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Part 2: Experimenting, Evolving, and Embracing New Platforms
“Among the types of thoughts that
affect action, none is more central or pervasive than people’s judgments of
their capabilities to deal effectively with different realities.”
(Bandura 1986)
During Part I of this blog, EdExploreSRQ’s New Realities, I
highlighted some of the phenomenal “Silver Linings” – the unexpected findings
and treasures that occurred with EdExploreSRQ as organizations and teachers had
to pivot, adapting to a virtual platform.
Another fortuitous phenomenon that occurred out of necessity was the
harmonious, ambitious and highly successful collaboration of several local Provider
organizations.
George Hemcher, Youth Opera Coordinator, explained that when the Pandemic caused the sudden shutdown last March 2020, his colleagues, incredibly talented Providers, realized that they collectively were not well versed in the technical skills or technology required to utilize virtual (remote) learning platforms. “ We needed a crash course !” They quickly decided to come together informally to create a forum for learning from and with each other. They all acknowledged the virtual platform would never be a comparable experience to having students interact with live art forms, but they were open to exploring possible substitute opportunities.
Kelli Maldonado, Education and Community Engagement Director at Van Wezel Performing Arts Hall, and George Hemcher took the lead, giving birth to the idea of sharing practices and learning together . Kelli commented, “We realized that virtual learning was not going away, so we needed to redesign programs from the ground up.” She sees arts educators as natural collaborators, so she felt confident that as a group they could be successful if they remained committed to their primary focus on solving problems together, so all the EdExploreSRQ Providers will be able to continue to offer highly engaging experiential learning experiences. “It was never about “our program” but instead to help each other.”
Ben Jewell-Plocher, Education Director from Embracing Our Differences (EOD), Katie Nickel, The Ringling’s School and Teacher Program Coordinator, Brad Tanner- Senior Schools Program Coordinator at Mote Marine Laboratory, Karen Bell- Outreach Education Manager for The Circus Arts Conservatory, Sarah Brunow, Tiana Turner, from the Asolo Repertory Theatre Sarasota, Tracy Calla from Marie Selby Botanical Gardens as well as
Teaching Artists: Kuniko Yamamoto, Andy Salgado, Deb Lombard, Laura Courter and Judy Levine participated weekly with this informal group that they named “Lessons Learned”. This network became an open forum for discussing what worked well and what did not. “We were accustomed to playing well together and we realized we were not alone. They made us think differently and forced us to step out of our comfort zone.” Karen Bell
Many researchers have characterized the challenges that educators face as both technical and adaptive (Heifetz, Grashow, Linsky, 2009), (Donohoo, 2003). Technical challenges are often the easier ones to tackle because the problem is clearly defined, the knowledge and capacity to solve already resides in the expertise of individuals, and the solutions and implementation are readily understood. Adaptive challenges are ones, however, where the necessary knowledge to the problem does not yet exist (VanderArk, 2006). Tackling the shift to virtual Explorations required the implementation of new platforms for learning , experimenting using new strategies and tools, being open to adapt , and pushing aside the past ways to allow for innovation so novel methods could evolve.
By examining collectively what works and what does not, based on their own experiences, the Providers dedicated themselves to learning new ways of engaging students. We learn to do the work by doing the work! ( City,Elmore, Fiarman, &Teitel, 2009) . Drawing from trusting long-term relationships, coffee hour quickly turned into productive almost weekly sessions where they began sharing resources, and tips they had found successful. They were motivated simply because they needed to learn a different way of teaching in order to be marketable and ready for students in the fall. They began to draw from the expertise within their group discovering the power of collective efficacy. John Hattie (2016), one of the most highly regarded international researcher in education, ranks teacher collective efficacy as the greatest factor impacting student achievement. It is the collective self-perception that teachers in a given school make an educational difference to their students over and above the educational impact of their homes and communities.
Despite a bit of angst, they agreed to help create Explorations together, practicing together, offering candid suggestions, sharing and leveraging strategies or techniques that were and were not successful. They took risk-taking and support to an even greater level by actually watching each other teach to get meaningful feedback. Without being aware, these Providers were engaged in a modified version of truly exceptional research-based practice for professional learning called “lesson study”. Lesson study originated in Japan (2007-2021) whereby teachers collaboratively select a topic, plan, and prepare a lesson together (called a research lesson). One teacher enacts the research lesson, and the others observe the students in class, and finally teachers discuss their observations. The focus is not on the teacher but whether the design of the lesson was successful for student understanding.
Phenomenal things happen when a group of individuals share the belief that they are able to achieve collective goals by embracing new possibilities through collaborating not competing. Special gratitude to the 18 entrepreneurial providers who invested their time and talents reaching over 40,000 students by recreating over 80 highly engaging digital learning experiences including virtual tours, live streaming activities, on-demand live or pre-recorded performances and videos. Given the success of this professional collaborative model, I predict that this collective work will live on, long after the Pandemic. “One of the cornerstones of Sarasota is the work environment is so healthy. That’s why I stay here.” Katie Nickel.
