books, tech, lessons from a librarian

Category: 1. Visionary leadership

Who will take these notes with me? Combating Little Red Hen Syndrome

Little Red Hen

The Little Red Hen’s “Who will help me make this bread?” familiar refrain can teach us a lot about collaboration with our peers. Let me set the stage…

The dreaded moment has arrived. You’re in a staff meeting. You’re sitting with a few colleagues at Table 2. You’ve been assigned to read and report on a portion of a chapter from a book you’ve never heard of until about 2 minutes ago. “Have someone in your group take notes so you can share out with the whole group when we reconvene.” And now no one in your group wants to make eye contact with each other. Suddenly a stray piece of fuzz on your pants is the most interesting thing in the world, as you think to yourself, “…Please don’t make me write. Please don’t pick me. Please don’t make me write…” After a few awkward moments, some sacrificial lamb of a teacher offers (or more likely, is offered up) to step into the role of “recorder”. The sad reality is that often “recorder” can be translated as “poor soul who got stuck with the unenviable job of listening to a conversation while simultaneously translating/condensing/transcribing”. The cherry on top? “Who’s sharing out from Table 2?” “…[awkward pause]…[pant fuzz has made a repeat appearance]…[slow realization that the “recorder” is the only one who can truly translate the list of ideas and now they need to share out]…I’ll do it,” you say reluctantly while trying to sound enthusiastic even though you’re still a little annoyed that you didn’t even truly take part in the conversation that you’re about to summarize.

The truth is, you likely aren’t mad at your peers for being put on the spot. Your frustration stems from the feeling of disconnect and missed opportunities for conversation and learning. Our students most likely feel the same way when stuck with learning opportunities that limit collaboration with their peers. As we educators continue to enforce these limitations, we’re also limiting opportunities for our students to develop the invaluable 3-Cs of 21st Century learning and information skills: Creativity and Innovation, Critical Thinking and Problem Solving, and Communication and Collaboration. So now what?…

G Suite application iconsG Suite to the rescue! Formerly known as Google Apps For Education (GAFE), G Suite (renamed in Oct. 2016) is the family of Google productivity tools, including Google Docs, Google Drive, Google Classroom, and more. The suite of tools is intact, so why the change in name? When it comes to Google, at times it feels the only constant is change. In 2014 Mark Howe, managing director for agency sales at Google, spoke to the value Google places on change: “We don’t go out to be a disruptive business, but we’re changing the rules all the time because the world is constantly changing… We’re all constantly thinking into the future, rather than thinking incrementally. If you’re only incremental then you’re falling behind immediately.” Howe said that last year Google made 1,100 changes to its search business. “You’ve got to be working fast – if not [the next big thing] will come from someone’s garage and take over. You have to keep running, you can’t slow down and be complacent. Complacency about change will be the death of companies.” (Barnes, 2014)  What can be a frustration for educators is actually a business strategy and way of life for the world of Google.

G Suite app store screen captureOne area where teachers can really struggle with G Suite products is keeping up with the constant churn these changes (frequently made with little or no warning). I recently overheard in a staff lounge: “Just when I get close to figuring out how to use Google Docs, then they go and change it again!” (I didn’t even broach the subject of the GAFE name change for fear of minds being blown!) So how to respond? Professional development is always an important step, though the constant change makes creating tutorials that are meaningful and lasting in their applicability a Herculean task. Luckily for us, earlier this year Google acquired Synergyse (https://portal.synergyse.com/), a company founded by a pair of ex-Google employees. Synergyse’s product consisted of interactive training modules and walkthroughs that were integrated into GAFE applications. Even more luckily for G Suite customers, the same training tools are now available through G Suite Training, a free Chrome add-on available on the Chrome Web Store: G Suite Training  

Watch for this rainbow question mark:  G Suite Training iconBy adding the tool to the Chrome browser, the G Suite Training icon then appears in the Chrome toolbar in all G Suite applications. At any point in any project, you can click on the icon and instantly explore training modules and information — the type of on-demand training and assistance that is necessary in the face of constant change.

The G Suite Training Center is also a great resource for novice users and power users alike: https://gsuite.google.com/learning-center/

G Suite Training Center

These are certainly not the only resources available to help teachers navigate through G Suite tools, but perhaps their greatest value lies in knowing that the training modules and information will adapt and change alongside the tools. There’s no sense in creating step-by-step tutorials that are out-of-date nearly as soon as you share them.

