How a “community-up” model of school relationships can nurture teacher agency
Time Is an Essential Teacher Resource, So How Can Schools Be More Creative With It?
A Problem-Solving Game For Teachers and Administrators
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FM","link":"/"}},"mindshift_61552":{"type":"posts","id":"mindshift_61552","meta":{"index":"posts_1591205157","site":"mindshift","id":"61552","score":null,"sort":[1683021630000]},"guestAuthors":[],"slug":"how-a-community-up-model-of-school-relationships-can-nurture-teacher-agency","title":"How a “community-up” model of school relationships can nurture teacher agency","publishDate":1683021630,"format":"standard","headTitle":"How a “community-up” model of school relationships can nurture teacher agency | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted with permission of the publisher Jossey-Bass, a Wiley brand, from \u003c/span>\u003c/i>\u003ca href=\"https://www.wiley.com/en-us/Teaching+Fiercely%3A+Spreading+Joy+and+Justice+in+Our+Schools-p-9781119867678\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">“Teaching Fiercely: Spreading Joy and Justice in Our Schools”\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> by Kass Minor. Copyright \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">©\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\"> 2023 by Kass Minor. All rights reserved.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is important to distribute equitable responsibility within the community to nourish teachers with time and space for planning, thinking, reflecting and collaborating. When this labor is centered on one entity, like “school leadership” or “grade team leaders” or even one person like “the principal,” the likelihood that an authentic and intentional thought sanctuary for teachers will come into fruition is minimal. One way to think about this movement is through the concept of “community-up,” meaning that community growth is connective, lateral and moves upward, together.\u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-thumbnail wp-image-61559\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-160x200.jpg\" alt=\"\" width=\"160\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-1020x1278.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-1226x1536.jpg 1226w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-1634x2048.jpg 1634w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-1920x2406.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely.jpg 2043w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The cylindrical model shown below is an example of a community-up model, and supports organizing within a school community. I learned about the cylindrical model from Indigenous educator Cinnamon Kills First during her keynote speech at the Arizona K12 Center’s \u003c/span>\u003ca href=\"https://www.azk12.org/events-management/fifteenth-annual-teacher-leadership-institute-elevating-student-voice-through-teacher-leadership/\">\u003cspan style=\"font-weight: 400\">Teacher Leadership Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and, later, a collaboration we did. Like \u003c/span>\u003ca href=\"https://firstnationspedagogy.ca/circletalks.html\">\u003cspan style=\"font-weight: 400\">talking circles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it is based on Indigenous wisdom. Many educators are familiar with talking circles, where classroom communities meet together in a circle formation to initiate, build and/or restore community.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While talking circles are usually referred to in the restorative context, circles also are used as an instructional methodology wherein communities learn together, co-creating knowledge. Importantly, the community of people participating sit within a circle shape so all members are able to see each other, and no one person is centered. All people within the circle are equally visible. Usually, an item referred to as an “object of power” is held to indicate a person is the speaker, and is passed around for turn-taking.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The cylindrical model builds on circle ideology; it is used to symbolize a flattened hierarchy, where no one person in the community is more important or more capable than another. As the circle of people in the community contribute and learn together, the circle grows upward, transforming into a cylinder, showing equitable growth for all.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61553\" class=\"wp-caption aligncenter\" style=\"max-width: 940px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61553 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525.png\" alt=\"\" width=\"940\" height=\"585\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525.png 940w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525-800x498.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525-768x478.png 768w\" sizes=\"(max-width: 940px) 100vw, 940px\">\u003cfigcaption class=\"wp-caption-text\">With permission from Cinnamon Kills First, I imposed the categorization and labels to the shapes she presented at the Fifteenth Annual Leadership Institute: Evaluating Student Voice Through Teacher Leadership conference. \u003ccite>(Courtesy of Kass Minor)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">To the right of the cylindrical model, notice the triangle. The triangle is a more typical representation of how power and agency flows through a school. At the top, school leaders are positioned with ultimate decision-making power. Their vision, guidance and leadership (or lack thereof) significantly impacts how all people experience school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the right bottom angle of the triangle, you will find teachers. The yellow arrows shown between teachers and school leaders demonstrate how connected they are as well as their relational power dynamic. This is significant: School leaders are almost always positioned above teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids are placed on the bottom side of the triangle, representing their lack of power within the school, as well as the people with whom they are connected to: their parents and/or caregivers and their teachers. They also serve as a conduit for how teachers and parents and/or caregivers communicate with one another. That is, what kids say happens during their school day is interpreted by parents/caregivers in ways that shape their perspective on their child’s teacher. This can either hinder or strengthen teacher agency.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, you’ll see the left side of the triangle connecting parents/caregivers to school leaders. This connection varies across school, but this body of voices has the power to heavily influence the ways in which school leaders strategize and make decisions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The cylindrical, or “community-up” model allows the entire school community to contribute to the needs of school communities, enabling more space and time for teachers to plan, collaborate and be thoughtful when developing curriculum and making instructional decisions based on the needs of their students. Potentiality for community contributions is vast, and, again, looks very different depending on school demographics, resources and perspectives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below are a few examples of distributed community contributions:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">One community I worked in solicited parent volunteers to serve as substitute teachers so their teachers on staff could participate in professional development together with me. Many parents and caregivers volunteered; however, this com- munity was affluent, mostly white and East Asian, and many volunteers had jobs with flexibility that allowed them to con- tribute their time during the school day.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Another time, a principal I worked with liaised with a community sports group to spend time with children in the gym so teachers could curate their classroom libraries more thoughtfully together, rather than covering each other’s classrooms and doing the work in isolation. In that case, the community was predominantly immigrant and BIPOC, disadvantaged economically, but advantaged in that they had a long-term commitment to building cross-community relationships.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I’ve also seen students contribute to nourishing teachers’ agency. One school I worked in regularly invited students to attend curriculum-making sessions with teachers, acting as thought partners with their teachers to ensure their learning was relevant to their experience. These experiences were built across their advisory program, so when curriculum meetings happened, students were prepared to contribute in meaning- ful ways. This particular school served economically disad- vantaged students and was racially and economically diverse.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Significantly, they were led by a visionary school leader with a strong, diverse school equity team who were equipped to actionize various learning structures they learned through workshops centering students, equity, and racial dynamics as part of their school experience.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft size-thumbnail wp-image-61554\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/image1-160x200.jpg\" alt=\"\" width=\"160\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/image1-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/image1-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/image1.jpg 775w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cem>\u003ca href=\"https://twitter.com/MsKass1\" target=\"_blank\" rel=\"noopener\">Kass Minor\u003c/a> is an inclusive educator and community organizer who is deeply involved in local, inquiry-based teacher research and school community development. Alongside partnerships with the University of Chicago, Teachers College Inclusive Classrooms Project, The Author Village and the New York City Department of Education, since 2004, she has worked as a teacher, staff developer, adjunct professor, speaker and documentarian. \u003c/em>\u003c/span>\u003cem>\u003cspan style=\"font-weight: 400\">Kass reads books like other people listen to albums, and the classroom is her concert space. While Kass’s organizing work in school communities is inspired by her North Stars Myles Horton and Fannie Lou Hamer, her pedagogy is centered in joy from the communities that surround her and motivated by the idea that every adult can teach, and every student can learn. Teacherhood, paired with motherhood, has driven her love of information sharing and redefining who gets to be a knower in the fiery world we live in today. Keep in touch with her on social media @MsKass1, or follow her whereabouts by \u003ca href=\"http://bit.ly/TeachFierceUpdates\" target=\"_blank\" rel=\"noopener\">signing up for her newsletter\u003c/a>.