The Tech Conductor

Below is a post that was written by Jeffrey Bradbury.  I have been very proud to call Jeff a colleague and great friend since we met at the first EdCampNJ in 2012.  Since then, Jeff has helped me navigate the educational seas on a myriad of levels, ranging from creating a new district website to offering in-person professional development to support staff. Read his great post below:

The other day, I had a technology coach from a neighboring school district visit my school and shadow me for the day.  It was a fantastic experience and something that I hope to be able to do with other districts this year and beyond.  The teacher and I had a great day of learning from one another, but I couldn’t help but use the day to reflect on many of our common conversation topics.  One of the deep conversations we had was around the simple question: “What is a Tech Coach?

Rather than use this post as an opportunity to dive into what a Tech Coach is, and what a Technology Integration Specialist is, I would like to propose a question to my readers that might shed some light on how I have approached these titles and my current position for the last two years.  The question is one that might sound strange, but those knowing my background might find quite interesting.  Should I consider myself a Tech Coach … or a Tech Conductor?

Let’s dive into this topic …

Everything I Know … I learned From The Podium

It’s no secret that my background is in Music Education.  I have countless memories of rehearsal sessions, and amazing performances of the worlds greatest pieces of music.  About 10 years ago (or more) I decided that I wanted to get up and instead of sitting in the orchestra, I wanted to start down a path that allowed me to stand in front of the orchestra and work along side them to perform sonata’s, symphonies, and operas.

It was during that time that I started taking formal conducting lessons from several amazing teachers.  From there, I learned how to physically stand and present myself to not only an orchestra, but a paying audience, and of course work along side a board of directors to help promote my vision, the orchestras vision, and most importantly, the composers visions.

Of all the things that I learned in the world of conducting, these lessons stand out:

  • The conductor is the only one on stage that doesn’t make noise, yet his actions are what tie the group together
  • The musicians don’t need a conductor to know what to do. A conductors job is simply to start everyone and guide them through transitions.
  • Treat every musician with respect, but understand that different instruments require different needs.

It has been through these lessons that I approach every day as a Tech Coach.  It is through these lessons that I find myself more becoming a Tech Conductor.  Let me try and explain how these lessons can be applied in a school system.

From Podium To Classroom … and Back Again

When you break down everything that happens on the podium, it starts and stops with the simple concept of Respect.  I can honestly say that I have my good days and I have had my bad days as I learn how to be a Tech Coach to over 400 staff members.  As a conductor, you have your good days and bad days too.  You have your rehearsals where everything goes well, and you have those times where someone puts you on the spot in a rehearsal and you simply don’t know the answer.  This happens in the classroom all the time.

What is important is that you come prepared to every rehearsal, meeting, classroom, as prepared as possible.  If you don’t know the answer to a question, you always make sure you have a resource (your PLN) that can help you find the answer quickly.

From early on in my conductor training, I learned that the word Maestro is one that gets placed upon you from day one, but the concept of Maestro, a word that literally translates into Teacher, (or coach) is one that is earned day after day, rehearsal after rehearsal and is earned only through respect.  This is extremely true for Technology Coaches who not only work with everyone in a district at all levels, but must also be walking talking resource centers of technology and pedagogy that are essentially on call 24/7.

You Are The Only One Who Doesn’t Make Any Sound

In an orchestra setting, the violin players, play the violin, the tuba players play the tuba, and the bass players play the bass.  Each of these musicians or groups of musicians has an instrument that they can pick up anytime and practice.  A Conductor on the other hand has the orchestra.  There is no try way to practice late at night with an imaginary group of 50 people.  The preparation for Conductors is mostly mental and requires you to study scores of music and practice “gestures” in the air, sometimes in front of mirrors to make sure that the one single time you are in front of a group you get it right.

As a Tech Coach, it is very much the same.  Teachers have the opportunity to learn from their students every day.  They learn how their classrooms work, act, and interact with each other.  As a Tech Coach, you have just one moment to walk into a classroom and nail your lesson.  When you are given an opportunity to present in front of a building, you are given an opportunity to showcase your self in front of 150 (or more) strangers who are all there to learn from, and support you. They know you are in front of them to help them become better educators, but there might not be the same friendly connection that a teacher and a group of students has, or a principal and a faculty have.

Walking into a building to give PD is very much like bring asked to come into a new orchestra and guest conduct a rehearsal or performance without ever getting to meet the musicians.

