies for a local nonprofit. They created a market survey using a Google Form, which asked about products, price points, potential nonprofit organization recipients of the profits; analyzed survey results, decided on and tested products; developed an expense sheet, using Google Sheets, for expenses and income; created a business plan that included the name of company, cost analysis, promotional plan; made a promotional flyer; created a sales and record sheet; delivered products; and managed monies.

For more information about this unit, see Elementary Social Entrepreneurship: A Perfect STEAM Lesson https://usergeneratededucation.wordpress.com/2018/05/13/elementary-social-entrepreneurship-a-perfect-steam-lesson/.

Makey-Makey Marble Mazes

Another group of earners made a Makey-Makey Marble Mazes as described by @Colleen Graves, see https://colleengraves.org/2018/05/04/makey-makey-marble-maze-and-5th-grade/

Reflection

I absolutely love planning authentic learning experiences. I get to use my creativity to plan and implement them. It does take lots of pre-planning – finding resources, usually videos, and purchasing, gathering, and organizing the resources used.

I also love watching how excited learners get doing them. There is 100% engagement. I’ve said before that being an experiential educator, there is lots of pre-planning but the learners work harder than me during class time – as it should be.

My List of Top Ten Videos of 2018

I think we are living in amazing times whereby we can access and view high quality videos for free! I have selected some of my favorites from 2018. My criteria for their selection are that they made me laugh, cry, cheer, and/or made me feel inspired and hopeful. There are very few mentions of traditional schooling and education; yet, they all have connections to what school and education should aspire to be.

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Educator and author Luis Perez gives a powerful TED Talk about how his experience with visual impairment forced him to live between and betwixt worlds. This inspiring talk covers his journey with disability, the importance of access and the role of technology for all learners.

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11-year-old speaks out, at the March For Our Lives rally in Washington, for all the African-American girls who have been left out of the gun violence discussion. Wadler led a walkout at her elementary school to bring attention to the gun violence in schools across the country.

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Michelle King discussed her current conundrums: How might we create empathetic institutions that remind us of our humanity?  How might we re-design for equity and social justice in and out of school learning? How might we design learning institutions to build connections? How might we allow those connections help us re-see the worlds we inhabit?  How might we embrace silence in our lives?

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SOAR is an award-winning 3D animated movie about a young girl who must help a tiny boy pilot fly home before it’s too late. (Not from 2018, but that’s when I first viewed it, and it has such great connections to maker education.)

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Adam Savage gives his annual “Sunday sermon” at the 2018 Bay Area Maker Faire. Adam talks about an essential aspect of making and maker culture: generosity and sharing. With examples from his own experiences and the world at large, Adam explains why the more we share, the more we have.

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Emily Pilloton shares stories of community-focused creative projects and provide strategies and mindsets to bring purposeful making into any classroom. Furthermore, by connecting creativity to our communities, bringing real projects to life in the real world, students become young leaders with the soft and hard skills that will prepare them for the future. This talk shows an initiative that uses the power of creativity, design, and hands-on building to amplify the raw brilliance of youth, transform communities, and improve K-12 public education from within.

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Watch Michelle Obama and Tracee Ellis Ross in conversation at the 2018 United State of Women Summit on May 5, 2018 Los Angeles. (I cannot overstate how much admiration I have for this woman.)

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Maria Town’s keynote at the Maker of Nation’s conference where she talks about the rights of persons with disabilities especially from a maker’s perspective.

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In this joyful, heartfelt talk featuring demos of her wonderfully wacky creations, Simone Giertz shares her craft: making useless robots. Her inventions — designed to chop vegetables, cut hair, apply lipstick and more — rarely (if ever) succeed, and that’s the point. “The true beauty of making useless things [is] this acknowledgment that you don’t always know what the best answer is,” Giertz says. “It turns off that voice in your head that tells you that you know exactly how the world works. Maybe a toothbrush helmet isn’t the answer, but at least you’re asking the question.”

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. . . and my parting shot speaks for itself:

Why do we group students by manufacture date?

Ken Robinson once famously said, “Students are educated in batches, according to age, as if the most important thing they have in common is their date of manufacture.” (Ken Robinson, The Element: How Finding Your Passion Changes Everything).

I have the privilege of working with 2nd through 6th graders in my gifted education classes and Kindergarten through 6th grade in my summer STEM and robotics camps. With my summer camps, they get to choose their camp by interest not age. In my gifted program, they select from a menu of content areas so it is also interest- rather than age-driven. I wouldn’t have it any way.

The Problem with Grouping Learners by Age

Grouping students by age or manufacture date is a contrived sorting mechanism. It assumes that same age kids are alike in their intellectual, physical, emotional, and social development; that they have commonalities in addition to their age. Academic standards used by almost all schools are based on the false and incorrect belief of the average student. Todd Rose quoting Mike Miller’s research on brains found that “not a single one was even remotely close to the average. The average represented nobody,” and he added, “Average is widely misleading. In education, there is no such thing as an average student. Our educational system is built on the assumption that there is an average student.”