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In “Teaching Fiercely,” Kass Minor describes the cylindrical model, which is based on Indigenous wisdom and symbolizes a flattened hierarchy. As people in the community contribute and learn together, the circle grows upward – equitable growth for all.\r\n\r\n","status":"publish","parent":0,"modified":1683122321,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1123},"headData":{"title":"How a “community-up” model of school relationships can nurture teacher agency | KQED","description":"Based on Indigenous wisdom, the model symbolizes a flattened hierarchy that contributes, learns and grows upward together.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How a “community-up” model of school relationships can nurture teacher agency","datePublished":"2023-05-02T10:00:30.000Z","dateModified":"2023-05-03T13:58:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61552/how-a-community-up-model-of-school-relationships-can-nurture-teacher-agency","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted with permission of the publisher Jossey-Bass, a Wiley brand, from \u003c/span>\u003c/i>\u003ca href=\"https://www.wiley.com/en-us/Teaching+Fiercely%3A+Spreading+Joy+and+Justice+in+Our+Schools-p-9781119867678\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">“Teaching Fiercely: Spreading Joy and Justice in Our Schools”\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> by Kass Minor. Copyright \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">©\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\"> 2023 by Kass Minor. All rights reserved.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is important to distribute equitable responsibility within the community to nourish teachers with time and space for planning, thinking, reflecting and collaborating. When this labor is centered on one entity, like “school leadership” or “grade team leaders” or even one person like “the principal,” the likelihood that an authentic and intentional thought sanctuary for teachers will come into fruition is minimal. One way to think about this movement is through the concept of “community-up,” meaning that community growth is connective, lateral and moves upward, together.\u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-thumbnail wp-image-61559\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-160x200.jpg\" alt=\"\" width=\"160\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-1020x1278.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-1226x1536.jpg 1226w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-1634x2048.jpg 1634w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely-1920x2406.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/05/teaching-fiercely.jpg 2043w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The cylindrical model shown below is an example of a community-up model, and supports organizing within a school community. I learned about the cylindrical model from Indigenous educator Cinnamon Kills First during her keynote speech at the Arizona K12 Center’s \u003c/span>\u003ca href=\"https://www.azk12.org/events-management/fifteenth-annual-teacher-leadership-institute-elevating-student-voice-through-teacher-leadership/\">\u003cspan style=\"font-weight: 400\">Teacher Leadership Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and, later, a collaboration we did. Like \u003c/span>\u003ca href=\"https://firstnationspedagogy.ca/circletalks.html\">\u003cspan style=\"font-weight: 400\">talking circles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it is based on Indigenous wisdom. Many educators are familiar with talking circles, where classroom communities meet together in a circle formation to initiate, build and/or restore community.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While talking circles are usually referred to in the restorative context, circles also are used as an instructional methodology wherein communities learn together, co-creating knowledge. Importantly, the community of people participating sit within a circle shape so all members are able to see each other, and no one person is centered. All people within the circle are equally visible. Usually, an item referred to as an “object of power” is held to indicate a person is the speaker, and is passed around for turn-taking.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The cylindrical model builds on circle ideology; it is used to symbolize a flattened hierarchy, where no one person in the community is more important or more capable than another. As the circle of people in the community contribute and learn together, the circle grows upward, transforming into a cylinder, showing equitable growth for all.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61553\" class=\"wp-caption aligncenter\" style=\"max-width: 940px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61553 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525.png\" alt=\"\" width=\"940\" height=\"585\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525.png 940w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525-800x498.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Community-Up.Teaching-Fiercely.Kass-Minor-e1682970469525-768x478.png 768w\" sizes=\"(max-width: 940px) 100vw, 940px\">\u003cfigcaption class=\"wp-caption-text\">With permission from Cinnamon Kills First, I imposed the categorization and labels to the shapes she presented at the Fifteenth Annual Leadership Institute: Evaluating Student Voice Through Teacher Leadership conference. \u003ccite>(Courtesy of Kass Minor)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">To the right of the cylindrical model, notice the triangle. The triangle is a more typical representation of how power and agency flows through a school. At the top, school leaders are positioned with ultimate decision-making power. Their vision, guidance and leadership (or lack thereof) significantly impacts how all people experience school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the right bottom angle of the triangle, you will find teachers. The yellow arrows shown between teachers and school leaders demonstrate how connected they are as well as their relational power dynamic. This is significant: School leaders are almost always positioned above teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids are placed on the bottom side of the triangle, representing their lack of power within the school, as well as the people with whom they are connected to: their parents and/or caregivers and their teachers. They also serve as a conduit for how teachers and parents and/or caregivers communicate with one another. That is, what kids say happens during their school day is interpreted by parents/caregivers in ways that shape their perspective on their child’s teacher. This can either hinder or strengthen teacher agency.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, you’ll see the left side of the triangle connecting parents/caregivers to school leaders. This connection varies across school, but this body of voices has the power to heavily influence the ways in which school leaders strategize and make decisions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The cylindrical, or “community-up” model allows the entire school community to contribute to the needs of school communities, enabling more space and time for teachers to plan, collaborate and be thoughtful when developing curriculum and making instructional decisions based on the needs of their students. Potentiality for community contributions is vast, and, again, looks very different depending on school demographics, resources and perspectives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below are a few examples of distributed community contributions:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">One community I worked in solicited parent volunteers to serve as substitute teachers so their teachers on staff could participate in professional development together with me. Many parents and caregivers volunteered; however, this com- munity was affluent, mostly white and East Asian, and many volunteers had jobs with flexibility that allowed them to con- tribute their time during the school day.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Another time, a principal I worked with liaised with a community sports group to spend time with children in the gym so teachers could curate their classroom libraries more thoughtfully together, rather than covering each other’s classrooms and doing the work in isolation. In that case, the community was predominantly immigrant and BIPOC, disadvantaged economically, but advantaged in that they had a long-term commitment to building cross-community relationships.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">I’ve also seen students contribute to nourishing teachers’ agency. One school I worked in regularly invited students to attend curriculum-making sessions with teachers, acting as thought partners with their teachers to ensure their learning was relevant to their experience. These experiences were built across their advisory program, so when curriculum meetings happened, students were prepared to contribute in meaning- ful ways. This particular school served economically disad- vantaged students and was racially and economically diverse.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Significantly, they were led by a visionary school leader with a strong, diverse school equity team who were equipped to actionize various learning structures they learned through workshops centering students, equity, and racial dynamics as part of their school experience.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft size-thumbnail wp-image-61554\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/image1-160x200.jpg\" alt=\"\" width=\"160\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/image1-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/image1-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/image1.jpg 775w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cem>\u003ca href=\"https://twitter.com/MsKass1\" target=\"_blank\" rel=\"noopener\">Kass Minor\u003c/a> is an inclusive educator and community organizer who is deeply involved in local, inquiry-based teacher research and school community development. Alongside partnerships with the University of Chicago, Teachers College Inclusive Classrooms Project, The Author Village and the New York City Department of Education, since 2004, she has worked as a teacher, staff developer, adjunct professor, speaker and documentarian. \u003c/em>\u003c/span>\u003cem>\u003cspan style=\"font-weight: 400\">Kass reads books like other people listen to albums, and the classroom is her concert space. While Kass’s organizing work in school communities is inspired by her North Stars Myles Horton and Fannie Lou Hamer, her pedagogy is centered in joy from the communities that surround her and motivated by the idea that every adult can teach, and every student can learn. Teacherhood, paired with motherhood, has driven her love of information sharing and redefining who gets to be a knower in the fiery world we live in today. Keep in touch with her on social media @MsKass1, or follow her whereabouts by \u003ca href=\"http://bit.ly/TeachFierceUpdates\" target=\"_blank\" rel=\"noopener\">signing up for her newsletter\u003c/a>.