Throughout modern history, top secret development labs (at 3M, Dow/Corning, Lockheed/Martin, Boeing, and the like) have become famous for incubating dynamic and new ideas. Google’s development lab is known as “Google X,” and the pace of change there is staggering. Not only is success not guaranteed, but the failure rate is far higher than many teachers would be comfortable with… “This is the essence of Google X. When the leadership can fail in full view, ‘then it gives everyone permission to be more like that.’ Failure is not precisely the goal at Google X. But in many respects it is the means.” (Gertner, 2014)

So how do we combat the Little Red Hen Syndrome? How do we enable and empower teachers to work together on project development? On collaborative grading and revision? Unlike the beloved folktale, it’s seldom pure laziness on the part of our colleagues that drives our disinterest. Instead, we’ve all been burned too many times by inefficient processes and poor collaborative frameworks. Think back to that initial doomed staff meeting. Why didn’t anyone want to take notes? No one wanted to be stuck in that note-taking role and be removed from the conversation and the learning process. Instead, if the staff had been able to work on a collaborative Google Doc, they each could have recorded their responses, in their own words, in real-time. Just think of the opportunities for going beyond surface level “collaboration” and actually diving into working together collaboratively using G Suite tools. The opportunity to experience learning from the perspective of our students is invaluable. And if things didn’t work perfectly, perfect! We’re following Google’s lead to successfully fail our way towards growth. Though, to be honest, the sentiment sounds a great deal like a poem from 1840…

‘Tis a lesson you should heed,
If at first you don’t succeed,
Try, try again;

Then your courage should appear,
For if you will persevere,
You will conquer, never fear
Try, try again;

Once or twice, though you should fail,
If you would at last prevail,
Try, try again;

If we strive, ’tis no disgrace
Though we do not win the race;
What should you do in the case?
Try, try again

If you find your task is hard,
Time will bring you your reward,
Try, try again

All that other folks can do,
Why, with patience, should not you?
Only keep this rule in view:
Try, try again.

Thomas H. Palmer (1782–1861)
printer, author, and educational reformer


Barnes, R. (2014, April 2). Google on disruption and looking over your shoulder to the guy in the garage. Retrieved from http://www.campaignlive.co.uk/article/1288538/google-disruption-looking-shoulder-guy-garage

Carey, J. (2014, July 18). 10 things teachers should know to do with Google Docs. Retrieved from http://www.edudemic.com/10-things-every-teacher-know-google-docs/

Foltos, L. (2013). Enhancing learning by integrating technology. In Peer coaching: Unlocking the power of collaboration. Thousand Oaks, CA: Corwin.G Suite on YouTube. (n.d.). Retrieved November 29, 2016, from https://www.youtube.com/user/GoogleApps

Gertner, J. (2014, April 15). The truth about Google X: An exclusive look behind the secretive lab’s closed doors | Fast Company. Retrieved from https://www.fastcompany.com/3028156/united-states-of-innovation/the-google-x-factor

Google. (n.d.). G Suite Learning Center – All the training you need, in one place. Retrieved from https://gsuite.google.com/learning-center/

International Society for Technology in Education. (n.d.). Standards for coaches. Retrieved from http://www.iste.org/standards/standards/standards-for-coaches

Lardinois, F. (2016, May 2). Google acquires Synergyse, an interactive training service for Google Apps | TechCrunch. Retrieved from https://techcrunch.com/2016/05/02/google-acquires-synergyse-an-interactive-training-service-for-google-apps/

Palmer, T. H. (1840). … The teacher’s manual: being an exposition of an efficient and economical system of education suited to the wants of a free people | Internet Archive. Retrieved from https://archive.org/details/teachersmanualbe00palm

Rochelle, J. (2016, October 4). Introducing G Suite for Education [Web log post]. Retrieved from https://blog.google/topics/education/introducing-g-suite-education/

Teaching Channel. (n.d.). Fostering student collaboration with Google Docs [Video file]. Retrieved from https://www.teachingchannel.org/videos/fostering-student-collaboration

The Little Red Hen
photo by: in pastel
https://www.flickr.com/photos/g-dzilla/5198225154 (CC BY 2.0)