This critique of age-grading was written in 1912 by Frederick Burk:

It is constructed upon the assumption that a group of minds can be marshaled and controlled in growth in exactly the same manner that a military officer marshals and directs the bodily movements of a company of soldiers. In solid, unbreakable phalanx the class is supposed to move through all the grades, keeping in locked step. This locked step is set by the ‘average’ pupil–an algebraic myth born of inanimate figures and an addled pedagogy. The class system does injury to the rapid and quick-thinking pupils, because these must shackle their stride to keep pace with the mythical average. But the class system does a greater injury to the large number who make slower progress than the rate of the mythical average pupil . . . They are foredoomed to failure before they begin.

In his article, The Science of the Individual (why average doesn’t make sense in school, A.J. Juliani quoted Rose:

This is not a new debate. In fact, this century-old clash of foundational assumptions might be regarded as the cardinal battle for the soul of modern education. On the side of education for individuality, we find some of the most admired and progressive names in American education, including John Dewey, Charles Eliot, and Benjamin Bloom. These “Individualists” were animated by their defining assumption that every student is different and that education should be designed to accommodate those differences.

Grouping by Interests Rather Than Age

I do understand that mixed age groups will have developmental differences but in my programs, they are grouped by interests rather than by age. I find this to be more natural and mimics real world learning as individuals often seek out others in their out-of-school lives who have similar interests. Interest-driven learning is much more motivating and engaging. Community develops naturally due to shared interests. With groups of same aged peers, there may be no connections other than age.

I find the advantages of multiage groups to be:

• Increased sense of community as learners bond through discussing and participating in interest-driven activities.
• Increased socialization skills as the kids learn to navigate the learning tasks in their multiage groups.
• More variety and perspectives. At times, even the youngest kids offer unique ideas of which the older kids hadn’t thought.
• Older kids helping the younger kids which leads to feelings of importance and responsibility.
• Decreased behavior problems as the kids become engaged in learning activities they would choose to do outside of school.

In addition, the Association for Childhood Education International (ACEI) lists the following benefits of multiage classrooms:

• Children are viewed as unique individuals. The teacher focuses on teaching each child according to his or her own strengths, unlike in same-grade classrooms that often expect all children to be at the same place at the same time with regard to ability.
• Children are not labeled according to their ability, and children learn at their own rate.
• Children develop a sense of family with their classmates. They become a “family of learners” who support and care for each other.
• Older children have the opportunity to serve as mentors and to take leadership roles.
• Children are more likely to cooperate than compete. The spirit of cooperation and caring makes it possible for children to help each other as individuals, not see each other as competitors.
• Older children model more sophisticated approaches to problem solving, and younger children are able to accomplish tasks they could not do without the assistance of older children. This dynamic increases the older child’s level of independence and competence.
• Children are invited to take charge of their learning, by making choices at centers and with project work. This sense of “ownership” and self-direction is the foundation for lifelong learning.
• Children are exposed to positive models for behavior and social skills. (http://www.uwyo.edu/ecec/_files/documents/multi-age-benefits.pdf)

 

Documenting and Reflecting on Learning

I am a strong proponent of encouraging learners of all ages to engage in reflective practice.

Learners do not just receive information only at the time it is given; they absorb information in many different ways, often after the fact, through reflection. The most powerful learning often happens when students self-monitor, or reflect. Students may not always be aware of what they are learning and experiencing. Teachers must raise students’ consciousness about underlying concepts and about their own reactions to these concepts. ETE Team

Documenting Learning

Silvia Tolisano sees documenting learning as:

• a process of intentional documenting serves a metacognitive purpose
• a creative multimedia expression (oral, visual, textual)
• a component of reflective practice
• taking ownership of one’s learning
• a memory aid
• curation
• being open for feedback  (Documenting FOR Learning)

Blogging as a Form of Documenting Learning and Reflection

I find blogging to be a one of the most powerful ways to documenting learning and engage in reflective practice.

Blogging has its own unique benefits as Sylvia Duckworth’s Sketchnote summarizes:

Experiential, STEM, STEAM, and maker education are the focus of my gifted education classes. The learners in my gifted education classes have access to Chromebooks.  Having learners take pictures of their artifacts and describing what they did is a standard practice in my classes.

Sometimes I list vocabulary words I ask learners to include in their blogs. For example, for a design challenge, I asked learners to include the following vocabulary:

• design thinking
• communicate
• empathy
• tolerance

Here are some example blog posts from 6th grade students:

Blogging, as opposed to keeping a hand-written journal of classroom experiences, has unique advantages in my classroom:

• Learners can easily include photos of their work.
• Work is easily reviewed and edited for errors.
• Learners’ classmates can easily view and comment on one another’s work.
• Blogging acts as a formative assessment whereby I, as the educator, get an opportunity to learn what elements of the projects were significant for my learners.

