April 4, 2017
Apple, General, Leadership, Professional Development
I had applied to be an ADE this time around and just found out yesterday that I was not chosen. A bummer, to be certain, but not entirely surprising; it is a difficult admission to achieve and I wasn’t entirely confident in my video. With that said, as I made the video, going through old materials, reviewing my own career with technology, I will admit that I felt more confident as the process went along than when I decided to apply.
I write this really for two reasons. One, for the simple act of transparency. I did it. It didn’t work out. Here it is. Two, a bit more tricky. Here is Apple’s email:
Perhaps I’m being a bit sensitive here, but, as a humanities teacher and believer, I find the primacy of ‘Everyone Can Code’ in the opportunities-to-engage-with-Apple suggestions a bit disconcerting. I understand too that the code movement is not entirely a STEM phenomenon and that the humanities in many ways have been at the vanguard of technology expansion and exploration. I’m also not saying that I wasn’t chosen because of my humanities interest and teaching.
With all of that said, however, assuming that there are plenty of humanities teachers who applied and were denied, it does seem a touch tone-deaf to lead with something so antithetical to their training and day-to-day work (however much Apple may want us to expand our horizons), especially in this era of STEM-dominance and humanities-survival (or lack thereof).
Am I bitter? I’m not sure that’s quite the right word, but I will reluctantly admit that I am on that spectrum. I guess I’m just concerned that everyone has forgotten how many STEM advancements were made with the simple yet powerful training that the humanities provide (and, lest we forget, science and math and their offshoots are part of the humanities) and, as we move farther and farther away from that training, I wonder what we will lose as we gain other things.
Sed de hoc satis. On to the video. I’ve embedded it below. I thought it was a bit rushed (I was hoping they’d hit the pause button a few times) and I suspect it focused a bit too much on me and not enough on my students and the impact of (Apple) technology on them. That’s my utterly anecdotal assessment.
ADE Video from Ed DeHoratius on Vimeo.
November 4, 2016
General, Google, Innovation Summit 2016, Leadership
Jaime Casap, Education Evangelist, Google
- there is no end point in education; it is continuous
- grades are an end point; a B sends a message
- why are we teaching our kids that collaboration is cheating?
- flip it around: what if he went to his CEO and handed in a project, saying that he did it all by himself
- we live in a team-based world; we live in a world where collaboration is the norm
- how do we teach our kids to change their minds?
- leadership = building consensus, influencing, leading
November 11, 2015
Administration, General, iNACOL 2015, Leadership
Tom Stritikus, Gates Foundation
- 95% of hs students say they want a college degree
- 14% of black students graduate college or career ready
- three ideas will transform education: high standards for all students, effective teaching, personalized learning
- care about the technological infrastructure to bring PL to life in a classroom and to scale in a system
- scale is essential: not enough to create programs that only impact a few students; Gates wants all students to experience high quality learning studies
- a data-driven organization
Dallas Dance, Superintendent Baltimore County Public Schools [not Baltimore City]
- “Creating a culture of deliberate excellence for every student, every school, every community.” – Blueprint 2.0
- Globally Competitive Graduates: To equip every student with the critical 21st century skills needed to be globally competitive, BCPS must ensure that every school has an equitable, effective digital learning environment, and eveyr student has equitable access..
- Focusing on every student: close the achievement gap, etc.
- Bluepoint 2.0 focuses on equity
- “Until there is a clear perception that the leadership sets high expectations for all students, I do not think our teachers will create an environment where all students can thrive.” – Jon Galla, Class of 2014, Hereford High School
- the shift from equality to equity
- equality = every kid gets the same thing
- equity = every kid getting what they need at that moment
- 8 conversions: curriculum, instruction, assessment, organizational development, infrastructure, policy, budget, communications
- curriculum conversion required ‘hearts and souls’
- “Great leaders see the need for a major change and will do whatever is necessary to make the status quo seem more dangerous than launching into the unknown” – John P. Kotter, Why Transformation Efforts Fail
Buddy ____, Superintendent of Eminence, KY Schools
- 5 years ago, 10% of enrollment was leaving, 2 mobile devices in the whole district for students and staff
- a map mindset does not work, i.e. he wanted to create a map for other districts to follow but realized that didn’t work
- instead, he follows the compass mindset, focused on the goal / objective, with missteps still bringing him back to the original goal
- a ‘Yes…And’ philosophy
- an intersection of best practice and next practice