ISTE Coaching Standards

ISTE-C Standard 1:   Visionary Leadership

  1. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms

ISTE-C Standard 2: Teaching, Learning, and Assessment

  1. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences

P21, Peer Coaching & Picture Books

John Wooden quote

Addressing 21st Century Skills and promoting critical thinking in a fifth grade classroom can be a tall order when faced with a deeply scripted curriculum. While project-based learning (PBL) is often seen as a catch-all approach to develop the 4-Cs (Collaboration, Communication, Critical thinking, and Creativity), the harsh reality is that fully implementing PBL is not always feasible. We as teachers are still tasked with developing those vital critical thinking skills in our students, though, so how can we respond? The same way I respond to many complex problems… with picture books!

ISTE-C Standard 1:   Visionary Leadership
Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms

ISTE-C Standard 2: Teaching, Learning, and Assessment
Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences

Guiding Question:

What can I do as a peer coach to help a fifth grade teaching team develop critical thinking skills in their students?

library shelves with picture books

Metaphors and other figurative language are great practice for higher order thinking. As an elementary librarian I’m a bit biased, but I think one of the best ways to teach concepts (simple and complex) is through picture books. It can enable students to make complex connections that may otherwise be missed with text-heavy resources only. This 5 minute video from the Teaching Channel website (https://www.teachingchannel.org/videos/using-touchstone-texts) explores the idea of using a picture book for just that reason, as a touchstone text (Using a short engaging text to anchor a series of lessons on a tough concept). I feel that this video could be an effective resource to kick off a discussion with the fifth grade team.

As I continue my studies on peer coaching and the ISTE Coaching Standards, I have been reminded of the overwhelming nature of my colleagues’ work. With ISTE-C Standard 2 in mind, I met recently with a peer fifth grade teacher to explore ideas for manageable technology integration into their literacy block. An upcoming lesson is focusing on completing a reading response poster.

reading response poster

While it’s been a highly engaging activity for his students in the past, this project seems like an opportunity ripe for technology integration. One thing that has impressed me in our brief conversations has been how focusing on active listening and the use of clarifying questions shifted the tone of our interaction. I’m often seen as the “tech guy” who knows the answers to all things tech. The reality when it comes to technology is I’m a failure. I fail early and I fail often. Then I troubleshoot and find a way to make things work. And that’s what I want to help my peers to discover: to understand that failure is an option and their peers are available to support them through those inevitable moments. One of the biggest benefits of the peer coaching model is this shift from the default “expert” mode. I don’t know what technology tool(s) we’re going to use or explore, but I do know that my colleague is excited about the idea of exploring options that would allow for technology integration into the final product.

21st Century skills such as critical thinking are best developed within the framework of project based learning, something that is difficult with a primarily scripted and prescribed curriculum seemingly at odds with open-ended learning. I want this to be a meaningful and realistic process for my classroom colleagues, and my fear is that they’ll feel overwhelmed and see these activities as unfeasible add-ons rather than worthwhile additions to their instruction. I also want my peers (and students) to remember Coach Wooden’s words: “Failure is not fatal”, rather, it’s failing to adapt that causes the real problems. The more we revisit that idea and the more we keep the idea simple and digestible in bite-sized chunks (Picture Books!), the more success we’ll see in our work. 


3-5 Critical Thinking Rubric (non-CCSS) | Project Based Learning | BIE. (n.d.). Retrieved from https://www.bie.org/object/document/3_5_critical_thinking_rubric_non_ccss

Edutopia. (n.d.). Search results: Critical thinking. Retrieved November 2, 2016, from https://www.edutopia.org/search-results?search=critical%20thinking

Finley, T. (2014, August 19). Critical thinking pathways | Edutopia. Retrieved from https://www.edutopia.org/blog/critical-thinking-pathways-todd-finley

Lange, S. (2014, June 12). Strategies to promote critical thinking in the elementary classroom – P21. Retrieved from http://www.p21.org/news-events/p21blog/1435-strategies-to-promote-critical-thinking-in-the-elementary-classroom

Mastro, V. (2014, May 20). Common core, critical thinking and Aesop’s Fables. Edutopia. Retrieved from https://www.edutopia.org/blog/common-core-critical-thinking-aesop-vincent-mastro