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61552/how-a-community-up-model-of-school-relationships-can-nurture-teacher-agency","authors":["4354"],"categories":["mindshift_21579"],"tags":["mindshift_21610","mindshift_21609","mindshift_21611","mindshift_231","mindshift_21213","mindshift_20775","mindshift_21601"],"featImg":"mindshift_61561","label":"mindshift"},"mindshift_52577":{"type":"posts","id":"mindshift_52577","meta":{"index":"posts_1591205157","site":"mindshift","id":"52577","score":null,"sort":[1547022889000]},"guestAuthors":[],"slug":"time-is-an-essential-teacher-resource-so-how-can-schools-be-more-creative-with-it","title":"Time Is an Essential Teacher Resource, So How Can Schools Be More Creative With It?","publishDate":1547022889,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>If it were only up to \u003ca href=\"https://www.thompsonschools.org/loveland\" target=\"_blank\" rel=\"noopener\">Loveland High School\u003c/a> Assistant Principal Marc Heiser, his school would have \u003ca href=\"http://stephenmccarthy.ca/wp-content/uploads/2014/07/Flex-modscheduling.pdf\" target=\"_blank\" rel=\"noopener\">flexible modular scheduling\u003c/a>, or “flex-mod scheduling.” That basically means that each discipline could decide the ideal class length and number of meetings each week, rather than having a standardized schedule where every class period is 45 minutes, no matter the needs of the department. So, for example, math teachers might want to meet every day for 35 minutes. But art teachers might prefer two class meetings a week, each for 90 minutes.\u003c/p>\n\u003cp>“What you end up seeing is a bunch of different size classes or shapes on a scheduling board,” Heiser said. “And everything’s not going to line up.” A flex-mod schedule would mean some kids would have gaps of time in their schedules when one class has ended, but the next hasn’t yet begun. Where would that student go? Maybe a resource room to get extra help or do homework, says Heiser.\u003c/p>\n\u003cp>“We’ve got to give permission to teachers, number one, to think that,” Heiser said. “Also, it’s a lovely thought, but systematically it’s a nightmare.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'The master schedule is the heart and soul of a school reflecting our vision and priorities.'\u003ccite>Dr. Christina Casillas\u003c/cite>\u003c/aside>\n\u003cp>Heiser knows. He’s in charge of creating Loveland’s master schedule and it’s incredibly challenging, even when the periods are all the same length. He knows his dream of a flex-mod system would be better for students, but it raises so many \u003ca href=\"https://www.gettingsmart.com/2017/02/scheduling-for-learning-not-convenience/\" target=\"_blank\" rel=\"noopener\">logistical questions\u003c/a> that don’t have answers yet. How do you track a student through four years of flex-mod scheduling with a gradebook based on semesters, for example?\u003c/p>\n\u003cp>“I’ve got believers, but I don’t have a smart efficient system,” Heiser said. So, in the meantime, he does his best with a traditional bell schedule, which has very little flexibility.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>RETHINKING TIME IN SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>Time is one of the most powerful \u003ca href=\"https://www.kqed.org/mindshift/46456/why-a-schools-master-schedule-is-a-powerful-enabler-of-change\" target=\"_blank\" rel=\"noopener\">levers for change in a school\u003c/a>. Everything about how a school runs from where staff go, to when they have breaks and collaborative time, to what classes students can take, is based on how leaders schedule the limited time within a school day, week and year. It’s important to make those instructional minutes count because teachers never feel they have enough time to get everything done.\u003c/p>\n\u003cp>[contextly_sidebar id=\"KCRr1fX71V9MEg7IJpWumTSS2SFbyM6M\"]\u003c/p>\n\u003cp>“There’s all these other things that teachers have to do, that are outside of the core scheduled experience, that they feel overwhelmed,” said Chris Walsh, the head of growth and impact at \u003ca href=\"https://ablschools.com/\" target=\"_blank\" rel=\"noopener\">Abl\u003c/a>, a company that makes scheduling software. Before Abl, Walsh was a teacher and tech coordinator and has worked for \u003ca href=\"https://newtechnetwork.org/\" target=\"_blank\" rel=\"noopener\">New Tech Network\u003c/a>. He understands that grading, calling parents, meeting with students after class, filling out paperwork, prepping lesson plans, new district initiatives and mandatory professional development can make teachers feel like there’s never enough time.\u003c/p>\n\u003cp>“I really see time and how you use time as one of the most critical levers for change in school because so many things revolve around it,” Walsh said. And he thinks schools can be \u003ca href=\"https://unlockingtime.org/strategies\" target=\"_blank\" rel=\"noopener\">more creative\u003c/a> about how they use the time they have, without \u003ca href=\"https://www.kqed.org/mindshift/25785/for-low-income-kids-is-more-school-time-the-answer\" target=\"_blank\" rel=\"noopener\">lengthening the school day\u003c/a>, which is costly and difficult to achieve at the bargaining table. Through his work with Abl, Walsh has come to realize there are fewer restrictions on how time can be used than people think. That means there’s more flexibility and room for creative thinking about how to make the master schedule serve the strategic goals of a school.\u003c/p>\n\u003cp>“Ultimately we’re trying to build a movement to help schools rethink time across the board,” Walsh said. “A lot of what we’re battling is cultural norms.”\u003c/p>\n\u003cp>Abl is part of the \u003ca href=\"https://unlockingtime.org/\" target=\"_blank\" rel=\"noopener\">Unlocking Time Project\u003c/a>, which provides free resources for school leaders at all levels to assess how they’re using time and to start conversations with staff about what could change.\u003c/p>\n\u003cp>Unlocking Time offers a free school time assessment tool that asks principals to gather information in four areas: the master schedule, bell schedule, staff time and calendaring. After filling in some basic information in those four areas, the principal gets a personalized link with a 15-minute assessment for staff. It asks teachers how they currently use time, and their ideas and openness for changing how time is used. All this information is gathered into a presentation that principals can use to start the dialogue with staff.\u003c/p>\n\u003cp>“There’s no judgment on our part,” Walsh said. “We’re not trying to push people one way or another. What’s good for one school might not be good for another.” And, in fact, he’s found that in this area practitioners are leading the way in thinking about how time could be used more creatively. School leaders are trying different approaches, pushing ahead of the research in this area.\u003c/p>\n\u003cp>\u003cstrong>THE HEADACHES OF SCHEDULING\u003c/strong>\u003c/p>\n\u003cp>For anyone who doesn’t have to do the scheduling in a school, it may not be apparent what a challenging and frustrating job it is. Almost every student has some kind of special schedule that needs accommodation, whether that’s an Individualized Education Program (IEP), Advanced Placement (AP) classes, an IB program, resource classes or even sports. On top of that, assistant principals, who are often tasked with scheduling, are looking to balance classes so there are even numbers of special education and English language learners in different sections. They’re trying to give grade-level teachers the same period off so they can plan together, and they’re thinking about professional development time.\u003c/p>\n\u003cp>Most assistant principals currently use some combination of paper-based requests, massive Excel spreadsheets, a physical magnet board and their Student Information System (SIS) to schedule students. And it quickly turns into a big mess. There are hundreds of moving pieces and often a lot of conflicts. In this cobbled-together process it can be hard for the scheduler to know if a conflict is an essential problem or something that can be ignored.\u003c/p>\n\u003cp>Marc Heiser started using Abl’s master scheduling software when it was in its infancy because he wanted to schedule strategically. He wanted to move toward a more inclusive model for special education students. Rather than pulling them out of class, he created a schedule within a schedule for kids with IEPs. Then he assigned a resource teacher to those rooms so they could provide extra support in the classroom to kids who needed it, with the added benefit of sharing their wisdom on differentiation with the content teacher. He said that would not have been possible with his old system.\u003c/p>\n\u003cp>Abl, which is currently offered only to secondary schools, gives Heiser more insight into who the students are in each class. He can mock up a schedule, see conflicts and then click on each one to see which student it is and the specifics of the conflict. He can also run reports specifically looking at the balance of classes by race, by language status, by special needs. When he makes changes to the schedule he can see how it’s going to ripple out and affect other students.\u003c/p>\n\u003cp>“It allows me to dig into the number of conflicts and who the kids are,” Heiser said. “I have more knowledge and information when I’m building it rather than waiting for the end to have some conversations.”\u003c/p>\n\u003cp>It also saved Heiser time, so he was able to bring counselors and teachers into the scheduling conversation to get their perspectives on what students needed. This not only supported students, but it also gave teachers insight into how the schedule is made.\u003c/p>\n\u003cp>“Teachers now understand the bigger picture and they understand why I can or can’t do something,” Heiser said. They also saw how hard it was for him to give them common planning time to work in professional learning communities, and they started taking better advantage of those precious minutes.\u003c/p>\n\u003cp>“It opened my eyes to how I scheduled,” Heiser said. He began to see how choices he made that “fixed the schedule” might be impacting the class schedule of real students. The technology took some of the logistical burden off him. He no longer had to manually tag kids, for example, so he could think about the process from a more human standpoint.\u003c/p>\n\u003cp>“Every decision I make is going to affect a kid and I want that personalization from the counselor,” said Heiser, explaining why he relies heavily on counselors when making decisions. “Counselors get to show off how much they know about their kids and advocate for their kids.”