Your Teachers … They Don’t Need You

Let’s face the fact that teachers have been teaching for hundreds of years without the need for a “Technology Integration Specialist.”  They don’t need “Tech Coaching.”  But … do they?

One of the first rules of conducting is … Show Up When Needed, and Get Out Of The Way …

There are times when you can simply tell a musician how to play something, times when you can describe a sound, and times where you have to grab an instrument from the violin section and demonstrate for a group.

This couldn’t be more truer as a Tech Coach.  There are times where I have worked with a teacher and my role was simply to answer a question or two and back away.  Other situations have lead me to helping them create a co-teaching lesson where together, we worked with the students on an innovative lesson.

In the classroom, the role of a Tech Coach is to quickly enter and assess a situation and provide whatever the teacher needs when they need it.  Perhaps it’s by simply answering a question and other times it’s by picking up the instrument to demonstrate how something should look or sound.

If you choose the right method of support, the group/teacher will appreciate your help and together the rehearsal/lesson will move forward.  If you choose the wrong method at the wrong time, you are libel to insult someone and create a situation you never intended to have started. As a Conductor and as a Tech Coach, it’s always important to know the personalities you are working with so you can quickly make the right decisions and choices.

Some Teachers Are Section Players … Some Are Soloists

If you really think about it, a school district is very much like an orchestra. To conceptualize this, lets break down the different parts of each.

The Orchestra

Violin SectionThe Strings

In the front of a symphony orchestra lies a massive section known as the Strings.  All together, their instruments are in the “violin family.” Their instruments look similar, they play with a bow, and there could be as many as 24 of the same instrument in each of the 5 distinct sections.  Together, they can be broken down into string quartets, trios, and often, composers write for them as either a full section, or as soli sections. Each of the subsections (violins, viola, cells, bass) are seated by rank (ability level) and there is a section leader who is for conversation sake, “the boss” of that section.

The Winds

The next group of musicians behind the strings is the Woodwinds. This section is composed of your Flutes, Oboes, Clarinets, and Bassoons.  They are your mid range, mid level instruments who are put in the awkward position of sitting behind the massive string section, yet they sit in front of the might brass and percussion sections so it’s often possible that while playing loud and proud they don’t get heard when the entire group is playing together.

Winds and BrassThe Brass, Percussion, etc …

Composed of the Trumpets, Trombones, and Tubas, Drums, Marimbas, Cymbals and all other instruments these musicians are highly specialized and are only in your group because, like the winds, they passed an audition based on their ability to be leaders and soloists.  When addressing these musicians a conductor should simply be able to describe in as few words as possible the sound or quality they wish to hear and it should happen with as little retakes as possible.  These are HIGHLY skilled and trained musicians who spend hours in a practice room learning what is known as “excerpts” or very tiny solo passages just to have the opportunity to audition for the group.

A School District

Elementary Teachers

Elementary Teachers, should be approached as a group. In any building, for example, you have several 4th grade teachers all teaching their own class, but teaching a common curriculum to the classroom next door.  They meet in departments to plan common activities but they often do their lesson plans on their own.  When you work with one and not the others, it is often not looked highly on. Sometimes it’s best to talk about concepts such as blended learning, or SAMR models, but they are also the first to allow a Tech Coach to pick up their instrument (classroom) and come in to demonstrate something new and amazing in the world of Technology.

Elementary teachers often have degrees in general elementary education rather than a specialized degree in a subject area and for that reason it’s often best to show a wide variety of examples and build lessons together.  Elementary Teachers and Buildings should be approached the same way a string section is approached.  It’s always best when you are able to demonstrate the concept as well as describe.

Middle School

Much like the proud woodwinds, Middle School teachers are caught between elementary and high school teachers. They have the hardest job because without them students don’t have a solid direction when they get into the older grades.  Also much like the Woodwinds, Middle School teachers are soloists who often times are remembered the most when a student looks back at their favorite years in school  Their hardest job is that they often have to work with a group of students who came from multiple elementary schools and haven’t yet jelled together as individuals yet … and oh, did we mention those wonderful puberty years.

High School

Much like a conductor should never (unless specialized themselves in the instrument) tell a brass player how to play the trumpet, a good Tech Coach should never (or hardly ever) approach a high school teacher and tell them how to teach their subject. . . Trust me …

High School Teachers are HIGHLY talented, and HIGHLY Specialized educators who command the respect of teenagers every day and for those reasons I love popping my head into classrooms each day, asking if they need anything and moving on.  Often, I find myself sitting down with high school teachers to plan out lessons the same way I would sit down with a soloist to plan out a solo passage in a symphony.  If you show them respect, they will reciprocate and come back time and time again because their only goal each year is to produce the best students and pass them on to college.

