Ross Cooper

What Is Our Default Reaction to Disagreement?

Not too long ago, Tony Sinanis (Hastings-on-Hudson Superintendent) and I presented on 5 Ways to Support a Culture of Learning. One of the main points we discussed is how feedback must be a normalized and welcome part of the learning process. While conversations about feedback generally focus on what feedback is and isn’t, why it’s valuable, and how to give it, during our presentation Tony went out of his way to emphasize the idea of being mindful of how we respond to feedback. For instance, as an administrator, if I’m not accepting of feedback, I shouldn’t expect my teachers to listen to what I (and possibly, their peers) have to say. In other words, I need to model the behavior I want to see in others.

Confirmation Bias

The Oxford Dictionary defines confirmation bias as “The tendency to interpret new evidence as confirmation of one’s existing beliefs or theories.”

Confirmation bias (along with other factors, such as insecurity and ego) can prevent us from being accepting of feedback, and to a greater degree, disagreement.

In Creativity, Inc., Ed Catmull (author and President of Pixar) explains how confirmation bias can hinder an organization:

Most of us walk around thinking that our view is best – probably because it is the only one we really know. You’d think the fact that we all have major misunderstandings with people at times – squabbles over what was said or what was meant – would clue us in to the reality that so incredibly much is hidden from us. But, no. We have to learn, over and over again, that the perceptions and experiences of others are vastly different than our own. In a creative environment, those differences can be assets. But when we don’t acknowledge and honor them, they can erode, rather than enrich, our creative work.

5 Stages of Disagreement

Since our presentation, I’ve tried to be more cognizant of how I respond to any type of disagreement. And, based on my experiences (and my mistakes), I’ve mapped out five stages of disagreement. All of the stages, with the exception of the fifth (the “highest”), involve some form of confirmation bias.

When looking at these stages, if you’re self-evaluating, ask yourself, “What is my default reaction to disagreement?” (And then maybe think about whether or not your colleagues would agree with your self-evaluation.)

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5 Ways to Support a Culture of Learning

By Ross Cooper 8 Comments

Last weekend at the Long Island Connected Educator’s Summit, Tony Sinanis and I facilitated a session, 5 Ways to Support a Culture of Learning. A few days prior to the conference he shot me over a bunch of ideas and then we worked together to refine them for our presentation. So, as a disclaimer, these “5 ways” are more his than mine, although I do agree with them.

That being said, here are the five ways to support a culture of learning. And, after each one are three points to consider.

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Flexible Learning Spaces: The Start of Our Journey

By Ross Cooper 2 Comments

Over the past few weeks, my teachers and I have been exploring flexible learning spaces. And our goal is to hit the ground running with implementation at the beginning of the 2018-2019 school year. (Of course, we can experiment when our supplies arrive before then.)

Here’s the email (slightly modified) that officially began this movement. It was sent out about three weeks ago.

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I’m a New Principal, Here’s My Entry Plan…

By Ross Cooper 16 Comments

On January 15 I began my first job as a principal, as the Elementary Principal of T. Baldwin Demarest Elementary School (TBD) in the Old Tappan School District. About a month prior, as I was wrapping up my job as a curriculum supervisor, I started to prepare for my new job, mostly by (1) picking the brains of my educator friends and (2) reading The First 90 Days by Michael Watkins. The best of these thoughts and ideas made their way into an entry plan, which I started to execute soon after I became a principal.

In reading The First 90 Days, one of the quotes that stuck out to me the most was, “For leaders joining new organizations…it helps to think of yourself as an anthropologist sent to study a newly discovered civilization.” And it is this quote that sums up the overarching goal of the entry plan. Two more specific goals:

Establish relationships
Learn about the school’s history, where we are now, and where our stakeholders think we should go

That being said, here’s the majority of my entry plan.