\u003c/p>\n\u003cp>\u003cstrong>EQUITY\u003c/strong>\u003c/p>\n\u003cp>When Dr. Christina Casillas, principal of \u003ca href=\"https://www.sandiegounified.org/schools/roosevelt\" target=\"_blank\" rel=\"noopener\">Roosevelt International Middle School\u003c/a> in San Diego, started thinking seriously about scheduling she came at the issue from a data-driven perspective. At the time she was the principal of a nearby high school, where she dug into her school’s testing data. She noticed that students who were not identified as gifted were underperforming, which led her to wonder about their experience during the school day. She began to notice more overtly the tracking that the gifted program created in her school and began to wonder if students were underperforming because of the way they were scheduled.\u003c/p>\n\u003cp>“I wondered if there were low expectations, especially due to having a separate classroom setting,” Casillas said.\u003c/p>\n\u003cp>She wanted the ability to look at live data while she was scheduling and to take an entirely student-centered approach to the scheduling process. And she wanted heterogeneous, balanced classes that included the students with special needs, who were still learning English, and who had not been identified as gifted into classes with gifted peers.\u003c/p>\n\u003cp>“The master schedule is the heart and soul of a school reflecting our vision and priorities,” Casillas said. “I really wanted to explore how I could design a master schedule that was really centered on the student.”\u003c/p>\n\u003cp>When she became the principal at Roosevelt Middle, she had a chance to experiment with scheduling designed to support the students who struggled the most. She decided to start by scheduling the neediest students into support classes first, and then layer in other students, starting with those who needed a class that is only offered at one time -- a “singleton” in scheduler lingo.\u003c/p>\n\u003cp>She also wanted to assign staff to balanced teaching assignments and provide time for teacher collaboration so they could share strategies, develop common assessments and look at student work together.\u003c/p>\n\u003cp>“What I was really paying attention to was how the kids were grouped within the school day and how they traveled throughout the day,” Casillas said. The district’s Student Information System had a scheduling tool, but it was blunt and didn’t allow Casillas to think about individual students in this way. The district asked her to pilot Abl to see if it could achieve some of the equity goals she sought.\u003c/p>\n\u003cp>Abl allowed her to identify students who needed extra math and literacy intervention and schedule them so they had the same English, history, math and science teacher. Scheduling by cohort in this way allowed those teachers to meet, discuss and plan around the same group of students, providing them better support. The students who needed extra support weren’t necessarily all in the same class period, but they have the same teachers at some point in the day.\u003c/p>\n\u003cp>“Teachers are now realizing they share the same set of kids and how powerful they can make the school experience when they’re working together in teams,” Casillas said.\u003c/p>\n\u003cp>Roosevelt is in its first year of experimenting with this schedule, so there are still kinks and it’s not yet clear how it will impact achievement data. But Casillas is optimistic because teacher professional learning communities are now centered around specific students. Counselors have joined as well.\u003c/p>\n\u003cp>“They also provide a lens on the students in terms of social emotional aspects, working with the home, looking at attendance. They bring another value when talking with the teacher team,” Casillas said.\u003c/p>\n\u003cp>\u003cstrong>EFFICIENCY\u003c/strong>\u003c/p>\n\u003cp>Jason Medlin was Abl’s first end-to-end user and he claims he hit every glitch. But he still recommends the software to other schedulers. He’s now the principal at \u003ca href=\"https://www.rcboe.org/arc\" target=\"_blank\" rel=\"noopener\">Academy of Richmond County High School\u003c/a>, a Title I school in Augusta, Georgia. But he used to be the assistant principal in charge of scheduling. Many of his students are transient and others choose to come to the school from wealthier neighborhoods for the school's International Baccalaureate (IB) program. Medlin said his roster changes up until the day school starts and he often has 50-70 new kids show up on the first day of school.\u003c/p>\n\u003cp>He wanted a tool that allowed him to see how changes would affect the rest of the school without messing up everything he had already scheduled. Medlin’s experience of scheduling before Abl was the spreadsheet, clunky SIS variety. He considered it a positive if he could get about 70 percent of students scheduled with the SIS software and then he would hand-schedule the rest.\u003c/p>\n\u003cp>“Because you’re doing it by hand you stay in the trees and you never see the forest,” Medlin said. It’s hard to see the big picture of the school when he’s making changes to individual student schedules by hand. And every year the first few days of school saw over 100 kids in the gym trying to fix their schedules one by one.\u003c/p>\n\u003cp>So, Medlin was astounded when he was able to get 92 percent of his school scheduled using Abl on the first run. “My principal said he had never hit 60 percent the first time,” Medlin said. Even better, out of almost 1,000 student requests, only 13 weren’t satisfied.\u003c/p>\n\u003cp>That’s a feat because like so many schedulers, Medlin has to think about meeting IEPs first, then making sure students in the IB track have their required classes. Next come the AP classes and finally the general education classes. But on top of that, some students go to an off-site skilled trades center to take certificated courses in the afternoon, so they needed to have their core classes in the morning.\u003c/p>\n\u003cp>“Those things are real challenges,” Medlin said. He’s proud that he was able to schedule every student in a pathway -- whether IB, AP, or trade center -- with the right classes to complete their course of study. On top of that he was able to schedule so that all foreign language teachers and core content teachers had common planning time and department chairs had an extra planning period.\u003c/p>\n\u003cp>“We just remained very nimble in our master schedule all the way up to the end,” Medlin said. He could see the downstream effects of changes without locking specific students into schedules that couldn’t change, which helped tremendously.\u003c/p>\n\u003cp>The efficiency he found in scheduling allowed him to tell the district he didn’t need three of the full-time employees designated to the school based on their size, which meant they had more money in the budget to use elsewhere.\u003c/p>\n\u003cp>As the first real Abl user, the process was not smooth. Medlin said Abl’s software didn’t communicate with the district’s SIS, so he’d make adjustments in Abl and then have to load it into the SIS to see how it looked. Worse, load times were slow. But, he says the Abl staff were always available to help him with his questions and he understands that his experience helped them work out glitches in their system. Despite the challenges, he’d recommend the software because of what it allowed him to accomplish with the schedule.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"When you’re talking about a school improvement plan, the schedule is your main lever to improve your school,\" Medlin said. \"If you can build the right schedule, have the kids in the right classes with the right teachers, your school is going to improve the first year.\"\u003c/p>\n\n","blocks":[],"excerpt":"Time is one of the most valuable resources educators have, so how can administrators create master schedules that reflect strategic priorities and efficiently use instructional time?","status":"publish","parent":0,"modified":1547022889,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":49,"wordCount":2787},"headData":{"title":"Time Is an Essential Teacher Resource, So How Can Schools Be More Creative With It? | KQED","description":"Time is one of the most valuable resources educators have, so how can administrators create master schedules that reflect strategic priorities and efficiently use instructional time?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Time Is an Essential Teacher Resource, So How Can Schools Be More Creative With It?","datePublished":"2019-01-09T08:34:49.000Z","dateModified":"2019-01-09T08:34:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52577 https://ww2.kqed.org/mindshift/?p=52577","disqusUrl":"https://ww2.kqed.org/mindshift/2019/01/09/time-is-an-essential-teacher-resource-so-how-can-schools-be-more-creative-with-it/","disqusTitle":"Time Is an Essential Teacher Resource, So How Can Schools Be More Creative With It?","path":"/mindshift/52577/time-is-an-essential-teacher-resource-so-how-can-schools-be-more-creative-with-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>If it were only up to \u003ca href=\"https://www.thompsonschools.org/loveland\" target=\"_blank\" rel=\"noopener\">Loveland High School\u003c/a> Assistant Principal Marc Heiser, his school would have \u003ca href=\"http://stephenmccarthy.ca/wp-content/uploads/2014/07/Flex-modscheduling.pdf\" target=\"_blank\" rel=\"noopener\">flexible modular scheduling\u003c/a>, or “flex-mod scheduling.” That basically means that each discipline could decide the ideal class length and number of meetings each week, rather than having a standardized schedule where every class period is 45 minutes, no matter the needs of the department. So, for example, math teachers might want to meet every day for 35 minutes. But art teachers might prefer two class meetings a week, each for 90 minutes.\u003c/p>\n\u003cp>“What you end up seeing is a bunch of different size classes or shapes on a scheduling board,” Heiser said. “And everything’s not going to line up.” A flex-mod schedule would mean some kids would have gaps of time in their schedules when one class has ended, but the next hasn’t yet begun. Where would that student go? Maybe a resource room to get extra help or do homework, says Heiser.\u003c/p>\n\u003cp>“We’ve got to give permission to teachers, number one, to think that,” Heiser said. “Also, it’s a lovely thought, but systematically it’s a nightmare.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'The master schedule is the heart and soul of a school reflecting our vision and priorities.'\u003ccite>Dr. Christina Casillas\u003c/cite>\u003c/aside>\n\u003cp>Heiser knows. He’s in charge of creating Loveland’s master schedule and it’s incredibly challenging, even when the periods are all the same length. He knows his dream of a flex-mod system would be better for students, but it raises so many \u003ca href=\"https://www.gettingsmart.com/2017/02/scheduling-for-learning-not-convenience/\" target=\"_blank\" rel=\"noopener\">logistical questions\u003c/a> that don’t have answers yet. How do you track a student through four years of flex-mod scheduling with a gradebook based on semesters, for example?