Ripp, P. (2015, October 3). Great Picture Books to Teach Theme. Retrieved from https://pernillesripp.com/2015/10/03/great-picture-books-to-teach-theme/

Schoch, K. (2016). Teach with Picture Books. Retrieved from http://teachwithpicturebooks.blogspot.com/search/label/picture%20books

Teaching Channel. (2016). Using a touchstone book to introduce tough concepts. Retrieved from https://www.teachingchannel.org/videos/using-touchstone-texts

Picture book section by San Jose Library (CC BY-SA 2.0)



[bonus resource] I came across this 30 minute documentary about using picture books to teach complex philosophy concepts to second graders. It was just too good not to include it in this resource list…

Big Ideas for Little Kids: Teaching Philosophy through Picture Books  http://wgby.org/bigideas

Generational Intelligence: VIC-20s and iPads and Peer Coaching

Commodore 1530 cassette deckIn 1982, I was seven years old, and I was typing away on a Commodore VIC-20 computer. In order to load programs onto its whopping 5 KB of onboard memory, I would press play on the attached cassette deck and wait. (Here’s an interesting YouTube video if you have an extra 15 minutes to spare and want to learn more about how these tapes worked https://youtu.be/_9SM9lG47Ew)  After a few minutes, I typed “RUN”, and I could start gaming. A couple of years later, we upgraded to a Commodore 64 computer and traded in the cassette deck for a disk drive. ‘LOAD “*” 8,1’ is still etched in my memory 30+ years later — the command line to load a program from the external 5 ¼” floppy drive.

In the 1980s I vividly remember spending every waking moment possible playing video games and experimenting with commands on those same early computers, and I also remember my mom lamenting how much time I was wasting when I could be playing outside with friends. (Of course, the fact we lived a country mile from anyone within a year of my age didn’t help matters, nor did the nonexistence of cell phones and the Internet). I remember the redneck fixes my brother and I schemed up to troubleshoot computer problems, mostly involving lots of stripped wires and aluminum foil. My favorite, though, was our fix for an overheating disk drive. An RV vent fan was rewired and repurposed to blow air through the drive housing. Our pre-MacGyver (he didn’t start until 1985) ingenuity meant that our gaming sessions with disks of games (downloaded by our city cousins from online BBSes and then traded during annual summer visits) could last much longer (further extending the brain rot, according to my mom).

In 2016, my seven year old has at his disposal an iPad, a Nintendo 2DS, a PC and a Mac, an xBox One, a WiiU, and many more electronic toys and tools.  He’s entering complex commands to modify online Minecraft worlds on his personal server, participating in Skype and Xbox Live party chat sessions while gaming with family and friends throughout the state, and all of this with an iPad nearby streaming YouTube videos or customized Pandora music stations.

When I experience the inevitable technology problems that arise each and every day, I find that my patience runs much deeper than my child and many of those around me at work. Using technology has never been “easy” though it has never lost its fun. When the floppy disk drive overheated, often a hour or two into a game (no cloud saves = start over at the beginning), it was frustrating but not paralyzingly so. Instead, it was more about figuring out how to make the new technology work again. There were no online tutorials, no YouTube walkthroughs, no Genius Bar. My parents didn’t offer assistance as they truly had no idea how to help. There was lots of troubleshooting and slight electrical shocks, but little assistance.

When the power goes out now, I scrounge up a few LED lanterns and relish the chance to play a board game or catch up on a long neglected book. When the lights flicker off, my son more closely resembles the title character from Suzanne Collins’ picture book, When Charlie McButton Lost Power, a fun little story about the depths of despair a little boy is dragged into during an extended (all-day-long!!) power outage.Charlie McButton breaks down

My son does not have the same skillset and mindset that I had as a child. I’m a product of my generation and my surroundings, as is he. This is not to say I’m right and he’s wrong. He is merely used to being surrounded by technology that works easily and in high-definition, often with a mere touch or voice command. When he wants to hear a song or watch a show, it’s available on-demand. Wait time is barely a part of his vocabulary. When a device fails, it often means it’s time to throw it out and buy a new one. Few MacGyver fixes will work anymore.

