THE FUTURE OF PUBLIC EDUCATION - With ever-evolving technologies and processes, what will classrooms look like in the next decade? - MASB
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Empowering Public Education Leaders THE FUTURE OF PUBLIC EDUCATION With ever-evolving technologies and processes, what will classrooms look like in the next decade? VOL. 6, ISSUE 1 | WINTER 2020
TA K I NG C ARE O F YO U
S O YO U C A N
TA K E C A R E
OF THEM
THAT’S THE DIFFERENCE
EMPLOYEE BENEFIT SERVICES | PROPERTY/CASUALTY | WORKERS’ COMPENSATION
www.setseg.org @setseg
2019–2020 Board of Directors
TABLE OF CONTENTS
Matthew Showalter, President
Region 4, Shepherd Public Schools &
Gratiot-Isabella RESD
Jill Fennessy, President-Elect
Region 3, Tri County Area Schools
Stephen J. Hyer, Vice President
Group V, Clarkston Community Schools
14 |WHAT’S YOUR 13 |DISTRICT SPOTLIGHT
Donald Hubler, Past President
Region 8, L’Anse Creuse Public Schools & PERSPECTIVE? Laker Schools
Macomb ISD
Brad Baltensperger
Region 1, Houghton-Portage Township Schools
Susan Baskett
Member At-Large, Ann Arbor Public Schools
Ruth Coppens
Region 4, Saginaw ISD
Janice Holz
Region 5, Huron ISD
Deborah Hunter-Harvill 18|WHAT RESEARCH 22-24|DESIGNING A SUCCESSFUL K-12
Group VII, Detroit Public Schools Community District
SAYS ABOUT COLLABORATION CENTER
Mary Jason
Region 2, Charlevoix-Emmet lSD THE IMPACT OF
James Johnson TECHNOLOGY 26-28|BUILDING TALENT IN MICHIGAN
Region 5, Carman Ainsworth Community Schools
ON STUDENT
Dawn Kaiser
Region 2, Iosco RESA ENGAGEMENT AND 30-32|QUALITY MANAGEMENT: A
Guillermo Lopez LEARNING
Region 7, Lansing School District DISCIPLINED APPROACH
Kathleen Moore
Region 6, Lakeview School District
Donald Myers 34-35|DEFYING STEREOTYPES
Region 6, Harper Creek Community Schools
Darlene Pomponio
Region 8, Southgate Community Schools 36–37|A NEW AND BETTER WAY TO FUND
Paula Saari
Region 1, Marquette-Alger RESA OUR SCHOOLS. . .BUT WILL WE
John Siemion ADOPT IT?
Region 3, Grand Haven Area Public Schools & Ottawa
Area ISD
10–11|POINT/COUNTERPOINT
Term Limits
Shawna Walker
Group VI, Wayne-Westland Community School 38-39|EVERYONE COUNTS: THE COST OF
District
Dale Wingerd
MISSING A CHILD
Region 7, Clinton Community Schools
LeaderBoard (ISSN 2376-3930) is published three times a year
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Way, Ste. 400, Lansing, MI 48917, 517.327.5900,masb.org,
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7| PRESIDENT’S MESSAGE 42|MASB WORD SEARCH
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9| ASK BRAD: SCHOOL LAW Q/A
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Acknowledgements
To learn more about MASB’s advertising and sponsorship MASB would like to thank Superintendent John B. Deiter, Ph.D. and Rob Bush from DeWitt Public Schools for allowing us to
opportunities, please contact Shelley Davis Boyd at 517.327.5908 utilize their 3-D printing lab to create this issue’s cover photo.