\u003c/p>\n\u003cp>“I’ve got believers, but I don’t have a smart efficient system,” Heiser said. So, in the meantime, he does his best with a traditional bell schedule, which has very little flexibility.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>RETHINKING TIME IN SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>Time is one of the most powerful \u003ca href=\"https://www.kqed.org/mindshift/46456/why-a-schools-master-schedule-is-a-powerful-enabler-of-change\" target=\"_blank\" rel=\"noopener\">levers for change in a school\u003c/a>. Everything about how a school runs from where staff go, to when they have breaks and collaborative time, to what classes students can take, is based on how leaders schedule the limited time within a school day, week and year. It’s important to make those instructional minutes count because teachers never feel they have enough time to get everything done.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“There’s all these other things that teachers have to do, that are outside of the core scheduled experience, that they feel overwhelmed,” said Chris Walsh, the head of growth and impact at \u003ca href=\"https://ablschools.com/\" target=\"_blank\" rel=\"noopener\">Abl\u003c/a>, a company that makes scheduling software. Before Abl, Walsh was a teacher and tech coordinator and has worked for \u003ca href=\"https://newtechnetwork.org/\" target=\"_blank\" rel=\"noopener\">New Tech Network\u003c/a>. He understands that grading, calling parents, meeting with students after class, filling out paperwork, prepping lesson plans, new district initiatives and mandatory professional development can make teachers feel like there’s never enough time.\u003c/p>\n\u003cp>“I really see time and how you use time as one of the most critical levers for change in school because so many things revolve around it,” Walsh said. And he thinks schools can be \u003ca href=\"https://unlockingtime.org/strategies\" target=\"_blank\" rel=\"noopener\">more creative\u003c/a> about how they use the time they have, without \u003ca href=\"https://www.kqed.org/mindshift/25785/for-low-income-kids-is-more-school-time-the-answer\" target=\"_blank\" rel=\"noopener\">lengthening the school day\u003c/a>, which is costly and difficult to achieve at the bargaining table. Through his work with Abl, Walsh has come to realize there are fewer restrictions on how time can be used than people think. That means there’s more flexibility and room for creative thinking about how to make the master schedule serve the strategic goals of a school.\u003c/p>\n\u003cp>“Ultimately we’re trying to build a movement to help schools rethink time across the board,” Walsh said. “A lot of what we’re battling is cultural norms.”\u003c/p>\n\u003cp>Abl is part of the \u003ca href=\"https://unlockingtime.org/\" target=\"_blank\" rel=\"noopener\">Unlocking Time Project\u003c/a>, which provides free resources for school leaders at all levels to assess how they’re using time and to start conversations with staff about what could change.\u003c/p>\n\u003cp>Unlocking Time offers a free school time assessment tool that asks principals to gather information in four areas: the master schedule, bell schedule, staff time and calendaring. After filling in some basic information in those four areas, the principal gets a personalized link with a 15-minute assessment for staff. It asks teachers how they currently use time, and their ideas and openness for changing how time is used. All this information is gathered into a presentation that principals can use to start the dialogue with staff.\u003c/p>\n\u003cp>“There’s no judgment on our part,” Walsh said. “We’re not trying to push people one way or another. What’s good for one school might not be good for another.” And, in fact, he’s found that in this area practitioners are leading the way in thinking about how time could be used more creatively. School leaders are trying different approaches, pushing ahead of the research in this area.\u003c/p>\n\u003cp>\u003cstrong>THE HEADACHES OF SCHEDULING\u003c/strong>\u003c/p>\n\u003cp>For anyone who doesn’t have to do the scheduling in a school, it may not be apparent what a challenging and frustrating job it is. Almost every student has some kind of special schedule that needs accommodation, whether that’s an Individualized Education Program (IEP), Advanced Placement (AP) classes, an IB program, resource classes or even sports. On top of that, assistant principals, who are often tasked with scheduling, are looking to balance classes so there are even numbers of special education and English language learners in different sections. They’re trying to give grade-level teachers the same period off so they can plan together, and they’re thinking about professional development time.\u003c/p>\n\u003cp>Most assistant principals currently use some combination of paper-based requests, massive Excel spreadsheets, a physical magnet board and their Student Information System (SIS) to schedule students. And it quickly turns into a big mess. There are hundreds of moving pieces and often a lot of conflicts. In this cobbled-together process it can be hard for the scheduler to know if a conflict is an essential problem or something that can be ignored.\u003c/p>\n\u003cp>Marc Heiser started using Abl’s master scheduling software when it was in its infancy because he wanted to schedule strategically. He wanted to move toward a more inclusive model for special education students. Rather than pulling them out of class, he created a schedule within a schedule for kids with IEPs. Then he assigned a resource teacher to those rooms so they could provide extra support in the classroom to kids who needed it, with the added benefit of sharing their wisdom on differentiation with the content teacher. He said that would not have been possible with his old system.\u003c/p>\n\u003cp>Abl, which is currently offered only to secondary schools, gives Heiser more insight into who the students are in each class. He can mock up a schedule, see conflicts and then click on each one to see which student it is and the specifics of the conflict. He can also run reports specifically looking at the balance of classes by race, by language status, by special needs. When he makes changes to the schedule he can see how it’s going to ripple out and affect other students.\u003c/p>\n\u003cp>“It allows me to dig into the number of conflicts and who the kids are,” Heiser said. “I have more knowledge and information when I’m building it rather than waiting for the end to have some conversations.”\u003c/p>\n\u003cp>It also saved Heiser time, so he was able to bring counselors and teachers into the scheduling conversation to get their perspectives on what students needed. This not only supported students, but it also gave teachers insight into how the schedule is made.\u003c/p>\n\u003cp>“Teachers now understand the bigger picture and they understand why I can or can’t do something,” Heiser said. They also saw how hard it was for him to give them common planning time to work in professional learning communities, and they started taking better advantage of those precious minutes.\u003c/p>\n\u003cp>“It opened my eyes to how I scheduled,” Heiser said. He began to see how choices he made that “fixed the schedule” might be impacting the class schedule of real students. The technology took some of the logistical burden off him. He no longer had to manually tag kids, for example, so he could think about the process from a more human standpoint.\u003c/p>\n\u003cp>“Every decision I make is going to affect a kid and I want that personalization from the counselor,” said Heiser, explaining why he relies heavily on counselors when making decisions. “Counselors get to show off how much they know about their kids and advocate for their kids.”\u003c/p>\n\u003cp>\u003cstrong>EQUITY\u003c/strong>\u003c/p>\n\u003cp>When Dr. Christina Casillas, principal of \u003ca href=\"https://www.sandiegounified.org/schools/roosevelt\" target=\"_blank\" rel=\"noopener\">Roosevelt International Middle School\u003c/a> in San Diego, started thinking seriously about scheduling she came at the issue from a data-driven perspective. At the time she was the principal of a nearby high school, where she dug into her school’s testing data. She noticed that students who were not identified as gifted were underperforming, which led her to wonder about their experience during the school day. She began to notice more overtly the tracking that the gifted program created in her school and began to wonder if students were underperforming because of the way they were scheduled.\u003c/p>\n\u003cp>“I wondered if there were low expectations, especially due to having a separate classroom setting,” Casillas said.\u003c/p>\n\u003cp>She wanted the ability to look at live data while she was scheduling and to take an entirely student-centered approach to the scheduling process. And she wanted heterogeneous, balanced classes that included the students with special needs, who were still learning English, and who had not been identified as gifted into classes with gifted peers.\u003c/p>\n\u003cp>“The master schedule is the heart and soul of a school reflecting our vision and priorities,” Casillas said. “I really wanted to explore how I could design a master schedule that was really centered on the student.”\u003c/p>\n\u003cp>When she became the principal at Roosevelt Middle, she had a chance to experiment with scheduling designed to support the students who struggled the most. She decided to start by scheduling the neediest students into support classes first, and then layer in other students, starting with those who needed a class that is only offered at one time -- a “singleton” in scheduler lingo.\u003c/p>\n\u003cp>She also wanted to assign staff to balanced teaching assignments and provide time for teacher collaboration so they could share strategies, develop common assessments and look at student work together.\u003c/p>\n\u003cp>“What I was really paying attention to was how the kids were grouped within the school day and how they traveled throughout the day,” Casillas said. The district’s Student Information System had a scheduling tool, but it was blunt and didn’t allow Casillas to think about individual students in this way. The district asked her to pilot Abl to see if it could achieve some of the equity goals she sought.\u003c/p>\n\u003cp>Abl allowed her to identify students who needed extra math and literacy intervention and schedule them so they had the same English, history, math and science teacher. Scheduling by cohort in this way allowed those teachers to meet, discuss and plan around the same group of students, providing them better support. The students who needed extra support weren’t necessarily all in the same class period, but they have the same teachers at some point in the day.\u003c/p>\n\u003cp>“Teachers are now realizing they share the same set of kids and how powerful they can make the school experience when they’re working together in teams,” Casillas said.