Ride (not swim) the wave!

I’m writing from the glorious D-terminal in Hartsfield-Jackson airport. I was lucky enough to find a plug by my gate, so why not tap a vein for a bit.

Conference season for education professionals is upon us. Almost every week, there is a conference dedicated to educational pedagogy, technology, practice, or all aforementioned. Don’t be fooled, the first year of conferences is fun and exciting; going around the country, trying new foods, seeing new things. But after the second year, it gets old. Quick.

This will be my 5th year of crossing the country for various conferences. Some I look forward to, some I don’t. They are long, long days filled with meetings, workshops, salesman shoving things down your throat, and lots of food and beverages. I can’t even do the food and beverages anymore since my bypass surgery.

Don’t get me wrong; I’m very thankful and fortunate to do what I do, see what I see, and meet who I meet. However, many people don’t see the negatives of this; time away from home. Flying is still a royal pain, your hotel bed is not your bed, and seeing your kids via FaceTime is not the same as hugging your kids.

Moreover, when you hold a public position, many think that a conference is some vacation on the taxpayer dime. As I said earlier, maybe the first conference one goes to. Now, it’s work, with longer hours and not getting to come home.

Some members of the public go further and don’t want conferences to be funded. I can totally understand that; there are some fools who just go for booze and pool time. It stinks because it ruins it for everyone else. What the public needs to understand about conferences is that the ones I choose to go to are on the forefront of what’s happening in education and where education is going. Skeptical Board Members and weary taxpayers need to see the value in ascertaining information at the time so we aren’t allocating more resources to get to the spot that’s being offered. I often use the saying of  “Do you want to ride the education wave or spend thousands of hours and dollars trying to catch up to it?” The school districts that are trying to catch up are the ones that never get anything done, and when they finally get there, it’s too late and it’s off to the next wave.

School districts need leaders that are willing to take the time to ride the wave. Districts and boards who invest in time-punchers will do just that, and you’re left out at sea.

So, as I wait for my flight to take off, I’ll be riding the wave once again. As much as conference season sucks, it’s the time for the game-changers to show who we are and why we are who we are.

Until next time…safe flights everyone!

Technology & Collaboration 

 

dig-consortium-group1

A few weeks ago, I met up with the AASA Digitial Consortium for the fall meeting. For those that aren’t familiar with the Consortium,the purpose of the consortium is to provide school district leaders the opportunity to work together as critical friends to learn and take action together, to gain insight into emerging and successful models of best practices using digital media in support of engaging end effective learning experiences.

While we were out getting a tour of the schools in the district, some fascinating experiences were to be had. While touring the schools, I couldn’t help to how some schools were older buildings and traditional schools, and others were more of a ‘build as you go’ set up. It turns out that they build large modular units based on enrollment and have an average lifespan of about 20 years. At another school, the design looked more like a campground with cabins in rows. In case, they were camp bunks; actually, they were Navy barracks. The base down the road donated the buildings to the school district. How cool is that?

During the tours, I ended up in a 6th grade STEM room.  They were in the midst of an activity where they had to design the perfect ‘bat-o-rang’ where batman had to slide down from the top of the building to the bottom, but can only do such with the items they had in the mystery bag. I sat down with one group who seemed like they were in the doldrums. They were irked; one student looked at me and said, “what can I possibly do with this thing? It’s all old and useless!” Old and useless?!?!?

That thing was a cassette tape recorder. There were also pieces of yarn, paper clips, pipe cleaners, and a screwdriver. Before I proceeded to go with my plan, I verified everything before breaking stuff.

I sat with the group, pulled out the cassette recorder, and asked if they knew what it was. All replied no. I sighed and proceeded to explained how it played audio. I also simultaneously broke out in a music lesson, sharing both some of my favorite cassettes singles that I bought in my awkward music years. After much humiliation, we focused back to the topic at hand.

We took apart the cassette player for parts to make the bat-a-rang work. We used batteries for power, the rollers in the player as a yoke, and used the plastic cover as a building top for the bat-a-rang to connect to. The students in the group were quick to catch onto the theme of the lesson; use everything that you have to make it work! We couldn’t get to stay together for the whole lesson, but he teacher emailed me later saying they went from dead last to 3rd place. Pretty cool for something that was old and useless.

