Virtual Learning Challenges

 When the pandemic first started and we were hunkered down at home, my tennis lessons were cancelled. My coach asked if I wanted to purchase a license for a virtual tennis site where I could watch videos to learn from instructors and practice drills on my own at home. It sounded like a good idea, so I decided to pay for a subscription. It started off well, but after a few lessons, my enthusiasm waned. It wasn’t the same as taking an actual lesson which I looked forward to every week. It was boring, and I had no feedback about whether I was doing the drill correctly. So I stopped watching those videos.

Due to the pandemic, many students in our country are starting the school year off doing virtual learning. What will it take to ensure that students are meaningfully engaged in their lessons and that they will make steady progress towards their learning goals? What will we do for those students who need extra assistance? How can technology be leveraged to individualize learning while ensuring that students are meeting the required goals? There’s a lot to think about.

My virtual tennis lessons could be compared to some of the programs that schools have purchased for students to do at home during this pandemic. There might be a pre-assessment and students are then provided with assignments that are supposed to be what they need in order to achieve the grade level standards. It sounds easy to implement if students are motivated and need minimal adult supervision, but from experience, this is often not the case. Usage at home was spotty or varied greatly from classroom to classroom. It was difficult to gauge the effectiveness of an on-line program when students were not engaged in the lessons. As a principal, I received lots of sales pitches from representatives promising positive results if we purchased their programs, and earlier this year, I wrote a blog, Ed Tech Challenges, I believe it is appropriate today as schools scramble to implement virtual learning.

Here are some questions schools need to think about if they choose to purchase a program for virtual learning.  Will there be a positive and trusting relationship between the teacher and students?  Will the students feel comfortable asking questions if they don’t understand? How do students reflect on their progress and how does the teacher provide feedback to keep students moving forward in their learning goals? How does the teacher supplement these lessons to individualize the learning experiences for students? Does the teacher allow students choice in activities to keep them engaged in their own learning? Are there other options for students to learn the content besides the on-line program? Is the teacher allowed to deviate from the program and make decisions regarding what is best for students? 

I am optimistic. Many teachers are reaching out to others in their own schools as well as through social media to share ideas and to help each other to overcome obstacles with content as well as technology. Many teachers and schools are designing their own virtual learning lessons rather than relying on an on-line learning program. Virtual school allows teachers to learn from each other and to share strategies that focus on what’s best for their learners. Building relationships is still essential if we want our students to achieve their goals, and teachers can do this in a virtual environment just as they would in a face-to-face classroom. Teaching virtually is definitely challenging, but there are resources from educators who are willing to share their experiences and to problem-solve together.

Some educators have been preparing for the possibility of virtual learning since schools closed in March. They have been working with their school teams throughout the summer to implement activities and projects that give students more ownership over their own learning. It might be difficult and challenging, but teachers are finding a way to engage their students and to make their lessons meaningful. I was blown away by this Tweet from one of my educator friends:

And here’s a Facebook post from a principal that made me want to tear up as well. How many principals find the time to do this for their students?

Clearly, some of our schools are doing quality virtual learning with their students. Let’s learn from them!

Leadership in Challenging Times

I don’t usually use this blog for political reasons. I waffled about whether to write and publish it, but in the end, I decided it was a positive view of what leadership is and what it could be. 

Those who know me are aware that politics is part of my personal life. My parents taught us kids about the importance of voting, and we saw it as a civic responsibility. We helped candidates doing things like knocking on doors and dropping off brochures at houses or helping at coffee hours. After I got married, my husband ran for political office. He won his races for City Councilmember and State Senator and lost his races for Mayor and Governor, but that experience of being so close to a campaign and to someone in an elected position taught me a lot about leadership which helped me when I became a principal.

My cousin, Keith Amemiya, is running for Mayor of Honolulu, and our family is helping him, just as they all helped my husband when he ran for the various offices. Even if Keith were not my cousin, though, I would definitely support him. I see in Keith the kind of  qualities and can-do attitude we need in our leaders during these challenging times.

Keith was a 32-year-old attorney in private practice when he was selected as the Executive Director of  the Hawaii High School Athletic Association. It was an unprecedented selection but one that made a difference for high school sports and athletes in Hawaii. Keith made it a point to build relationships and to get to know all 95 schools that made up HHSAA. He talked story with principals, athletic directors, coaches, players, parents, and members of the community. He heard their concerns, he listened, and he worked collaboratively to seek solutions. Under Keith’s leadership, we now have divisions so all high schools have opportunities to play for state championships in different sports. He greatly increased the number of sports available to girls, he sought business sponsorships for state tournaments, and more students were able to go to college on athletic scholarships. In 2009 when the State faced a major shortfall affecting athletic programs at public high schools, Keith spearheaded a “Save Our Sports” campaign that unified the state and raised the funds to offset the budget cuts. 