\u003c/p>\n\u003cp>Roosevelt is in its first year of experimenting with this schedule, so there are still kinks and it’s not yet clear how it will impact achievement data. But Casillas is optimistic because teacher professional learning communities are now centered around specific students. Counselors have joined as well.\u003c/p>\n\u003cp>“They also provide a lens on the students in terms of social emotional aspects, working with the home, looking at attendance. They bring another value when talking with the teacher team,” Casillas said.\u003c/p>\n\u003cp>\u003cstrong>EFFICIENCY\u003c/strong>\u003c/p>\n\u003cp>Jason Medlin was Abl’s first end-to-end user and he claims he hit every glitch. But he still recommends the software to other schedulers. He’s now the principal at \u003ca href=\"https://www.rcboe.org/arc\" target=\"_blank\" rel=\"noopener\">Academy of Richmond County High School\u003c/a>, a Title I school in Augusta, Georgia. But he used to be the assistant principal in charge of scheduling. Many of his students are transient and others choose to come to the school from wealthier neighborhoods for the school's International Baccalaureate (IB) program. Medlin said his roster changes up until the day school starts and he often has 50-70 new kids show up on the first day of school.\u003c/p>\n\u003cp>He wanted a tool that allowed him to see how changes would affect the rest of the school without messing up everything he had already scheduled. Medlin’s experience of scheduling before Abl was the spreadsheet, clunky SIS variety. He considered it a positive if he could get about 70 percent of students scheduled with the SIS software and then he would hand-schedule the rest.\u003c/p>\n\u003cp>“Because you’re doing it by hand you stay in the trees and you never see the forest,” Medlin said. It’s hard to see the big picture of the school when he’s making changes to individual student schedules by hand. And every year the first few days of school saw over 100 kids in the gym trying to fix their schedules one by one.\u003c/p>\n\u003cp>So, Medlin was astounded when he was able to get 92 percent of his school scheduled using Abl on the first run. “My principal said he had never hit 60 percent the first time,” Medlin said. Even better, out of almost 1,000 student requests, only 13 weren’t satisfied.\u003c/p>\n\u003cp>That’s a feat because like so many schedulers, Medlin has to think about meeting IEPs first, then making sure students in the IB track have their required classes. Next come the AP classes and finally the general education classes. But on top of that, some students go to an off-site skilled trades center to take certificated courses in the afternoon, so they needed to have their core classes in the morning.\u003c/p>\n\u003cp>“Those things are real challenges,” Medlin said. He’s proud that he was able to schedule every student in a pathway -- whether IB, AP, or trade center -- with the right classes to complete their course of study. On top of that he was able to schedule so that all foreign language teachers and core content teachers had common planning time and department chairs had an extra planning period.\u003c/p>\n\u003cp>“We just remained very nimble in our master schedule all the way up to the end,” Medlin said. He could see the downstream effects of changes without locking specific students into schedules that couldn’t change, which helped tremendously.\u003c/p>\n\u003cp>The efficiency he found in scheduling allowed him to tell the district he didn’t need three of the full-time employees designated to the school based on their size, which meant they had more money in the budget to use elsewhere.\u003c/p>\n\u003cp>As the first real Abl user, the process was not smooth. Medlin said Abl’s software didn’t communicate with the district’s SIS, so he’d make adjustments in Abl and then have to load it into the SIS to see how it looked. Worse, load times were slow. But, he says the Abl staff were always available to help him with his questions and he understands that his experience helped them work out glitches in their system. Despite the challenges, he’d recommend the software because of what it allowed him to accomplish with the schedule.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"When you’re talking about a school improvement plan, the schedule is your main lever to improve your school,\" Medlin said. \"If you can build the right schedule, have the kids in the right classes with the right teachers, your school is going to improve the first year.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52577/time-is-an-essential-teacher-resource-so-how-can-schools-be-more-creative-with-it","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_21178","mindshift_20784","mindshift_1040","mindshift_146","mindshift_21232","mindshift_20775"],"featImg":"mindshift_52583","label":"mindshift"},"mindshift_38229":{"type":"posts","id":"mindshift_38229","meta":{"index":"posts_1591205157","site":"mindshift","id":"38229","score":null,"sort":[1414158194000]},"guestAuthors":[],"slug":"a-problem-solving-game-for-teachers-and-administrators","title":"A Problem-Solving Game For Teachers and Administrators ","publishDate":1414158194,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38244\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Teamwork.gif\">\u003cimg class=\"size-large wp-image-38244\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Teamwork-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Gayle Allen\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Earlier, I wrote about four activities teachers and school leaders can use to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/four-activities-to-jump-start-teamwork-among-teachers-and-school-leaders/\">jump-start creative problem-solving\u003c/a> in teams. Given the increased pressure on educators to innovate, the goals for each activity were to build or deepen skills associated with that work. Readers expressed particular interest in one of these activities, so I wanted to do a deep dive and provide additional information.\u003c/p>\n\u003cp>This activity grew out of my work with teachers and school leaders to identify effective solutions to school problems. Over time, I became curious about how schools might make pain points visible, in order to tap into educators’ collective wisdom to solve them. I wondered, too, if we could structure this problem-solving in such a way that everyone’s voice would be heard. Finally, I wondered if there might be a way to make it a fun and creative game. That’s where a set of index cards comes in.\u003c/p>\n\u003cp>\u003cstrong>Game Objective\u003c/strong> \u003c/p>\n\u003cp>To identify as many creative solutions to pain points as possible by pairing each to a relevant observation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Rules of the Game\u003c/strong>\u003c/p>\n\u003cp>1. Each team plays with an identical set of cards.\u003cbr>\n2. Each deck of cards will be developed in advance of game play.\u003cbr>\n3. Every stakeholder will have an opportunity to contribute cards to the deck. This ensures that all pain points are made public.\u003cbr>\n4. Observations are neutral. There is no such thing as a “bad” observation.\u003cbr>\nAs many stakeholders as possible -- teachers, staff, administrators, students, parents, families, board members, etc. -- will participate, so that everyone can be part of the solution.\u003cbr>\n5. Team size is determined by the amount of time for card play and by the total number of cards per deck.\u003cbr>\n6. Teams should be no larger than six and no smaller than two.\u003c/p>\n\u003cp>\u003cstrong>How to Build the Deck\u003c/strong>\u003c/p>\n\u003cp>1. There are two types of cards in every deck, Pain Point and Observation cards.\u003cbr>\n2. Each deck will include an equal number of Pain Point and Observation cards.\u003cbr>\n3. Create cards using index cards or, if card players prefer, an online note tool, like Evernote.\u003cbr>\n4. Cards will be highly readable, and pain points and observations will make sense to everyone. This is especially important if game play will include teachers from across the district or stakeholders from outside the school.\u003cbr>\n5. Everyone who plays the game will have an opportunity to create cards for the deck. Players are more invested if they can contribute pain points and observations.\u003cbr>\n6. Time will be provided for everyone to create cards. It’s best to request cards in advance of game day, although game facilitators can also build time into the day to allow everyone to build the deck.\u003c/p>\n\u003cp>\u003cstrong>Building Pain Point Cards\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38240\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Pain-Point-Card.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Pain-Point-Card-640x400.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"400\" class=\"size-large wp-image-38240\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point card (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Every Pain Point card should include the following:\u003c/p>\n\u003cp>-The title “Pain Point” so that players know it’s not an observation\u003cbr>\n-Problem question or statement. Examples include: “How can we find more time for community service in the middle school?” or “Laptop carts are also signed out in the high school. We don’t have enough carts for all students and teachers.”\u003cbr>\n-Tags. Possible tags for the sample two cards would include community service, middle school, laptop carts and high school.\u003c/p>\n\u003cp>For those addressing issues beyond their immediate school, include the school level (e.g., elementary, middle, high school, etc.) to avoid confusion. Knowing the school level will allow stakeholders unfamiliar with pain points and observations associated with that school to tailor their solutions.\u003c/p>\n\u003cp>\u003cstrong>Building Observation Cards\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38239\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Observation-Card.gif\">\u003cimg class=\"size-large wp-image-38239\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Observation-Card-640x400.gif\" alt=\"Sample Observation card (Courtesy of Gayle Allen)\" width=\"640\" height=\"400\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Observation card (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Every Observation card should include the following:\u003c/p>\n\u003cp>-The title “Observation” so players know it’s not a pain point.\u003cbr>\n-Neutral observation statement or question. Examples include: ““We don’t provide language classes in the elementary school” or “Why are there so few girls in AP Computer Science in our high school?”\u003cbr>\n-Tags. Possible tags for the sample two cards would include language classes, elementary school, girls, high school and AP Computer Science.\u003c/p>\n\u003cp>If relevant, be sure to include the school level (e.g., elementary, middle, high school, etc.) or grade.