Generational differences are some of the most misunderstood, disbelieved, and underestimated differences in life today. Much is made of economic differences, and racial & political differences are in the forefront of news today, but generational differences are a powerful and deep undercurrent in American culture. Today there are more generations (four) together in the workplace than ever before in human history:

Traditionalists (born before 1945)

Baby Boomers (born 1946-1964)

Generation Xers (born 1965-1980)

Millennials (born 1981-2001)  (some have broken down “Millennials” into separate Gen Y and Gen Z groups, with the 2001 date extended)

* Though the exact beginning/end dates for the generations are often quibbled over, for the sake of simplicity I’m following the dates put forth by Haydn Shaw, author of Sticking Points and Generational IQ.

What this means is that today we have to learn how to work with/collaborate/learn from/teach/etc. with peers from a wider age range than ever before. And while we know that men are from Mars and women are from Venus, and we know that Husky & Cougars are much different creatures, what we often don’t understand is why different generations act so differently. I can’t recommend highly enough two books by Haydn Shaw http://mygenerationalcoach.com : Sticking Points & Generational IQ. Both books go into far more detail on generational intelligence and with far more eloquence than my blogging skills allow.

“Generational intelligence requires us to understand the ideas that shape the other generations. But there’s another part to generational intelligence. Not only do we need to understand other generations’ assumptions, we also need to understand our own… We struggle to love people we don’t appreciate or understand. When we understand other generations, we will quit judging them and start learning from them. Generational intelligence doesn’t make the key teaching of Jesus to ‘love one another’ easy, but it does make it easier.” (Shaw 2015, 19 & 21)

“The easy route is to fall back on stereotypical assumptions about other generations—that Millennials are entitled, or that Boomers can’t change. That’s ageism. It allows us to assume we’re right, which makes us feel good for about a minute, but sets us up for failure in the long run. The solution is generational intelligence, the powerful ability to escape ageism, understand other generations, anticipate their reactions, and to lead and influence across generations.” (Lynch N.D.)

So how do generational differences affect communication and peer coaching relationships? A healthy peer coaching relationship is built on a foundation of honesty and trust. Falling into believing and then acting based primarily on blanket generational stereotypes will snuff out trust before it ever has a chance to germinate. A successful peer coaching model is also dependent upon active and open communication.

In his 2013 book, Shaw lists twelve “sticking points” or places where teams get stuck on generational issues:

  1. Communication
  2. Decision making
  3. Dress code
  4. Feedback
  5. Fun at work
  6. Knowledge transfer
  7. Loyalty
  8. Meetings
  9. Policies
  10. Respect
  11. Training
  12. Work ethic

It should come as no large surprise that the vast majority of these sticking points need to be addressed in a healthy peer coaching model as well, preferably prior to diving into the peer coaching process. Most are ongoing issues, and their impact can be lessened through active listening and open communication, through establishment of healthy and balanced norms, and through maintenance of positive and empathetic attitudes.

By age I’m considered a member of the Gen X population, a smaller population that the generations before and after represented in the workplace today. Much of the generational differences are rooted socially in rural and urban migration patterns since the early 1900s. Growing up in rural small-town America and subsequently moving to the greater Puget Sound region has helped to somewhat uniquely mold my understanding of the generational and societal differences. With Shaw’s words guiding my readings the past weeks, I found myself exploring Gen X and Millennial issues extensively (see the lengthy resource list at the end of this post for more information and resources).  A quick place to start is where many of the articles and books pulled their data from: the Pew Research Group and their extensive and ongoing work. At the risk of oversimplifying generational labels, I felt this resource best functions as a conversation starter when working with colleagues. “Take our 14 item quiz and we’ll tell you how “Millennial” you are, on a scale from 0 to 100, by comparing your answers with those of respondents to a scientific nationwide survey. You can also find out how you stack up against others your age.” http://www.pewresearch.org/quiz/how-millennial-are-you/

TEDx Talks. (2011, June 10). Scott Hess – Millennials: Who they are & why we hate them[Video file]. Retrieved from https://youtu.be/P-enHH-r_FM?t=1m27s
An interesting TEDx talk that focuses more on the differences between Gen X and Millennials. I’m particularly interested in his point of view, as I found far more resources regarding Baby Boomers & Millennials, and less on Gen X (my generation).  Many of the TED Talk videos that are centered around generational issues (particularly ones focused on Millennials), in my opinion, seemed to have more of a narcissistic quality to them. Ignoring the exploitive title, I felt like this video represented an honest look at some of the important differences.