A Picture Tells So Many Stories

Because my classroom activities are high engagement, learners become totally immersed in the activities. They aren’t interested in taking photos during the activities. Also due to the student-centric nature of the learning activities, my role becomes that of facilitator walking through the classroom and visiting with individual groups of students to find out what they are doing, answer questions, give feedback. This guide-on-the-side role allows me to take lots of photos of the students. In essence, then, I become the official photography documenting student learner so they and their parents have an archive of the school year’s activity. We review these photos throughout the school year as a form of reflection. It’s fun to hear the learner comments exclaiming joy and amazement in what they learned earlier in the school year.

Here are links to photos I took for my two gifted classes and posted to a shared folder on Google Photos during the 2016-17 school year:

• https://goo.gl/photos/1gbSDWAvSNfi6k2N6
• https://goo.gl/photos/ogPGTU337VRLzY9V8

A Final Reflection

As a way to wrap-up the school year, learners should be given the opportunity to review their work from the past school year. For my learners, I asked them to look through all of the photos I took and the blog posts they wrote and choose between 5 and 10 of their most favorite and best projects. (It was great listening them express their delight in reviewing all of the projects they completed during the school year.) After selecting these, learners were asked to create a presentation of their chosen works using one of the following options:

• Google Slides
• Piktochart
• Adobe Spark

They then presented their work to their peers and a group of adults: parents, school officials, visitors to the school.

A few afterthoughts about this final activity:

• Throughout the school year, learners were asked to present their learning in front audiences. One of the students has a dual diagnosis – gifted and Asperger’s. This student wouldn’t even talk to the group at the beginning of the year. Loved the confidence shown during the final presentation.
• The final presentations gave me, as the educator, a type of program evaluation where I got the opportunity to learn the most significant classroom projects from my learners’ perspectives.

Natural Differentiation and Personalization Through Open Ended Learning Activities

This past summer I facilitated maker education classes for 5 to 10 year old kids. This school year I am a gifted teacher meeting with 2nd through 6 grades one day per week per group. I like mixed age groups and have no problem designing learning activities for them. I realized that the reason for this is that these activities are open ended permitting each student to naturally and instinctively to work at or slightly above his or her ability level.  This actually is a definition of differentiation.

Many classrooms consist of students from different knowledge backgrounds, multiple cultures, both genders, and students with a range of disabilities or exceptionalities (Alavinia & Fardy, 2012). Differentiated instruction is defined as “a philosophy of teaching that is based on the premise that students learn best when their teachers accommodate the differences in their readiness levels, interest, and learning profiles” (Konstantinou-Katzi et al., 2012, p. 333). (in http://edutechwiki.unige.ch/en/Differentiated_learning)

One of results or consequences of providing such activities is an increase in learner engagement, excitement, and motivation. Open ended learning activities permit and encourage learners to bring their “selves” into the work. They become agents of their own learning.

Because of this freedom, they often shine as true selves come through. Learners often surprise both the educator and themselves with what they produce and create. It becomes passion-based learning.  Not only do the activities become self-differentiated, they become personalized:

Personalization only comes when students have authentic choice over how to tackle a problem. A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions. Diane Laufenberg in What Do We Really Mean When We Say ‘Personalized Learning’?

Personalized learning means that learning starts with the learner. Learning is tailored to the individual needs of each learner instead of by age or grade level. It is more than teaching to “one size fits all” or just moving to learner-centered learning and changing instruction. Personalized Learning takes a holistic view of the individual, skill levels, interests, strengths and challenges, and prior knowledge. The learner owns their learning. Barbara Bray in What is Personalized Learning?

The educator, in this environment, introduces the activities and then steps back to let the learners take over their own personal learning. The educator lets go of expectations what the final produce should be; should look like; should do.  The educator becomes a provider of resources, feedback giver, and communications facilitator. S/he becomes a tour guide of learning possibilities. S/he shows learners the possibilities and then gets out of the way.

Creating the conditions for self-differentiation and personalization can occur with learning objectives that start with action verbs such: create, write, explore, invent, make, imagine, prepare, build, compose, construct, design, develop, formulate, originate.

Parting Shot: The following is an Animoto I created to show how many forms of making there are, but it also demonstrates what can happen when open ended projects are introduced into the learning environment.

A Model for Teacher Development: Precursors to Change

Too often teachers are passive recipients of professional development rather than being active agents of their own development and change. Several recent reports have indicated that teacher professional development, as it is being implemented in most schools, is ineffective and a waste of time and money.