or sdavisboyd@masb.org
MICHIG AN AS SOCIAT ION of SCHOOL BOARDS | L E A DE RBOA RD W IN T E R 20 20 3
EXECUTIVE
NOTE
THE FUTURE OF MICHIGAN STUDENTS
STARTS WITH YOU By Don Wotruba, CAE
I have two kids in Michigan pub- hear from many humble board that allow your teachers and and you are likely the first
lic schools and am constantly members who state they are not administrators to do their jobs, exposure they may have to
in awe of the people they are responsible for the success of and thus, create successful elected officials. You can be
becoming. As most of you are or the students in their districts, students. their teacher in how to serve a
have all experienced, our kids and while there may not be community, how to disagree but
grow up too fast and then move a direct connection, I would Your work is no small feat in not be disagreeable, how to be
along into adulthood. While I ask each of you to think about today’s environment of polariza- inclusive of diverse thoughts
have a few years before my kids how you feel when those same tion, self-interest and negativity. and ideas, and how important it
hit that space in their lives, I do students walk across the stage As we enter into another elec- is to understand there are many
feel a profound gratitude to the at graduation in your school tion year (and a new decade!), times where simple decisions
public school teachers who are districts. for both school board members are much bigger than oneself.
helping to shape my children and many other elected of-
into the adults they will inevita- You have a sense of pride for ficials, I ask you to set an exam- Thank you again for the work
bly become. these students that likely rivals ple for the kids in your districts. you have done and for the work
the pride you feel for your own While you are all a reflection of you will do on behalf of the
Teachers are impacting children kids. This feeling is because you your community, please do not nearly 1.5 million students in
in similar ways across this na- are responsible for their suc- be a reflection of the negativity Michigan.
tion, but they would not be able cess and I extend my heartfelt we are seeing and sometimes
to do this work in the same way appreciation to each and every acting out ourselves. We should
if you, as boards of education, board member in this state for each aspire to be better ver- Don Wotruba, CAE, is MASB’s
did not provide the support and the work you do, not just for my sions of ourselves as we know Executive Director, and can be
reached at dwotruba@masb.org or
guidance that is needed to suc- kids, but for every kid. You cre- these kids are watching. 517.327.5900.
cessfully govern your districts. I ate the vision and atmosphere
If nonpartisan school boards
“If nonpartisan school boards cannot cannot have civil discourse, how
can we expect our partisanly
have civil discourse, how can we elected officials to be any
different? Those students who
expect our partisanly elected officials walk across the stage each
year in your districts are the
to be any different?” future leaders of this country
MICHIG AN AS SOCIAT ION of SCHOOL BOARDS | L E A DE RBOA RD W IN T E R 20 20 5
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PRESIDENT’S
MESSAGE
IT TAKES COURAGE
By Matthew Showalter
Shepherd Public Schools and Gratiot-Isabella RESD
Our theme for this issue is the have unique characteristics To achieve a new funding I’m hopeful for the future of
future of education. I am not that provide opportunities for system is going to take sub- public education in Michigan
sure where the future will take all schools to educate their stu- stantial advocacy by us and the due, in part, to each of you. The
us, but I am sure that it will dents. I do not propose change stakeholders within each of work of school boards is in-
be a lot different from how we for the sake of change, but we our districts. We need to build strumental in moving our state
deliver education today. My should also not continue to do networks in our communities forward and I appreciate each
surety in this eventuality is something just because that is with parent organizations, staff of your contributions. Keep up
because of the drastic change the way we have always done unions and groups, business the good work and share your
in how education has been it. We should strive to provide leaders and the general com- successes and challenges so we
delivered since I graduated 30 each of our students with the munity to advocate for public can collectively grow and learn
years ago. education that they need to education. from each other.
have a successful future.
As board members, one of our The redesign of our educational
jobs is to stay up on emerg- Unfortunately for most of us, funding system is a heavy lift Matthew Showalter is MASB’s 2019-
ing trends in education so the major deterrent to innova- for our elected officials and 2020 President, and can be reached at
that when our administrators tion is the lack of funding to will require courage from all matt@theshowaltergroup.com.
or teachers propose changes, try new ideas. One of the major involved. I believe a significant
we can appropriately evaluate changes that we need to ensure impediment to the Legislature
whether those changes will an effective future is for Michi- fixing the funding system is
work for our district. Board gan to change how we fund term limits (see pages 10-11 for
members should prioritize education. Studies have shown more). Other articles in this
innovation among our staff that we are not adequately issue look at additional factors
by providing funding and funded to meet the needs of that are already or will impact
institutional support. These each of our students. I believe the future of public education
new programs and/or strategies we need to adopt the philoso- in our state. I encourage each of
should be based on educational phy of the School Finance Re- you to read with an open mind
research and sound pedagogy. search Collaborative findings and evaluate how or if these
and fund local districts based ideas could help your district
Board members also need upon the needs of each student. move into the next decade and
to recognize that not every This will increase equity in beyond.
best practice works in every our funding system that our
district. Each of our districts students deserve.