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15 Concise Thoughts on #Leadership

By Ross Cooper 1 Comment

Before I move on to discussing my new job as an Elementary School Principal, one more time (for now) I want to look back upon my previous experiences as an administrator – more particularly, my last 2.5 years as a curriculum supervisor. Reflection is a crucial part of student learning, so as educators we should be modeling the way by leveraging previous experiences to better ourselves on both a professional and personal level.

That being said, soon after I completed my stint as a curriculum supervisor on December 22, I jotted down 15 thoughts on leadership (some of which directly relate to ways I know I can improve). Here they are. Enjoy!

What matters more than anything else is how we treat others.
It’s one thing to say relationships are important; it’s another thing to live it and breathe it and experience it.
Always seek to understand. We cannot begin to comprehend what others have experienced.
If we don’t have trust, we have nothing.
One of the worst messages we can send to others is that we don’t value their opinions.
I’ve heard many educators claim that the worst bullies in schools/districts are usually the adults; I don’t disagree.
Friction promotes growth. Conflict tears down culture.
When we’re insecure in our actions, we criticize others. When we’re confident, we can let our actions speak for themselves.
Identical accomplishments can be applauded in one context and ridiculed in another, all depending on the lens through which others choose to view the work.
When we start to justify our actions with a job title, we’re on a slippery slope.
There’s a difference between focusing on what we want to do and focusing on what needs to be done.
When we consistently harp on what could/should be, we’re possibly insulting the hard work of others without even knowing it.
Theory tends to generate anxiety, while practicality promotes progress.
Day in, day out consistency is not easy.
Intentionally surrounding yourself with the right people can change your life.

What can you add to the list?

Connect with Ross on Twitter.

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What Joe DiMaggio Taught Me About Leadership

By Ross Cooper 8 Comments

Yes, this is the longest I’ve gone without blogging in about four years. But, I have an excuse…

Since my last post I’ve made the transition from K-12 curriculum supervisor in Pennsylvania to Bergen County, New Jersey, where (as of January 15) I am now the proud Elementary Principal of T. Baldwin Demarest Elementary School (TBD) in the Old Tappan School District. And, while I undoubtedly look forward to my work being the main focus of my writings, I do think it’s important to spend a post or two reflecting upon previous experiences.

That being said…

December 22 was my final day with the Salisbury Township School District. On this day, when I got home from work, I started to make the mental transition from curriculum supervisor to principal. As part of this process (aside from taking a much needed power nap), I hopped on the phone with someone I consider a mentor and one of my best friends, Tony Sinanis. As part of our conversation, we talked about a handful of Elementary Principals (current and former) from whom I could learn. Looking back, what stands out to me the most aren’t necessarily the names themselves, but the fact that these were educators who I was already following and learning from via social media, but I hadn’t had many one-on-one interactions with them that did much more than scratch the surface. In other words, I was learning from them and they didn’t even know it.

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Professional Development: Focusing on Student Choice

By Ross Cooper 2 Comments

Under the leadership of our Middle School Principal, Ken Parliman, we’re in the process of rethinking some of our middle level electives to provide students with more personalized learning experiences.

In preparation for these shifts, not too long ago I led the facilitation of an all-day professional learning session for our middle level specialists (those who teach the electives). I planned for this day alongside Ken and my Assistant Superintendent, Lynn Fuini-Hetten.

The theme for the day was student choice, and everything was encompassed by the essential question:

What decisions am I making for students that they could make for themselves?

What decisions am I making for students that they could make for themselves? via @spencerideas & @ajjuliani #EmpowerBook Share on X

This question is from Empower, by John Spencer and A.J. Juliani. This a book I can highly recommend, and Spencer’s work served as the basis for what we accomplished.

The Agenda

Here’s the agenda for the professional learning:

The essential question was revealed and briefly discussed.
We watched and then discussed the YouTube video, 10 Ways to Empower Students With Choice, by John Spencer.