\u003c/p>\n\u003cp>\u003cstrong>Instructions for Play\u003c/strong>\u003c/p>\n\u003cp>1. To start, provide each team with an identical deck of cards. Keep team sizes to no more than six and no fewer than two. Size should be determined by the number of cards in the set – larger teams if deck size is 20 or more – and the amount of time allotted. The goal is for each team to work through the entire set of cards. Not all Pain Point cards will have a potentially matching Observation card. Set those cards aside and work with the matching pairs. \u003c/p>\n\u003cp>2. Each team should identify a note taker before the activity begins.\u003c/p>\n\u003cp>3. Provide at least one hour for this activity. Remember that participants will need time to read each card in the deck, to sort and re-sort cards, to think through and process with one another all the possible connections between the Pain Point and Observation cards, and to record connections and solutions. Rushing the process will make it more difficult for participants to be creative and to engage in the types of discussions needed to work through their ideas.\u003c/p>\n\u003cp>4. Provide time at the end for each team to share out at least one innovative solution. If possible, ask teams to post or tape all solutions and connections on a board or wall. Then ask all teams to do a gallery walk around the room, in order to learn from other teams.\u003c/p>\n\u003cp>5. Be sure to gather everyone’s recordings at the end of the activity. Facilitators create a shared document, like a Google doc, to which everyone can contribute. They can also collect hard-copy recordings and add the information to a shared document. Announce the timeline for how you will analyze this information and report back to everyone, and any other next steps. Facilitators can follow up at schoolwide meetings to lay out findings and next steps. Participants will be more engaged if they know there will be follow-up and that their solutions may be implemented.\u003c/p>\n\u003cp>Every time you do this activity, it should take less time, since participants will know what to expect, will have a stronger skill set in making creative connections, and will have a smaller deck of cards (there should be fewer Pain Points as time goes on).\u003c/p>\n\u003cp>\u003cstrong>Three Examples\u003c/strong>\u003c/p>\n\u003cp>1. A \u003cstrong>middle school loses a dedicated maker space \u003c/strong>to a much needed classroom due to increased enrollment. A team reads through their cards and looks for patterns. They notice that several cards include the tags of \"physical space.\" They put them to one side and read through them together. They wonder if they can find a way, as a group of teachers, to get creative with their classrooms by building a pop-up maker space schedule. While they don’t yet have all the answers, they know there’s something there. They pair up the cards, write up the connection, along with a draft of their solution -- a classroom “timeshare” -- and then move on to the other cards.\u003c/p>\n\u003cfigure id=\"attachment_38243\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Enrollment-Card.gif\">\u003cimg class=\"size-large wp-image-38243\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Enrollment-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point card and Observation cards.(Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>2. Another team gets caught up in the \u003cstrong>computer programming Pain Point\u003c/strong>. Several members of the team have read articles about online resources for learning how to code. This prompts another member of the group to look at the card tags more closely. She sees one focused on online resources and asks the group what it thinks. Immediately, another group member brings up the idea of creating an after-school programming club, open to all high school students, using free online resources that they can research, vet, and select as part of the club. Soon the group is recording the connections it has made and the solution it's proposing.\u003c/p>\n\u003cfigure id=\"attachment_38241\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Programming-Card.gif\">\u003cimg class=\"size-large wp-image-38241\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Programming-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point and Observation cards. (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>3. Finally, another team gets caught up in a discussion of the card about the fifth-grade research project. For many of the team’s members, mostly middle and high school teachers in schools across the district, this is the first time they’re learning about this project. Several reflect on how hard it is for their own students to decide on research topics, and this gets them wondering if there isn’t a more real-world way to do it. In sorting through their observation cards, they notice the “real-world skills” card. This triggers a team member to talk about student entrepreneurship and a recent article he read about \u003cstrong>student pitch fests\u003c/strong>. The team categorizes pitching as a real-world skill and makes the connection between it and the research topic pain point. They record their idea and mention the article as a resource.\u003c/p>\n\u003cfigure id=\"attachment_38242\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Real-World-Card.gif\">\u003cimg class=\"size-large wp-image-38242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Real-World-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point and Observation cards. (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Clearly, this is just the start. Once ideas are recorded and shared, team members may want to connect with others post-activity to work through the details of problem-solving and implementation.\u003c/p>\n\u003cp>\u003cstrong>Empower Everyone to Innovate\u003c/strong>\u003c/p>\n\u003cp>This activity empowers all stakeholders. It gives everyone an opportunity to share pain points and observations and to brainstorm solutions. By building a card deck of context-specific pain points and observations, there’s buy-in from the start. All participants have a vested interest in the cards they create. Likewise, the activity has enough structure built in to drive toward solutions.\u003c/p>\n\u003cp>All who participate get to practice and deepen their creative problem-solving skills. You’ll be surprised at how energizing it will be to problem-solve with colleagues, how creative the solutions will be, and how pain points will begin to disappear.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Gayle Allen spent nearly two decades as a teacher, school leader and founder of two professional development institutes. She holds an Ed.D. from Teachers College, Columbia University, where she focused her research on teacher learning. Gayle currently serves on the advisory board for \u003ca href=\"http://biobuilder.org/\">BioBuilder Educational Foundation\u003c/a> and is an edupreneur at BrightBytes. She blogs at \u003ca href=\"http://www.gayleallen.net/\">Connecting the Thoughts\u003c/a> and tweets \u003ca href=\"https://twitter.com/GAllenTC\">@GAllenTC\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A simple game can bring educators together to talk about pain points and observations, and ultimately, find a solution. ","status":"publish","parent":0,"modified":1414159173,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1720},"headData":{"title":"A Problem-Solving Game For Teachers and Administrators | KQED","description":"A simple game can bring educators together to talk about pain points and observations, and ultimately, find a solution. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Problem-Solving Game For Teachers and Administrators ","datePublished":"2014-10-24T13:43:14.000Z","dateModified":"2014-10-24T13:59:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38229 http://blogs.kqed.org/mindshift/?p=38229","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/24/a-problem-solving-game-for-teachers-and-administrators/","disqusTitle":"A Problem-Solving Game For Teachers and Administrators ","path":"/mindshift/38229/a-problem-solving-game-for-teachers-and-administrators","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38244\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Teamwork.gif\">\u003cimg class=\"size-large wp-image-38244\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Teamwork-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Gayle Allen\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Earlier, I wrote about four activities teachers and school leaders can use to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/four-activities-to-jump-start-teamwork-among-teachers-and-school-leaders/\">jump-start creative problem-solving\u003c/a> in teams. Given the increased pressure on educators to innovate, the goals for each activity were to build or deepen skills associated with that work. Readers expressed particular interest in one of these activities, so I wanted to do a deep dive and provide additional information.\u003c/p>\n\u003cp>This activity grew out of my work with teachers and school leaders to identify effective solutions to school problems. Over time, I became curious about how schools might make pain points visible, in order to tap into educators’ collective wisdom to solve them. I wondered, too, if we could structure this problem-solving in such a way that everyone’s voice would be heard. Finally, I wondered if there might be a way to make it a fun and creative game. That’s where a set of index cards comes in.\u003c/p>\n\u003cp>\u003cstrong>Game Objective\u003c/strong> \u003c/p>\n\u003cp>To identify as many creative solutions to pain points as possible by pairing each to a relevant observation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Rules of the Game\u003c/strong>\u003c/p>\n\u003cp>1. Each team plays with an identical set of cards.\u003cbr>\n2. Each deck of cards will be developed in advance of game play.\u003cbr>\n3. Every stakeholder will have an opportunity to contribute cards to the deck. This ensures that all pain points are made public.\u003cbr>\n4. Observations are neutral. There is no such thing as a “bad” observation.\u003cbr>\nAs many stakeholders as possible -- teachers, staff, administrators, students, parents, families, board members, etc. -- will participate, so that everyone can be part of the solution.\u003cbr>\n5. Team size is determined by the amount of time for card play and by the total number of cards per deck.\u003cbr>\n6. Teams should be no larger than six and no smaller than two.\u003c/p>\n\u003cp>\u003cstrong>How to Build the Deck\u003c/strong>\u003c/p>\n\u003cp>1. There are two types of cards in every deck, Pain Point and Observation cards.\u003cbr>\n2. Each deck will include an equal number of Pain Point and Observation cards.\u003cbr>\n3. Create cards using index cards or, if card players prefer, an online note tool, like Evernote.\u003cbr>\n4. Cards will be highly readable, and pain points and observations will make sense to everyone. This is especially important if game play will include teachers from across the district or stakeholders from outside the school.