Tolbize, A. (2008). Generational differences in the workplace. Retrieved from University of Minnesota website: http://rtc.umn.edu/docs/2_18_Gen_diff_workplace.pdf
Finding resources from reputable sources that were not just rehashing the same research has been a frustrating process during this module research. This report/presentation from the University of Minnesota seems to summarize research well, and also presents some great potential discussion topics (e.g. Attitudes regarding respect and authority; attitudes toward supervision; possible implications for employers)

While there are four separate and distinct generations represented in the business world today, in the educational world we get a bonus fifth generation… the kids. “Generation Z” some have already labeled them, though their label is not yet written in permanent ink. What does their generation look like? How will technology and their world shape them? How will they see us when they enter the workplace? These generational differences are not explored nearly enough in our professional development and teaching, but I’m looking forward to starting conversations with colleagues in the months and years to come. I’ll just have to speak up a bit now and then, now that all of the Plan I folks have retired and the rest of us Plan III folks will be teaching well into our 80s and 90s.


ISTE Coaching Standards

ISTE-C Standard 1: Visionary Leadership

  1. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms

ISTE-C Standard 2: Teaching, Learning, and Assessment

  1. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences


The 8-Bit Guy. (2016, June 25). How old school cassette tape drives worked [Video file]. Retrieved from https://youtu.be/_9SM9lG47Ew

Baer, D. (2016, October 13). Boomers don’t work any harder than Millennials | Science of Us. Retrieved from http://nymag.com/scienceofus/2016/10/boomers-dont-work-any-harder-than-millennials.html

Brack, J., & Kelly, K. (2012). Maximizing Millennials in the workplace. Retrieved from UNC Kenan-Flagler Business School website: https://www.kenan-flagler.unc.edu/executive-development/custom-programs/~/media/DF1C11C056874DDA8097271A1ED48662.ashx

Buckley, P., Viechnicki, P., & Barua, A. (2015, October 16). Understanding Millennials and generational differences | Deloitte University Press. Retrieved from http://dupress.deloitte.com/dup-us-en/economy/issues-by-the-numbers/understanding-millennials-generational-differences.html

Collins, S., & Lester, M. (2005). When Charlie McButton lost power. New York: G.P. Putnam’s Sons.

Hymowitz, C. (2015, June 10). Gen X was right: Reality really does bite | Bloomberg. Retrieved from http://www.bloomberg.com/news/articles/2015-06-10/millennials-think-they-have-it-bad-generation-x-has-it-worse

Johnson, S. A., & Romanello, M. L. (2005). Generational Diversity. Nurse Educator, 30(5), 212-216. doi:10.1097/00006223-200509000-00009

Retrieved from http://www.chw.org/~/media/Files/Medical%20Professionals/Nursing%20Students/Preceptors/generational%20diversity%20teaching%20and%20learning%20approaches.pdf

Lynch, A. (n.d.). 3 new generational realities: And 38 killer strategies you can use to crush gen conflict now. Retrieved from Generational Edge website: http://generationaledge.com/assets/2425/38killerstrategies.pdf

Lynch, A. (n.d.). Managing with generational intelligence: A story [Web log post]. Retrieved from http://www.generationaledge.com/blog/posts/managing-with-generational-intelligence-a-story

Meister, J. (2013, June 4). The Boomer-Millennial workplace clash: Is it real? Retrieved from http://www.forbes.com/sites/jeannemeister/2013/06/04/the-boomer-millennial-workplace-clash-is-it-real/#38203bf7d895

Pew Research Center. (2010, February 24). How Millennial are you? Retrieved from http://www.pewresearch.org/quiz/how-millennial-are-you/

Shaw, H. (2013). Sticking points: How to get 4 generations working together in the 12 places they come apart. Carol Stream, IL: Tyndale House Publishers, Inc.

Shaw, H. (2015). Generational IQ: Christianity isn’t dying, millennials aren’t the problem, and the future is bright. Carol Stream, IL: Tyndale House Publishers, Inc.