  Like previous consortiums, the group met up and continued to exercise moonshot thinking and continue to collaborate with Google on best practices being us across the country.

The next morning, we finished our meeting by sharing a variety of ignite learning lessons & sessions that we’ve been learning as we gathered this weekend. It was fantastic!

14680670_10153818145407204_8839589821367801338_n
addressing the consortium in Napa Valley, CA.

Overall, a fantastic weekend of learning. This job is not an 8-4, Monday to Friday job, and work is done at all hours of the day. Making then time to get to work with your tribe is essential for your success today.  Our job is to get the best for our students and staff; this consortium has truly helped me do just that.

 

still doin’ that

With the school year going into full swing, so are many of the weekend September festivities:  festivals, football, and fall TV.  For educators, it is also a time for weekend conferences, workshops, and EdCamps.

Ever since becoming a superintendent, I have been faced with the same questions at least once a week.  Below is a simple Q & A for you.

“Why do you still participate in EdCamps, conferences, and  weekend workshops?” 

The simple answer is because I enjoy them.  I enjoy learning at these workshops. I enjoy learning from others and with others.  I enjoy networking.  Mostly, I enjoy seeing how other students are learning and how I can harness their triumphs for my own students and teachers.

Yes, some conferences are the same ol‘ same ol.”   I don’t go to those.

Yes, I often run into many of the same people.  So?  Chances are those people are a part of my PLN (personal learning network), and I learn more from them than from anyone else.

Are those folks that do all of these conferences or tweets in some cult or clique? Eh, some of them.  Just because we are on Twitter or the 18,000,000 other avenues of social media does not mean we all get along  – or should for that matter. Difference is good.  Everyone doing the same thing…. bad.  The movers and the shakers always find each other, not for popularity, but so they can grow together. Anyone who is too cool to say, “Hi,” to you or spends their time spewing slander? Drop ’em like French class.  (Remember that movie?)

Do you feel bad is you miss one?  LOL – no.  There have been many conferences/EdcCamps I have experienced.  Some were great; some were not.  In some cases, I served on the organizing committee.  You do your time, and you move on.  If it truly speaks to you, you stick around.  It is not mandated by any means. There are scads of conferences and EdCamps that I’ve partaken in and don’t partake in now.  It’s not a game changer if I don’t go or help out, and it never should be.  If any EdCamp or conference is built around one person, there’s a big problem.

How do you get the time?  That’s the tricky issue these days.  I have an amazing family at home, and my 18-month-old twins require much time and talent.  Not only that, but  I want to spend as much time with them as possible.  Family first, always.

What if you go alone?  ho cares?  You are going for you.  I work the same way.  I’m here to learn something.  If I don’t learn, it’s a waste of my time.

Seriously, you really enjoy this stuff THAT much?  Hell, yeah!  Education is my passion; it’s what drives me.  I am a fearless workhorse who wants nothing more than to have every available option for my students and staff, so that they can learn as well.  I want our students to be productive members of society.  Those students will be taking care of me down the road.  Why would I not want the best for them?

Until the next conference, EdCamp, or whatever the next big thing will be…

 

 

 

 

 

 

Mic Dropping (again)

img_7815

Never did I ever think there would be a “part deux” to  blogging about speaking in the White House, until it happened again. Most people don’t get invited to the White House even once, let alone twice.  It’s humbling; it’s surreal.  It’s one of those experiences that you get to share with your kids and their kids.

About a month ago, I received an invitation from the Office of Science & Technology to attend both the #CSforAll forum and a PD session on what other districts from around the US and its territories are doing.  These meetings are the results of numerous initiatives from the President with the goal of getting computer science classes, programs, clubs, activities, or all of these into all schools.  If it sounds like a very broad and ambitious goal, it is.  To give every student the skills needed in order to succeed in today’s society has always been prized as a local initiative.  However, when the President of the United States sets an initiative, you want to follow through on it and use every resource you can.

The morning workshop was fantastic!  It contained leaders, teachers, government officials, and students from around the country, US territories, and Native American tribes.  I was able to hear about how uber wealthy, dirt poor, gigantic, and minuscule districts all had students writing code from grades K to 12.  I heard how a southern California high school rolled out a series of CS classes and how a school district in Florida started an hour of code and turned it into a massive community outpouring.  I was floored with how a tribe in Oklahoma has kindergarten students coding on the reservation. Meeting students where they are is an understatement.