\u003cbr>\n5. Everyone who plays the game will have an opportunity to create cards for the deck. Players are more invested if they can contribute pain points and observations.\u003cbr>\n6. Time will be provided for everyone to create cards. It’s best to request cards in advance of game day, although game facilitators can also build time into the day to allow everyone to build the deck.\u003c/p>\n\u003cp>\u003cstrong>Building Pain Point Cards\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38240\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Pain-Point-Card.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Pain-Point-Card-640x400.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"400\" class=\"size-large wp-image-38240\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point card (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Every Pain Point card should include the following:\u003c/p>\n\u003cp>-The title “Pain Point” so that players know it’s not an observation\u003cbr>\n-Problem question or statement. Examples include: “How can we find more time for community service in the middle school?” or “Laptop carts are also signed out in the high school. We don’t have enough carts for all students and teachers.”\u003cbr>\n-Tags. Possible tags for the sample two cards would include community service, middle school, laptop carts and high school.\u003c/p>\n\u003cp>For those addressing issues beyond their immediate school, include the school level (e.g., elementary, middle, high school, etc.) to avoid confusion. Knowing the school level will allow stakeholders unfamiliar with pain points and observations associated with that school to tailor their solutions.\u003c/p>\n\u003cp>\u003cstrong>Building Observation Cards\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38239\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Observation-Card.gif\">\u003cimg class=\"size-large wp-image-38239\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Observation-Card-640x400.gif\" alt=\"Sample Observation card (Courtesy of Gayle Allen)\" width=\"640\" height=\"400\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Observation card (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Every Observation card should include the following:\u003c/p>\n\u003cp>-The title “Observation” so players know it’s not a pain point.\u003cbr>\n-Neutral observation statement or question. Examples include: ““We don’t provide language classes in the elementary school” or “Why are there so few girls in AP Computer Science in our high school?”\u003cbr>\n-Tags. Possible tags for the sample two cards would include language classes, elementary school, girls, high school and AP Computer Science.\u003c/p>\n\u003cp>If relevant, be sure to include the school level (e.g., elementary, middle, high school, etc.) or grade.\u003c/p>\n\u003cp>\u003cstrong>Instructions for Play\u003c/strong>\u003c/p>\n\u003cp>1. To start, provide each team with an identical deck of cards. Keep team sizes to no more than six and no fewer than two. Size should be determined by the number of cards in the set – larger teams if deck size is 20 or more – and the amount of time allotted. The goal is for each team to work through the entire set of cards. Not all Pain Point cards will have a potentially matching Observation card. Set those cards aside and work with the matching pairs. \u003c/p>\n\u003cp>2. Each team should identify a note taker before the activity begins.\u003c/p>\n\u003cp>3. Provide at least one hour for this activity. Remember that participants will need time to read each card in the deck, to sort and re-sort cards, to think through and process with one another all the possible connections between the Pain Point and Observation cards, and to record connections and solutions. Rushing the process will make it more difficult for participants to be creative and to engage in the types of discussions needed to work through their ideas.\u003c/p>\n\u003cp>4. Provide time at the end for each team to share out at least one innovative solution. If possible, ask teams to post or tape all solutions and connections on a board or wall. Then ask all teams to do a gallery walk around the room, in order to learn from other teams.\u003c/p>\n\u003cp>5. Be sure to gather everyone’s recordings at the end of the activity. Facilitators create a shared document, like a Google doc, to which everyone can contribute. They can also collect hard-copy recordings and add the information to a shared document. Announce the timeline for how you will analyze this information and report back to everyone, and any other next steps. Facilitators can follow up at schoolwide meetings to lay out findings and next steps. Participants will be more engaged if they know there will be follow-up and that their solutions may be implemented.\u003c/p>\n\u003cp>Every time you do this activity, it should take less time, since participants will know what to expect, will have a stronger skill set in making creative connections, and will have a smaller deck of cards (there should be fewer Pain Points as time goes on).\u003c/p>\n\u003cp>\u003cstrong>Three Examples\u003c/strong>\u003c/p>\n\u003cp>1. A \u003cstrong>middle school loses a dedicated maker space \u003c/strong>to a much needed classroom due to increased enrollment. A team reads through their cards and looks for patterns. They notice that several cards include the tags of \"physical space.\" They put them to one side and read through them together. They wonder if they can find a way, as a group of teachers, to get creative with their classrooms by building a pop-up maker space schedule. While they don’t yet have all the answers, they know there’s something there. They pair up the cards, write up the connection, along with a draft of their solution -- a classroom “timeshare” -- and then move on to the other cards.\u003c/p>\n\u003cfigure id=\"attachment_38243\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Enrollment-Card.gif\">\u003cimg class=\"size-large wp-image-38243\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Enrollment-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point card and Observation cards.(Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>2. Another team gets caught up in the \u003cstrong>computer programming Pain Point\u003c/strong>. Several members of the team have read articles about online resources for learning how to code. This prompts another member of the group to look at the card tags more closely. She sees one focused on online resources and asks the group what it thinks. Immediately, another group member brings up the idea of creating an after-school programming club, open to all high school students, using free online resources that they can research, vet, and select as part of the club. Soon the group is recording the connections it has made and the solution it's proposing.\u003c/p>\n\u003cfigure id=\"attachment_38241\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Programming-Card.gif\">\u003cimg class=\"size-large wp-image-38241\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Programming-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point and Observation cards. (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>3. Finally, another team gets caught up in a discussion of the card about the fifth-grade research project. For many of the team’s members, mostly middle and high school teachers in schools across the district, this is the first time they’re learning about this project. Several reflect on how hard it is for their own students to decide on research topics, and this gets them wondering if there isn’t a more real-world way to do it. In sorting through their observation cards, they notice the “real-world skills” card. This triggers a team member to talk about student entrepreneurship and a recent article he read about \u003cstrong>student pitch fests\u003c/strong>. The team categorizes pitching as a real-world skill and makes the connection between it and the research topic pain point. They record their idea and mention the article as a resource.\u003c/p>\n\u003cfigure id=\"attachment_38242\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Real-World-Card.gif\">\u003cimg class=\"size-large wp-image-38242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Real-World-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point and Observation cards. (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Clearly, this is just the start. Once ideas are recorded and shared, team members may want to connect with others post-activity to work through the details of problem-solving and implementation.\u003c/p>\n\u003cp>\u003cstrong>Empower Everyone to Innovate\u003c/strong>\u003c/p>\n\u003cp>This activity empowers all stakeholders. It gives everyone an opportunity to share pain points and observations and to brainstorm solutions. By building a card deck of context-specific pain points and observations, there’s buy-in from the start. All participants have a vested interest in the cards they create. Likewise, the activity has enough structure built in to drive toward solutions.\u003c/p>\n\u003cp>All who participate get to practice and deepen their creative problem-solving skills. You’ll be surprised at how energizing it will be to problem-solve with colleagues, how creative the solutions will be, and how pain points will begin to disappear.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Gayle Allen spent nearly two decades as a teacher, school leader and founder of two professional development institutes. She holds an Ed.D. from Teachers College, Columbia University, where she focused her research on teacher learning. Gayle currently serves on the advisory board for \u003ca href=\"http://biobuilder.org/\">BioBuilder Educational Foundation\u003c/a> and is an edupreneur at BrightBytes. She blogs at \u003ca href=\"http://www.gayleallen.net/\">Connecting the Thoughts\u003c/a> and tweets \u003ca href=\"https://twitter.com/GAllenTC\">@GAllenTC\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38229/a-problem-solving-game-for-teachers-and-administrators","authors":["4354"],"categories":["mindshift_1"],"tags":["mindshift_862","mindshift_1040","mindshift_20775","mindshift_20776","mindshift_394"],"featImg":"mindshift_38244","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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Updated Monday through Friday at about 3:30 p.m. PT.","airtime":"MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.marketplace.org/","meta":{"site":"news","source":"American Public Media"},"link":"/radio/program/marketplace","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/APM-Marketplace-p88/","rss":"https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"}},"mindshift":{"id":"mindshift","title":"MindShift","tagline":"A podcast about the future of learning and how we raise our kids","info":"The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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