Sparshott, J. (2015, May 11). Millennials become the biggest generation in the U.S. workforce. Retrieved from http://blogs.wsj.com/economics/2015/05/11/millennials-become-the-biggest-generation-in-the-u-s-workforce/

TEDx Talks. (2016, August 31). Why half of what you have heard about Millennials is wrong[Video file]. Retrieved from https://www.youtube.com/watch?v=3p9Ha6MO-0k

TEDx Talks. (2011, June 10). Scott Hess – Millennials: Who they are & why we hate them[Video file]. Retrieved from https://youtu.be/P-enHH-r_FM?t=1m27s

Tolbize, A. (2008). Generational differences in the workplace. Retrieved from University of Minnesota website: http://rtc.umn.edu/docs/2_18_Gen_diff_workplace.pdf

Vozza, S. (2014, March 11). 4 steps to bridging the workplace generation gap | Fast Company. Retrieved from https://www.fastcompany.com/3027459/leadership-now/4-steps-to-bridging-the-workplace-divide-between-baby-boomers-and-millenials

West Midland Family Center. (n.d.). Generational differences chart. Retrieved from http://www.wmfc.org/uploads/GenerationalDifferencesChart.pdf

Wiedmer, T. (2015). Generations Do Differ: Best Practices in Leading Traditionalists, Boomers, and Generations X, Y, and Z. Delta Kappa Gamma Bulletin, 82(1), 51-58. (pdf saved from Ebsco)

Wikipedia. (2016, October 8). Generation gap. Retrieved October 15, 2016, from https://en.wikipedia.org/wiki/Generation_gap

Williams, A. (2015, September 18). Move over, Millennials, here comes Generation Z | The New York Times. Retrieved from http://www.nytimes.com/2015/09/20/fashion/move-over-millennials-here-comes-generation-z.html?_r=0

It’s a Beautiful Day in the Neighborhood

Fred Rogers late 1960sMister Rogers quoteTriggering Question:
How can I make the peer coaching process a seamless one for my colleague, especially in regards to time and scheduling constraints?

As a specialist with a fixed schedule, I find myself time and again returning the issue of time and its role in the peer coaching process. Time and time-related issues come up often in the findings section at the end of several studies regarding the efficacy of peer coaching in education. A solution often mentioned is to have the librarian cover classes so you can meet with your peer… (I mentioned this possible solution to myself and we agreed that this is not a viable option.)

ISTE-C Standard 1:   Visionary Leadership

b. Contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels
d. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms

peer coaching rolesWith this concept of limited time influencing much of the framework of my peer coaching plan, I feel like working with a job-alike peer at another school within my district may be the most effective model. Dr. David Baker’s March 2013 article “21 Strategies for Teacher-Librarian Professional Development” in Library Media Connection is an amazing resource as it is quite evident the author in grounded in practicality. His ideas are not one-size-fits-all but instead model flexibility and adaptivity, two of the most vital skills present in a productive and sustainable peer coaching relationship. Strategy #3: Allow for scheduling flexibility. “Always be willing and able to make mid-course corrections and allow the PD calendar to be just what it is — a planning document. It should not be viewed as something that is set in stone.” (Utilizing Google Hangouts and other web-conferencing tools seem to be one of the most likely approaches, to eliminate travel and school scheduling issues). Strategy #6: Divide and conquer. “Holding professional development for a specific level allows for more focused professional development without making staff at other levels feel left out or bored.” (Primary and secondary staff have different needs — ignoring our differences does not make them go away. Why struggle to meet the needs of all simultaneously when smaller, targeted PD offerings can make a bigger impact?)

Mother Teresa quoteWith Baker’s strategies in mind, I’m looking forward to developing a peer coaching relationship with a lesser experienced teacher librarian in my district. The peer coaching model lends itself to quality and impactful professional development (PD). As new reports continue to highlight the disconnect in PD needs for educators and PD practices in districts throughout the nation (Gates Foundation 2015; THE Journal 9/26/16), it’s becoming more apparent that waiting for a ready-made solution to fall from the sky is not necessarily a feasible approach. Instead, peer coaching strategies can lead to tailored and impactful PD. Chris Gustafson’s article “Collaborating with Colleagues: None of Us is as Smart as All of Us” (Jan/Feb 2013 Library Media Connection) doesn’t spell out peer coaching as a model approach, but all of the elements of a successful peer coaching relationship are there: mentorship, flexibility, sympathize and strategize, organization, sharing. Her article will act as a wonderful starting point in initial discussions and planning with my colleague.