Several studies over the past few years that have found professional development to be largely ineffective or unhelpful for teachers. Only 30 percent of teachers improve substantially with the help of district-led professional development, even though districts spend an average of $18,000 on development for each teacher per year, according to a new report. Most professional development today is ineffective. It neither changes teacher practice nor improves student learning.

The hard truth is that the help most schools give their teachers isn’t helping all that much. When it comes to teaching, real improvement is a lot harder to achieve—and we know much less about how to make it happen—than most of us would like to admit. (New report reveals that teacher professional development is costly and ineffective)

My beliefs around teacher professional development are that it should be:

1. driven by the teacher, him or herself.
2. based on change models which result in deep, meaningful, lasting changes.

Conventional wisdom on teacher development tells us that we already know what works when it comes to professional development for teachers—typically “job-embedded,” “ongoing” and “differentiated” kinds of development opportunities, in contrast to old-school “drive-by PD.” (Do We Know How to Help Teachers Get Better?)

I believe that professional development needs to go even deeper than being job-embedded, ongoing, and differentiated. Teachers need to receive training on models of change. Teachers should be trained in identifying their own professional development needs based on their classroom performance, areas that they aren’t performing up to par based on their own personal self-assessments as well as feedback from students, colleagues, and supervisors followed by intentional processes to help make positive changes in their work environments.

The model being proposed is based on a series of strategies for working with counseling clients entitled 7 Precursors for Change. I modified it to be more in line with teacher professional development. This is just an overview. Each step would need further exploration and explanation if presented as a model of change for teachers. Plus, these are not linear and they are all interconnected.

1) A sense of necessity: The educator must see a need for change; that there is a belief that something can be done better; that some circumstance of teaching is not working. Driving questions include:

• What do you value as a teacher? What are actions are you doing in the classroom that address those values?
• What do you want for yourself as a teacher? for your students? What are you doing to get it?
• What is not working for you when teaching your students?

2) A willingness or readiness to experience anxiety or difficulty: The educator must be willing to deal with the inevitable discomfort which arises naturally with the onset of change. Moving from how one typically behaves to how one would like to behave is a process that often involves a difficult transition or a groan zone. It is an awareness and acceptance that change requires going from one’s comfort zone to a groan zone prior to coming into the growth zone. It is about accepting that failure and iteration are part of the growth process.

Any kind of creative activity is likely to be stressful. The more anxiety, the more you feel that you are headed in the right direction. Easiness, relaxation, comfort – these are not conditions that usually accompany serious work. Joyce Carol Oates

3) Awareness: This is simply knowing that a problem in one’s performance related to teaching exists and then being able to isolate what thoughts behaviors and feelings are connected to the problem. This is closely related to accurately perceiving one’s environment. The big driving question is, “When you think about a specific performance problem or issue you are having, what thoughts and feelings do you experience?”

The first step toward change is awareness. The second step is acceptance. Nathaniel Branden

4) Looking directly at the problem: This is when the educator is willing to focus his/her attention on the problem so s/he can fully understand all of its’ attributes. Essentially this is knowing and accepting all the effects of the problem and admitting the truth to oneself. A powerful driving questions is: “If you were to wake up tomorrow morning and the problem was solved, how would things be different?”

The formulation of the problem is often more essential than its solution. Albert Einstein

A problem well put is half solved. John Dewey

5) Effort towards change is the actual actions taken to solve the presenting problem. This is the actual effort. Changing something that isn’t quite working often takes a series of actions or graduated tasks over time.

We always hope for the easy fix: the one simple change that will erase a problem in a stroke. But few things in life work this way. Instead, success requires making a hundred small steps go right – one after the other.   Atul Gawande, Better: A Surgeon’s Notes on Performance

6) Hope for change: This is having the belief that change will occur. This is a realistic expectation based on rationale thoughts and behaviors. Hope in this sense is not synonymous with wish. Hope involves seeing how things will change and believing they can be accomplished. It is related to having a growth mindset – that growth and change are possible and probable.

Hope is a vision for a new reality. Hope means to become a steward for a new reality. Again, to hope is not just a wish. It’s full-on engagement with vision and potential. Alfred Adler

Instilling a sense of hope can occur when the educator finds, listens to, and/or reads about colleagues who have gone through similar challenges and change. It provides a type of support as s/he takes action to make changes which directly connects to the final step.

7) Social support for change: This is about finding people in the educator’s life that are supportive of the relevant change to be made by the educator. This is where establishing, connecting with, and proactively using a professional learning network comes into play. Educators working through this model of change should be encouraged to and provided with strategies for building both face-to-face and online professional learning networks.

Implementation of this model  is not a quick and easy fix to teacher professional development. Implementing it will take time, commitment, and struggles but what is the alternative –  costly and ineffective teacher professional development?

You never change things by fighting the existing reality. To change something, build a new model that makes the existing model obsolete. R. Buckminster Fuller