The afternoon was a summit with national partners that highlighted how students, companies, colleges, public & private schools, and the government have come together to promote computer science for all.   From the Girl Scouts to Megan Smith, the Chief Technology Officer of the United States, it was a fascinating afternoon.

The event was live on whitehouse.gov; you can watch the summit here:

//www.youtube-nocookie.com/embed/hiZLuHfvvYI

We finished the day with a student exhibit in the Old Executive Office Building.  Besides seeing our future working on computer science projects that would take me days to figure out, we were also treated to some White House cupcakes.  Hey, cupcakes are cupcakes, but they are much cooler when the seal of the President is on them.

Three takeaways from another fantastic day in the world of education…

1. Computer Science is real, and it is easy for all ages.  Like all things new, it takes a bit of time to adjust.  CS classes are no longer “dehumanizing” (as one teacher from the forum put it) and can be injected into kindergarten classes.

2. Socioeconomic factors are finally starting to “not count” when it comes to trends in education.  The fact that Native American tribal schools are achieving success with kids from 5-15 should be a giant wake-up call to all blue-collar & white-collar school districts that say, “They can’t do that,” or “We don’t have the resources.”  Newsflash: They can, and the last time I checked, free resources don’t cost anything.

3. Regardless of who becomes President next, this project will continue to move forward.  It was adamantly clear that regardless of what happens in November, the star power and drive of so many Americans is obvious.  Computer science is a skill set for all learners and will only become more important as we move on in the future. 

 

IMG_7828.JPG
With Megan Smith, the Chief Technology Officer of the United States

Which guy?

imgres.png
image credit: newgrounds.com
So… here we are again…another summer that flies by, another school year ready to kick off, and another few weeks of thoughts swirling in my head about what exactly to say to the hundreds of staff members who wait for my every last breathYou know the last sentence was sarcasm, right?  I used to despise listening to administrators giving speeches to begin the school year.  As a teacher, I already had so much to do, a classroom to set up, curriculum and IEP’s to look over, etc. The last thing I wanted to do was be herded in like cattle to sit and listen to some know-it-all administrator tell me how I’m going to do my job and how wonderful I am, even though he had never met me.

 

that-guy_340_414_90
image credit: shamelessmag.com

And now I am “that guy.”   I don’t like being “that guy.”  You know… “That guy” who cuts in front of you in the lunch line, “’that guy” who just has to have the last word, “that guy”’ who has been the gift to education since he stepped into a classroom and knows absolutely everything.

I don’t like the labels “good guy” or “bad guy” either.  My job isn’t a movie plot or a professional wrestling storyline.  However, some will correlate good guy and bad guy, because that’s what was always done.

Some people will call me a good guy, some a bad guy, or, even worse, “that guy.”  While I don’t think I fit any of these personas, I’ll tell you what I think I am. I am the guy.

  • I’m the guy who was appointed by the Board of Education to lead a school district down numerous avenues, sometimes even trailblazing.
  • I’m the guy who is charged with leading principals, supervisors, managers, teachers, and all employees in any and all school interactions, as I have oversight of, either directly or indirectly, every district employee, all school programs, and all facilities.
  • I’m the guy who signs the checks, approves the bills, and makes sure we are getting the best that money can buy.
  • I’m the guy who serves as the Chief Executive Officer of the Board of Education and am responsible for the administration and supervision of the school district in accordance with Board policies and New Jersey Statutes.
  • I’m the guy who will inspire, lead, guide and direct every member of the administrative, instructional, and support services team in setting and achieving the highest standards of excellence, so that each individual student enrolled in our district may be provided with a completely valuable, meaningful and personally rewarding education.
  • I’m the guy who is an ex-officio member of the Board of Education and serves on every committee, like it or not.
  • I’m the guy who advises the Board on the need for new or revised policy and prepares drafts for Policy Committee review.
  • I’m the guy who supervises the effective implementation of all constitutional or statutory laws, state regulations, and Board policies. Some love that, and some loathe it.
  •  I’m the guy who recommends for promotion, appointment, or employment all employees of the Board and assigns, transfers and recommends for dismissal any and all employees of the Board.
  • I’m the guy who assumes ultimate administrative responsibility for the health, safety, welfare, discipline, assignment, promotion and retention of all students.
  • I’m the guy who will report to the Board of Education on the conditions and needs of the school system and effectiveness of the policies and regulations under which the system is operating.
  • I’m the guy who supervises the physical operation of the school plant and its facilities and makes appropriate recommendations.
  • I’m the guy who is responsible for the general supervision of the instructional programs as well as the one who supervises research essential to the efficient operation of the school system and the improvement of instruction.
  • I’m the guy who makes recommendations to the Board of Education for its adoption of all courses for students as well as the purchase of textbooks, instructional supplies, and equipment.
  • I’m the guy who schedules meetings and professional development for school staff as necessary for the improvement and welfare of the school district.
  • I’m the guy who makes the call for the opening or closing of school during emergency situations.
  • I’m the guy who has to enforce Board policies and implement Board goals whether I like them or not.