Each participating teacher chose a project he or she had already facilitated. With their projects in mind, each teacher filled out a T-Chart (in Google docs). The left-side contained the teacher choices that took place during the project, and the right-side contained the student choices.
With the following prompts in mind, participants analyzed and discussed each other’s T-Charts and projects:
- Looking at everyone’s examples of student choice, are there any possible ways you could group them into categories? What commonalities exist?
- How could you provide more student choice within your project?
- What are your reservations for providing more student choice?
With the following prompts in mind, participants read and then discussed the eBook, Getting Started with Student Choice, by John Spencer:
- Where is the author full of crap? (if at all)
- Where does the author hit the nail on the head?
- What practical tips are provided?

The Culminating Activity

Directions

Think of a project/activity you already use. Create ways to embed more student choice into it, based on “moving up” the diagram (p. 32 in the eBook, above) on your journey to the FroYo model. As you’re designing your project/activity, consider the following questions:
- Will students be designing a product? Solving a problem? Open-ended? Something else?
- As a result of the project/activity, what do you want students to understand?
- How will students be assessed and possibly, graded?
- For the lessons that take place within the context of your project/activity, (1) what content will need to be addressed, and (2) how will it be addressed?
After, share out the following:
- What was your “before” project? What is your “after” project? How do they contrast?
- What new opportunities are there for student choice? How do you think these opportunities will benefit your students?
Peer feedback.

In the End

Shortly after the session, I posted the following on Facebook:

Today I worked with my Middle School Principal to facilitate an all-day session on student choice during project design. Great stuff! Feeling inspired! (Sometimes if we remove the buzzwords and drill down to what matters, moving forward is that much easier.)

Through professional learning, there are countless ways to tackle such practices/topics as: inquiry-based learning, project based learning, personalized learning, learner agency, etc. However, often times, when we lead with these terms, we can easily intimidate and possibly “turn off” participants (especially when a district doesn’t have a common definition/understanding of what these terms involve). So, in this particular instance, we chose student choice as our entry point. By the end of the day we ended up exploring all of the above and a whole lot more. And, in the process, I do believe we comfortably “met participants where they were” without being disrespectful of the work they had already done.

Finally, as usual, I look forward to improving upon this professional learning for when we decide to roll it out again!

How do you encourage student choice?

Connect with Ross on Twitter.

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Yes, Learning Targets Can Make Our Lives Easier

By Ross Cooper 11 Comments

My first few years in the classroom I wasn’t a big fan of learning targets or posting learning targets prior to each lesson for students to see. These feelings were mostly driven by my experiences as a student teacher, during which I had to write the standard on the board prior to each lesson. (I mistakenly thought standards were the same as learning targets. But, in reality, posting the actual standard was even worse.) I also thought the learning target approach to revealing content was both generic and lame.

However, I can say now that I started to “get” learning targets when I began to give my students more choices in regards to how they expressed their learning. In short, I was making the transition from, “Learn this in this way!” to, “This is what we’re learning, and you can demonstrate your understandings however you’d like!”

This shift was most evident when examining the rubrics my students and I used during our project based learning experiences. Initially, these rubrics looked like project directions regurgitated in another format, which promoted compliance, not creative learning. Many of my students were able to “play the game of school” and earn an A by simply following what had been outlined for them in their rubric/directions: appropriately title your work, include three photographs related to your topic, include at least ten adjectives, cite five sources, etc. Furthermore, in the end, all finished products usually looked quite similar.

Then, after a few years of this productive struggle, it was nothing short of groundbreaking for my students and me when I decided to start populating each rubric’s left-hand column with learning targets (as opposed to tasks). As students made their way through these projects, I gave them feedback in relation to where they were on the continuum of hitting each target (instead of telling them what hoop to jump through next in order to earn an A). Increasingly, feedback and assessment focused on what students were supposed to learn, not what I wanted them to do. And, because feedback wasn’t task-specific, students were able to naturally own how they learned and displayed their knowledge.