Part 1 Silver Linings
“Never let a good crisis go to waste.” Winston Churchill
It has been almost a year since the pandemic changed our world
in ways we could not predict. We
wondered and worried how our local organizations would survive and then thrive,
learning new ways of working and delivering their services. The Sarasota County
School District EdExploreSRQ Leadership Team began coping
with their new
reality in April 2020, understanding that on-site, in-person Explorations would
likely no longer be viable for the 2020-2021 school year. Once them informed
the Providers that all Explorations would be virtual, a small group of organizations
who continually demonstrate leadership for EdExploreSRQ, jumped out as the
first to create and post their explorations offering their support and ideas to
others.
This initial small group of Providers’ collective ability to creatively adapt to COVID-19 challenges by exploring new opportunities, while not surprising due to their extraordinary talents, was remarkable. At the outset, virtual learning was always considered an intended platform for EdExploreSRQ, but for years, technology and logistical barriers prevented this learning modality from gaining traction until the pandemic forced teachers and providers to “dive in”, realizing digital learning would need to become routine practice.
A” silver lining” is a sign of hope in an otherwise negative situation. Beginning in 2021, during conversations I had with some of the early adopters, unanticipated “silver linings” began to emerge. Behind the scenes, at least 18 EdExploreSRQ Providers began to innovate by pivoting and creating over 80 vibrant digital learning experiences. To date, over 40,000 students have participated in virtual tours, live streaming activities, or on-demand live or pre-recorded performances and videos. Kelli Maldonado, Education and Community Engagement Director at Van Wezel Performing Arts Hall, commented that they have already exceeded their annual goal of reaching 30,000 students. As the year progressed, the virtual learning format is gaining in popularity and the attention it merits.
For us, it was not just an English Language Arts lesson, but an opportunity to have an experience that most of our students may not have access to outside of school. They learned how to communicate (both through speaking and listening) and how to follow multi-step directions.
These are programs we would normally see, but I thought we wouldn’t this year. Some students may never be able to see a show if they don’t go through school, so they would have totally missed the performing arts experience without this show. (Charlotte’s Web)
Providers who initially resisted virtual learning, obviously preferring in person, live Explorations, have realized that long-term, offering virtual options have definite benefits. A number of these new virtual Explorations are free, which has strong appeal, especially to schools serving low socioeconomic student/family populations. Teachers love the flexibility of the on-demand feature, and the easy access that the digital options offer. Some Providers have been diligent about creating digital learning packages that are encapsulated with lesson plans, pre-activities and post activities that are attractive because they are user friendly and respectful of teachers’ time constraints.
I am so proud of Van Wezel and it's AMAZING Education Department. They are ALWAYS bending and going with the flow to create incredible experiences for the kids. I really appreciate your inspiration in bringing the arts into a very difficult concurrent teaching classroom situation. The kids NEED the arts so much! Thank you!
The virtual lessons are still required to be aligned to curriculum standards and teachers have gained an even greater understanding of how performances or works of art serve as primary sources for students to ponder, question, and write about to demonstrate higher level thinking skills.
Now that Explorations are available digitally, some of our local Providers such as Embracing Our Differences (EOD) and The Ringling Museum have noticed an increase in participation from private, public, and home schools across the country. Teachers in at least 22 states have connected to EdExploreSRQ, selecting relevant Explorations to enrich student learning through tours with live docents, writing prompts, and imaginative art activities.
I love all the educational materials on your website. The materials are creative, well thought out and well designed. My boys are participating in a circus themed play in March and since they have never been to the circus, I wanted to plan a field trip to visit your Museum before the play. But after visiting your site, I was so inspired by the activities that we are now doing a two-week unit study on the circus before our visit.
Ben Jewell-Plocher, Education Director from Embracing Our Differences (EOD), shared the huge task of planning and implementing the Exhibit tours virtually, not only for the teachers, but also figuring out how to train the high school docents and provide the technology for them to orchestrate the tours digitally. Katie Nickel, Ringling Art Museum School and Teacher Program Coordinator, offered to conduct the docent training, illustrating how providers leveraged the talents and skills of their colleagues to strengthen the quality of their learning experiences. Ben also explained how they were diligent in finding innovative ways to give students greater agency by allowing them to select the order of exhibit pieces to explore.
With concern to EOD Exhibit virtual tours, we are finding that teachers are leaning more toward the On-Demand option (i.e., pre-recorded, 30 min. webisode tours that teachers can do with their students at their leisure). I think this is possibly in response to scheduling concerns (i.e., teachers not having the mental bandwidth to take on the scheduling on their end right now).
Brad Tanner, Senior Schools Program Coordinator at Mote Marine Laboratory, collaborated with Sarasota County School’s elementary curriculum specialist, Cheri Dame, to offer Fruitville Elementary School’s parents an engaging, dynamic, virtual family science experiential learning evening highlighting the life cycles of the sea.
The Circus Arts Conservatory had to pivot quickly last spring, realizing that they had to find a way to continue training the high school performers. They were fortunate to hire Miguel Fargas, of Cirque de Soleil fame. Not only did he begin offering on-line work outs, because of his worldwide connections, he was able to contract renown circus artists to inspire students with his fantastic workshops. Karen Bell, Outreach Education Manager, is convinced this opportunity evolved only because of the situation created by COVID.
Whether an Exploration is offered virtually/remotely or in person, the goal is the same: ensure all students are engaged in high quality experiential learning. Our extraordinary providers must be commended for their perseverance and diligence to pivot to unfamiliar virtual platforms. Their intentional collaboration and collegial support for each other’s learning and shared aspirations reminds us that even in the face of adversity, organizations can thrive!