I could go on and on for another 8 gazillion bullets, but, hopefully, you get the point.  Bottom line: If it has to deal with school, from a broken pipe to a broken link on the website, I have something to do with it at some point.

You can love me, you can loathe me, or anything in between and outside of the scope of that, but know that this guy is here for your kids.  Kids first! Always!

I think I just finished by back-to-school address.  Here goes nothing.  If it hits home to one person, awesome.  If not, I have Dave Burgess to fall back on this year! 😉

Here’s to all having a great back-to-school year!

Chicagoland: science, STEAM, and sheer awe

The following was published on the BAM radio network and on the AASA website:

In late July, I had the opportunity to participate in the AASA digital consortium summer meet up. The consortium visited two superb districts (Leyden High School District 212 and Deerfield Public School District 109) as well as one Titan in its own class (the Chicago office of Google).

 

The symposium started with an overview of the Leyden school district. A diverse, blue collar town, Leyden has a little bit of everything to offer. What was most impressive was the fact that Leyden truly understood the necessity to prepare young adults to be adults in the workforce.  Not that they weren’t preparing for college prep too, but it’s always fantastic to see what schools are doing for the student going into the workforce. 

Tours like this always start with “the nickel tour” (tour of the building),  which was immaculate. The building itself was over 70 years old, but you would never think it. I later found out that the entire maintenance team are non-outsourced employees, which we all know leads to high quality work and investment in work. When I say immaculate, I could have eaten my lunch off of the floor.


We then saw two specific programs that were essentially turnkeying students for the workforce. One program focused on CNC machinery (tool & dye) and the other was computer repair. You may think CNC machinery as odd, but there is a large CNC plant in town, and the district collaborates with the plant in creating and maintaining the program. The epitome of win-win.


The computer repair program was a variety of mini-stations: a student-lead technology help desk, a chromebook repair station, and a coding station. All stations were oversaw by a teacher, but all work was being completed by students. From diagnosing computer problems to 3D printing parts for said computer problems, it was a well-oiled machine. 

The next day was spent at Google’s Chicago office, where Superintendents from around the country gathered to brainstorm and work through problems. This was all done in one of many conference rooms that Google has. And yes, before you even think about it, he offices were amazing. Part IKEA, part arcade, part diner, and part cubicle, the offices were amazing. All of the things about the Google office that I heard were correct, including:

  • Funky furniture
  • A manicure/pedicure and massage office
  • Fully stocked kitchens on every floor
  • Nap pods
  • Ping pong
  • Some of the most creative minds I will ever come across.

The third day was focusing on another Chicago suburb school district, Deerfield. The district, the almost polar opposite of Leyden, is a K-8 district focusing on preparing students for college prep classes in high school. Most impressive was the newly built science wing, which took three years to build after scads of tinkering to perfection. To be honest, words can’t really begin to describe the detail and quality of these science rooms. The pictures below speak for themselves. Every single aspect of the room was focused on; no stone was left unturned. Highlights of the wing include:

  • Floors that had scientific Equations embedded in them, as well as state of the art seating

  • Monitors all around the room are are connected to one camera in front of the teachers station, so the teacher can model as students partake in labs

  • Rain collection stations for fully functioning aquaponic workstations, along with camera equipped bird houses
  • A hallway designed with RGBOYV for studying purposes, along with monitors that are reporting outdoor temperatures and scientific data

The tour also included a new STEAM lab and was loaded with students talking about their daily experiences. 

In all, three amazing days this summer. Superintendents need to see this – it shows all of us that work needs to be done in our home districts, and also shows us that all of the dreams and thoughts that run through our head everyday are indeed fully capable of becoming student reality.


I’m looking forward to the next collaborative venture. I can’t wait to see what’s next.