I’m looking forward to seeing where this partnership leads in the months ahead, and I embark on the journey knowing full well that I lack the capacity to make lasting and impactful changes on my own. With Mister Rogers and Mother Teresa’s words guiding my way, how could I not find success? Every small step is an important one and will help develop trust with my colleague as we seek to enact meaningful change in our cohort’s practices. I don’t believe that this will be an easy process, especially keeping in mind the limited flexibility within my current school schedule. “Doing something that’s hard can help you to grow” but “together we can do something wonderful”. I’m looking forward to it.


Baker, D. C. (2013). 21 strategies for teacher-librarian professional development. Library Media Connection, 31(5), 38-41.

Beglau, M., Hare, J. C., Foltos, L., Gann, K., James, J., Jobe, H., … & Smith, B. (2011). Technology, coaching, and community. In ISTE, An ISTE White Paper, Special Conference Release. Retrieved from http://www.isteconference.org/uploads/ISTE2013/HANDOUTS/KEY_81724011/Coaching_Whitepaper_digital.pdf

Bill & Melinda Gates Foundation. (2015). Teachers know best: Teachers’ views on professional development. Retrieved from http://k12education.gatesfoundation.org/wp-content/uploads/2015/04/Gates-PDMarketResearch-Dec5.pdf

Foltos, L. (2013). Coaching roles and responsibilities. In Peer coaching: Unlocking the power of collaboration (pp. 1-22). Thousand Oaks, CA: Corwin.

Gustafson, C. (2013). Collaborating with colleagues: None of us is as smart as all of us. Library Media Connection, 31(4), 26-27.

Hirsch, J. (2015, June 4). Share “feedforward,” not feedback [Web log post]. Retrieved from http://www.edutopia.org/blog/share-feedforward-not-feedback-joe-hirsch

International Society for Technology in Education. (2016). ISTE standards for coaches. Retrieved from http://www.iste.org/standards/standards/standards-for-coaches

Jones, L. (2014, July 28). The power of teaching collaboration [Web log post]. Retrieved from https://www.teachingchannel.org/blog/2014/07/18/power-of-teacher-collaboration-nea/

Schaffhauser, D. (2016, September 26). Report builds case for failure in teacher PD. Retrieved from https://thejournal.com/articles/2016/09/26/report-builds-case-for-failure-in-teacher-pd.aspx


Mister Rogers:  By KUHT [CC0], via Wikimedia Commons https://upload.wikimedia.org/wikipedia/commons/3/36/Fred_Rogers%2C_late_1960s.jpg

Digital Readiness Project

digital-readiness-project-1I’m excited to share my Digital Readiness Project infographic as well as some of the outcomes of the process thus far.  The following is a report of findings based on conversations with my building administrator and classroom teachers, as well as from readings (w/ an emphasis on Dr. Mike Ribble’s “Nine Elements of Digital Citizenship”) and additional coursework from my M.Ed. program at Seattle Pacific University. Continue reading

Mission and Vision: Technology & Balance

level1I realize that this vision and mission statement which I am formally presenting as part of a classroom assignment in my Masters of Education in Digital Educational Leadership program, in fact, seldom mentions technology.  At first glance that worried me, but as I considered the ramifications of the omission, I was actually quite satisfied with the balanced message inherent in that decision. Continue reading

Vision and Mission: Create

Many years ago in my undergraduate days at Seattle Pacific University, I was privileged to take part in several classes taught by the late professor of biology, Cynthia Fitch.  A finer teacher I have never met, and her guidance and words have stayed in my heart and mind to this day. Continue reading

Vision and Mission Statement: Intro

I’ve tried my darnedest for the past several months to separate my work vision from my personal life vision, but I’ve found little success in my efforts.  Then recently I had a realization…  As a wise maritime philosopher once said: “I am what I am, and that’s all that I am.”  In the first chapter of Courage to Teach, Parker Palmer writes about this idea: “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.” (Palmer, 2007, p. 10)  I am a librarian and a teacher.  I am a geek and a nerd.  I am a husband and a father.  And in all of those roles, I find myself guided by three core principles. Continue reading

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