The Graphic

As I continue to wrap my head around learning targets, I’ve created the graphic (above), which illustrates the various degrees to which learning targets can impact learning. From top to bottom, choices range from most restrictive to least restrictive. For example, after choosing one from each column (as the graphic indicates), we can end up with, “Teacher chooses target(s). Hit the target(s) this way, by this date, at this time.” Here, we’re one-size-fits-all without student choice. The other extreme is, “Learner creates target(s). Hit the target(s) however you want, at your own pace.” This path resembles personalized learning. And, with all the buzz about personalized learning (and student choice, student agency, learner-centered spaces, etc.), I have found that these abstract (and sometimes, intimidating) approaches are much more concrete (and far less scary) when considered through the lens of learning targets.

Two more ideas related to learning targets…

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The 6 Drivers of Inquiry-Based Learning

By Ross Cooper 4 Comments

Inquiry-based learning can be defined as learning that “starts by posing questions, problems or scenarios – rather than simply presenting established facts or portraying a smooth path to knowledge.” In short, we uncover material, as opposed to content coverage and the memorization and regurgitation of facts and knowledge.

As a teacher, everything I taught was infused, in one way or another, with inquiry, creativity, and/or literacy. And, inquiry was often integrated with the other two.

As an administrator, whenever I walk into a teacher’s classroom, one of the first things I almost always subconsciously look for is whether or not the students are engaged in inquiry. However, telling a teacher, “Your students need to engage in more inquiry,” is comparable to letting a comedian know she needs to be funnier or asking a pizzaiolo to make a better dough. And, vague directives in the absence of explicit instruction typically generate anxiety.

To avoid these anxieties, and for progress to actually take place, we need to drill down to the nitty gritty and be as explicit as possible. In other words, we need to be explicit about being explicit and leverage specific strategies to comfortably move forward for the benefit of our students.

With these thoughts in mind, I’ve been obsessing over inquiry’s common denominators – the strategies or drivers we should always consider when implementing an inquiry-based lesson.

That being said, here are the six drivers of inquiry-based learning. And, while I don’t think every lesson or activity must have all six, I do believe that once we (and our students) become comfortable with an inquiry approach, all drivers will naturally find a way into learning experiences on a regular, if not daily, basis.

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Introducing the HIP-E Framework for Levels of AUTHENTIC Tech Use

By Ross Cooper 1 Comment

I’ve always thought that education frameworks are a bit of a double-edged sword. Yes, they often help us to simplify complex processes by making them easier to understand, but at the same time we run the risk of dumbing down or compartmentalizing what we’re doing by taking something that’s complex (but valuable) and turning it into concrete steps or stages.

In the world of educational technology, the most popular framework is easily the SAMR Model (read about it here), which I was first introduced to back in 2011. Three brief thoughts on the model:

On many occasions I’ve heard educators heatedly debate where their lessons fall on the SAMR Ladder. For me, this is splitting hairs. We should simply be asking ourselves, “Are we first and foremost meeting the needs of our students, while using technologies to accomplish what we couldn’t otherwise do without the technology itself?”
When we obsess over SAMR, we’re potentially doing wrong by our students. Just because a lesson is “above the line” (modification or redefinition), doesn’t mean worthwhile learning is happening. (For an example, see one of my previous posts, The Problem with App Smashing.)
If we focus our professional learning on solid pedagogy (without overemphasizing technology), educators will usually find their own ways to leverage technologies to enhance what they’ve learned. As I mentioned in a post on student-run Edcamps:

Christina [first grade teacher] was able to incorporate various technologies into her classroom, despite the fact that none of our Writing Workshop professional learning explicitly focused on technology. We learned about the Writing Workshop framework (along with the Units of Study), and once she developed a deep understanding of these practices, the natural next step for her was to enhance what she was doing with a combination of technologies that (1) were already available to her, and (2) she explored through a webinar. Furthermore, several other teachers have also taken it upon themselves to do the same.

I do believe the SAMR Model is a fine starting point for those who are at the early stages of regularly integrating technologies into their instruction. But, I have found that an overreliance on a technology framework places too much emphasis on technology (surprise, surprise), and not enough of a focus on the actual learning that’s taking place. One way to view this problem is that there’s nothing wrong with the model; it’s how you use it.

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