What made this more remarkable, in my opinion, is that Keith was an unknown at the time of his selection as Executive Director of HHSAA, and he had to work within a system that was, for want of a better description, an “old boys’ network.” Most high school principals and athletic directors at the time were males, many twice Keith’s age, and they weren’t sure why he was selected. The HHSAA selection committee took a chance on an outsider, a young person, someone with ideas and the collaborative skills to change the culture of high school athletics in Hawaii. Their selection of Keith made a difference.

It’s a difficult time to be a leader whether it’s a school, a business, a nonprofit, government, etc. People are stressed and frustrated as the pandemic shows no signs of receding, and sometimes, we blame our leaders for their actions or their inactions. This is why we need leaders who have strong core values that guide them in their decision-making and who have empathy for others. We need leaders we can trust. We need leaders who are not afraid to think out-of-the-box and who can bring people together to discuss and find solutions to the major problems that are impacting us now and in the future. 

Getting Out of Our Comfort Zone

With this pandemic still raging, I’ve been observing from the sidelines as the public weighs in on the safety of opening schools and as educators prepare for the new school year. I empathize with my fellow educators who are navigating uncharted waters that could change at any time. It is during these uncertain times when getting out of our comfort zone becomes so important.

I saw teachers grow professionally last quarter when they were forced to do distance or virtual learning with their students. I was pleased to see teachers sharing about all the new technology tools they were able to try out. Many discovered new ways to engage their students while videoconferencing, and others shared fun resources to make sure that learning would continue during the stay-at-home order. And the professional development was outstanding! Teachers shared resources, held videoconferences to discuss concerns or to problem-solve, and reached out to assist their colleagues who were struggling.

Getting out of our comfort zone can be scary. It’s much easier to not rock the boat and continue to do what we know works. Yet it’s those opportunities to try something new that can be exciting and lead to growth. For those who may be hesitant to reach out to others, social media might be the answer. I am more of an introvert and being from Hawaii . . . well, we sometimes feel self-conscious about whether we’re “good enough.” It probably has something to do with our cultural background and/or our plantation roots. I found though, that when I started following educators on social media, I felt more comfortable about making a comment or asking questions because I was somewhat “anonymous.” Let me share how I got out of my comfort zone and grew as a result of social media.

I was a member of an educator leaders group in Google+ (before they shut down), and I followed Eric Sheninger. When he shared that he was leaving his high school principalship for a position as a consultant working with schools and districts, I congratulated him and wrote a comment “Too bad you can’t come to Hawaii.” What followed was a whirlwind of communication and Eric giving up a morning of his vacation the following week to speak to a large group of school leaders in our district. (Read about it here: Mahalo, Eric Sheninger!) I consider Eric a friend now, and we continue to meet when he comes to Hawaii to work. And it started with a simple comment on social media.

I started reading Peter DeWitt’s “Finding Common Ground” in EdWeek, and after reading a somewhat controversial op-ed, I sent him an email asking if he ever got push-back from his district for what he wrote. As principals here in Hawaii, we were also experiencing major challenges. I wasn’t expecting to get a response - after all, Peter didn’t know who I was - but he answered me right away. After that, we struck up a friendship that’s lasted to this day. In fact, he recently invited me to be a panelist on “A Seat at the Table” for a discussion about equity. I would never have had that opportunity if I hadn’t reached out to Peter via email.

I also followed George Couros on Google+ back when it was still a social media platform, and he invited experienced and new school administrators to sign up for SAVMP (School Administrators Virtual Mentoring Program). I read the description and after much deliberation, I submitted my application. I was not confident, but I figured that the worst that could happen would be getting a rejection. That didn’t happen, and thus began a wonderful year of leading and learning from others. Today, my virtual mentees continue in educational administration, and I continue to follow them on Twitter.

Since my retirement in the summer of 2018, I’ve had many experiences that have taken me out of my comfort zone. (There is Life after Retirement) I continue to grow personally and professionally, for which I am grateful; we should never stop learning! I encourage all educators to try something new or different and to explore new ways of learning from people you may not know personally but who may be experiencing similar challenges. What’s the worst that could happen? They might not respond to you, but know that there are many other educators who could provide you with suggestions or guidance, and hopefully, you will realize that you have much to offer as well.