I agree a lot with what Carla said. I think the key thing to recognize is the “arms length” is more a defense mechanism for teachers than anything else. They are overwhelmed with folks both internally (administration) and externally (just about everyone) telling them they are not doing an adequate job. I think they are just beat down in many ways and are entirely in a reactive mode. This leads them to be not so much resistant to change (or innovation), but more people putting their fingers into lives. Everybody wants a piece of them and by extension the kids in their classes for all sorts of pet projects.

I also think that grassroots is the way, and in particular not presuming that we know what they need. Just as the PDS started with conversations, I think that is where any serious attempt at partnering with schools must begin. I have been involved with a group that is attempting to build a collaboration between PSU and the Delta program here in State College. It seemed like the whole conversation was just about people listing what they needed from the other group and what they thought that other group could provide. It struck me as being like meeting someone on a first date and beginning the conversation by saying “well here are my needs: I need someone to cook my meals, maybe do some laundry…”. This idea of getting together a set of offerings for teacher that will help them integrate technology into their classrooms feels like a variation on that theme. More like saying to your first date: “I have known a lot of women and based on that I am pretty sure that what you need is a manicure and a massage”. Might be right on, might not, but I would guess that the general presumptiveness of coming to it that way would make them think less of you. I think we do this a lot as higher education folks when we try to develop relationships with teachers. We assume we know the ways they need help and that we can help them. However, we don’t live in their world and don’t know their pressures. I believe that it has to start with a conversation where everyone comes with an open mind about where things will go. It has to be a conversation among equals about how everyone’s expertise can address problems for mutual problems we all care about.

I think we can do it all.

Let’s say, for example, that we decided to go down the suggested path and help teachers think about the ways they use technology in their classrooms (and lives — can’t really separate the two). We could have a basically informal structure (say workshops or summer camps rather than semester-long courses), for which teachers would come to State College, bunk with volunteers to avoid hotel costs, and participate in a series of activities that were designed to be both skill and knowledge-expanding and fun. For those who want or need it, we could do it under the flag of a non-credit course, and we could certainly apply for and get Act 48 credits.

I’m not really trying to take us in that direction, I’m just saying that I’m sure we can think of services that would be popular with the audience we hope to serve, would be fun and beneficial (as Carla says, both for us and for them), would be inexpensive, and would have an impact. We could follow these with an online community — say an online “Innovation Studio” where teachers could come for support, encouragement, and who knows what else.

If others want to talk about possibilities, I’m in, but we’ve got to keep the playful attitude that was evident in the success of Once Upon a School (the example Cole gave us to kick this conversation off.)

Thanks, you guys made my day.

Kyle {(}-;

I really like the idea of Summer Camp (Apple style!), especially if there are opportunities to support teachers in trying what they learn in their classrooms post-camp.

And thank you for reaching out to colleagues in the College of Education. This kind of effort really is the heart and soul of what many of us do. : )

At the heart of the relationship is the notion of simultaneous renewal. It’s different from the common model. For too long the “powerful bunch” at Penn State has abused relationships with schools in two well-meaning ways (probably more). First, we have a long history of sweeping into schools with projects connected to outreach components of funded projects, then pulling out when funding dries up. It’s hard to build trusting relationships in the midst of this disappearing act. Second, there is an urgency associated with the notion that schools are broken and we need to do something to fix them. Sadly, this gets translated to a focus on fixing teachers because school systems are so complex and difficult to affect. It’s no wonder we get the “arms length” reaction. Wouldn’t you be skeptical of someone coming at you with the attitude that you are the problem that needs to be fixed?

Long story short, we may be asking the wrong question here. A focus on simultaneous renewal means that we also have something to learn from K-12 professional educators. Are we willing to be vulnerable? Are we willing to genuinely approach working with teachers as investing in long-term relationships in which all parties bring expertise to the table to tackle a problem of practice that is as important to the teachers as it is to us? This was an essential aspect of the message from Once Upon a School – What do teachers need help with?

There is so much more, but I’ll stop here for now. It’s exciting to know that so many people are interested in collaborating with schools!

I’ve often thought of ways to provide some basic instruction to teachers on designing online activities, but it is difficult for them to get approval to attend unless it is on their own time and if you’ve ever met a really awesome teacher, time isn’t something they have much of even in the summer. Maybe reaching out to the teachers in the area with a Summer Camp type event or an online version of might hit more folks than my tiny grassroots attempt.

I couldn’t agree more. Several of my friends who are teachers say they have the technology, access to software, but for many of them, they have no idea how to use it.

A good, week-long tech immersion coupled with some help from the folks in College of Ed to make it relevant to instruction would be a real service to the community. Put me down for the wiki course