What We Can Learn From Innovative Grant Initiatives

Two weeks ago, I attended an event called “The Convening” where recipients of the North Carolina Digital Learning Initiative Grants (DLI) shared the work that they have been doing this past year. I was totally blown away by the incredible work that so many of our PSUs are doing. As I reflect on what the PSUs shared, I noted a couple of commonalities and best practices that we can use going forward. Earlier in the day, Dr. David Stegall, the Deputy State Superintendent for the North Carolina Department of Public Instruction, shared that the “legacy that the DLI is creating is a gift” for future generations. His words really resonated with me throughout The Convening as I saw amazing ideas put into action and innovative practices being implemented. Here are some of the key takeaways that I noted:

1. Teacher Leadership Is Important - Many of the recipients shared that teacher leadership was a key focus of each of their implementation models. According to the New Teacher Center report “School Leadership Counts,” “students perform better in schools with the highest levels of instructional and teacher leadership” (“Why Teacher Leadership Matters and How To Build It In Your School, National Institute for Excellence in Teaching).  The recipients of the grant have definitely maximized teacher leadership in their grant execution. Many of the recipients shared that their teachers have transformed and grown in their leadership during this experience.  While the importance of teacher leadership has been known for some time, the grant recipients reaffirmed the emphasis that must be put on teacher leadership as a way to improve student learning outcomes.
2. “An Inside to Outside Model” - Recipients referenced that a focus on working with teachers directly was transforming outcomes and many of their schools.  I believe that this goes hand in hand with the emphasis on teacher leadership in many cases.  Too often, teachers receive professional development that works from the outside to inside or top-down.  In my experiences, these models are temporary, often year to year, until a new initiative is launched by the school or school system.  The outside to inside model lacks sustainability and, more importantly, teacher "buy in."  Many teachers are weary of the latest initiative since many feel “that this too will pass” if they just outlast it.  However with the Digital Learning Initiative Grants, the focus is on starting with a model that transforms from the inside by investing in teachers who see value and purpose.  This also leads to more sustained levels of investment over time by the teachers targeted in the grant.  They learn together and invest in each other.  I would offer that this approach of “Inside to Outside” will benefit teachers and students for many years even after the grant has run out.
3. Invest In Professional Learning - the grants have allowed many systems to invest in professional learning opportunities for their staff that honor educators through personalization.  Too often, professional learning is not personalized in a way that targets the needs of educators.  Additionally, it often does not inspire educators to be innovative and develop more ambitious learning goals for their students.  A common theme that was reported by recipients involved an enthusiasm by teachers to seek out innovative uses for digital learning.  Additionally many recipients reported that teachers included in their grants were beginning to share with other teachers and connecting with educators outside of their buildings.
4. The Need for Common Language and Vision - Almost all recipients reported that one of their earliest activities involved developing common language for teachers.  The use of language is important and offers clarity.  This common language ensures that everyone is clear on the purposes and processes associated with the grant.  Common language also leads to the development of vision which provides a roadmap for progress.  Many PSUs reported developing a common language and vision created interest and “buy in” from school principals and other administrators.  Many of the recipients also reported that many school level principals were won over by the progress observed by teachers in the grant.  
5. Learn From Others - As each of the PSUs shared, other PSUs were taking notes, asking questions, and learning.  This is a keystone to the DLI grants.  There are many extraordinary practices occurring and each PSU was sharing their best practices and lessons learned.  I also learned a lot and was compelled to write this blog as a result.

Based on my experience, I see much value emerging from the DLI grants. Many best practices are being developed. Recipients are pushing their teachers and educators to change paradigms by investing in personalized professional learning and creating a culture where innovation is valued by stakeholders. We must continue to share the lessons learned from these grants and replicate them moving forward. This is the legacy that Dr. Stegall referenced as we continue to create learning opportunities that inspire teaching leadership, innovation, and student success.

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