Increasing one’s Technology Capacity via “MAPping”

As superintendent, I would infuse Alan November’s strategy called “MAPping” as a way to build our district’s informational literacy as we increase our student’s access to information via the Web. MAPping is an acronym for Met-web, Author, Purpose, and would be extremely beneficial to elementary students as a foundational skill that contains its own language and grammar.  It would be mandatory for all children prior to accessing the internet to complete any school-related research projects.  As students begin to take ownership of their learning MAPping must be utilized as an essential tool used to validate and authenticate internet sources.

  

There are three components to examine; the first part of MAPping is meta-web information which he calls “the grammar of the Internet.”  The first component of meta-web information is vital for all students (and adults) to have a discernment of Web addresses beginning with the structure of the universal resource locator (URL).  Students can be instructed how to read the meaning of a Web address in the same fashion they are taught to read sentence structure.  Our students need to create new connections of technological vocabulary knowledge pertaining to internet addresses that specifically include the home directory, domain names, and subdirectories that are set off by symbols such as the tilde ( - ) and a forward slash ( / ).   The second component used to increase one’s meta-web knowledge of Web addresses is to learn about links, also known as digital threads.  Links and their patterns can help to validate any information and quite possibly the value of their source. The third component of meta-web information is search engines.  It is important to determine which search engine may be the best to use for a given project.  Each student should possess an understanding that all search engines are not the same and will yield different results.  Each search engine examines numerous databases of multiple directories. Once a search engine has found possible matches to your search it return their results in several different ways such as by popularity, keywords, etc…  The second part of MAPping deals with the author of the Internet site.  It is important for children to understand that anyone can author anything on the internet.  They will need to be taught to verify their author’s qualifications and accreditations prior to reporting their findings.  They should never be lured into a false sense of security because of someone’s title or alleged credentials.  The third part to MAPping is to learn how to assess the author’s purpose behind the website.  Is the website built for the shear purpose of advocacy or was it built based on objectivity. If the website was built for the purpose of advocacy, then what is it recommending to the reader of the article?  If the author’s purpose was objectivity then what perspective and/or viewpoint is the author presenting?  These are several questions that the practitioner will need to be trained to ask their students.

MAPping would become part of my district’s technology plans and goals as a foundational building block to be implemented in the elementary grades and taught as an introductory skill under the guise of additional informed use of technology.  It helps prepare students to succeed in the digital world enhancing their critical thinking skills and their research skills thus positively impacting student achievement.

Essential Elements of Instruction

In Pittsburgh, we have extended Charlotte Danielson’s third domain of instruction from five components to seven components. Through communicating with students; using questioning and discussion techniques; engaging students in learning; using assessments in instruction; demonstrating flexibility and responsiveness; impacting student growth; and implementing lessons equitably each teacher is able to show how they execute their plans that they developed through domain one of planning, preparation, and assessment. Each of the seven components allows practitioners the ability to show that all of their students are highly engaged in the learning and can contribute to their own success, as well as to that of their classmates, through active involvement and participation in equitable discussions.

In the first component under instruction, communication plays an important part in the education of our children. Communication can be verbal, nonverbal, or written but must be clear and articulate. Students must be able to understand directions, expectations, and important concepts to have success in the classroom.

Another essential element of instruction is how the practitioner uses questioning and discussion techniques. These techniques are an intricate part of every distinguished teacher’s lesson. When questions are higher ordered and when the teacher allows for appropriate wait time for the student response, the product is then able to be of high quality and rigor. This is also where the proficient teachers are able to recognize and clarify any student misconceptions, as well as, provide opportunities for students to partake in “Accountable Talk” moves that promote good discussion among their students.

The third component is engaging students in learning. It is essential that students aren’t just on task physically, but are fully engaged intellectually promoting rigorous and deep learning. Another characteristic of this component is the meaningful and purposeful grouping of the students that allow the each student to be a resource to each other as they move through challenging content.

A fourth essential element of instruction is using assessment to inform instruction. Teachers must continuously monitor student learning so that they can make any necessary changes. Another important part of this component is teacher feedback which should be accurate, specific, and timely which allows students to correct their own errors. If students are clear about their own instructional outcomes then the teachers can help students monitor and adjust their own learning.

The fifth instructional component is demonstrating flexibility and responsiveness. The teacher must be able to respond flexibly to a situation and utilize alternative activities or multiple activities, if necessary, to make the learning experience more valuable for each student. A few of the reasons to be flexible might be if the activity is not working as expected; an event occurs that the teacher realizes could be an outstanding learning opportunity; or if several of the students are struggling with the content being presented.

The last two components that were added in Pittsburgh are, impacting student growth and implementing lessons equitably that were both inserted to address the racial disparity in PPS. The impact of student growth and success of all our students, but specifically the growth and success of our African American students, are the major emphasis of this component. The phrase “effort creates ability” is baked into the classroom culture and is emphasized and embraced through relationships between the learners and the practitioner.

The last element of instruction is directly related to being culturally responsive in the teacher’s practices and the wide array of strategies that are employed through the practitioner’s pedagogy. The teaching of multi-sensory learning styles is important to many students but especially to our African American students. Touching upon students senses allow those non-traditional learners to achieve success. Kinesthetic learners, visual learners, and auditory learners all are reached through different avenues.

Who is the person that inspired you?

My first blog post is a dedication post as well as, an acknowledgement post to the colleague who has been an inspirational leader. I owe so much of my success to Dr. Barbara Rudiak, the woman who nudged me in the direction to pursue my Superintendent’s Letter of Eligibility (SLE). This past Friday, June 28th, 2013, she retired from the Pittsburgh Public Schools after 38 years of service to the children of Pittsburgh.

Dr. Rudiak served the district in many roles throughout her years such as: teacher, supervisor, and assistant superintendent to name just a few. It was as assistant superintendent that she began to impact my life in so many ways. After being a principal in some of the roughest schools in the city, I felt I didn’t have too much more to learn; boy was I wrong. For the last seven years she helped to transform and mold me into much more than a building manager. She pushed and challenged me to become the educational leader in my building. She had the knack of being able to take your strengths and fuse them with your areas of growth to make you a better leader. She used laughter and humility in such a way that you didn’t feel threatened, but you knew exactly what she was saying underneath that chuckle with the raised eyebrows. Through her foresight she knew who would be good working pairs so that both parties would gain from the experience and collaboration. She was always asking questions. At first I thought she just asked because she wasn’t sure about the answer. After spending time with her I found that her questions were meant to further my knowledge, to push my thinking, and to challenge the known with the unknown.

But it was Barbara that saw something inside of me that I didn’t even know existed. Three years ago she nominated me for the National Distinguished Principal’s Award; an award that she won fifteen years prior. It was at this point that I actually started to believe in myself. This was my tipping point. I finished as the runner-up, but the experience was incredible. Even more impressive was how she was able to cultivate a building manager into an educational leader. She saw, recognized, and celebrated the eternal flame that burned inside of me long before I did. She helped blaze my continuing educational path and is the one responsible for fueling my desire to not to settle for just the principalship.

There is no doubt without her mentorship, friendship, guidance, and tutelage that I would not be pursuing the SLE. I only hope that once I graduate and become a superintendent I can return the gratitude and respect that she so rightfully deserves.

Who is your inspirational leader?