MICHIG AN AS SOCIAT ION of SCHOOL BOARDS | L E A DE RBOA RD W IN T E R 20 20 7
In 1972, the seed of an idea was planted, a way for the Michigan Lottery to support our
public schools. And 47 years later, look how it’s grown.
To date, the Lottery has contributed $22 billion to Michigan public education. Last
year alone the Lottery contributed $941 million — $2.5 million to schools every day.
As the symbol of the Michigan Lottery, our tree represents more than fun. It represents
development, growth and the steadfast support the Lottery provides to Michigan
public schools.
Knowing your limits is always the best bet. Call the Michigan Problem
Gambling Helpline for confidential help at 1-800-270-7117. michiganlottery.com
ASK EACH ISSUE OF MASB’S LEADERBOARD FEATURES HYPOTHETICAL
BRAD:
SCHOOL LAW QUESTIONS THAT ARE SIMILAR TO THE QUESTIONS
THAT THE MASB LEGAL SERVICES DEPARTMENT RECEIVES FROM
MEMBERS. THE ANSWERS TO THE QUESTIONS ARE INTENDED
TO PROVIDE LEGAL INFORMATION AND ENHANCE SCHOOL
YOUR SCHOOL LAW BOARD MEMBERS’ UNDERSTANDING OF SCHOOL LAW ISSUES
BY EXPLAINING HOW LAWS OR COURT CASES APPLY TO GIVEN
QUESTIONS ANSWERED SITUATIONS. IF YOU HAVE A SPECIFIC HYPOTHETICAL QUESTION
THAT YOU WOULD LIKE TO SEE ANSWERED IN A FUTURE ISSUE,
By Brad Banasik, J.D. PLEASE SUBMIT YOUR QUESTION TO WEBMASTER@MASB.ORG.
REQUESTING RECORDS FOR A
STUDENT DISCIPLINE HEARING
A school board was scheduled to Because a school board member Further, MASB has tradition- much information about the
have a student discipline hearing has no individual authority ally interpreted the above incident is shared with board
at its next meeting. This was under Michigan law, a board provision to apply to school members before they hear the
going to be the first discipline member should be treated as board members as a collective student’s response or version of
hearing for the board’s newest any other member of the public entity, rather than allowing the evidence, board members
member, who was just appointed when making an individual individual board members to may form premature opinions
to the board last month to fill a request for school records.1 At access student records without on the issue of guilt. In both of
vacancy. The new board mem- least one out-of-state court has authorization from the board. these cases, the board is risking
ber was surprised to discover supported this view, hold- Thus, by individually request- its impartiality as a decision-
that the agenda packet for the ing that an individual board ing the education records of the maker. So, in denying the board
meeting didn’t include detailed member was without authority student, the new school board member’s request for additional
information about the disci- to review teacher personnel files. member was likely not acting information about the incident
pline hearing that described the The court likened the status of as a “school official” with a and student, the superintendent
incident or provided background an individual board member to “legitimate educational interest” was protecting the due process
information about the student. the status of a general citizen, in obtaining the information, so rights of the student.
Wanting to be prepared for the noting that “[t]he Code confers the superintendent would have
hearing, the board member sent no authority upon individual needed to get written consent
an individual request to the school board members to act from the student’s parent before
superintendent asking for a copy unilaterally under the guise of sharing the information with Brad Banasik, J.D., is MASB’s Legal
Counsel/Director of Labor Relations &
of the administration’s report of carrying out the responsibilities the board member.
Policy, and can be reached at
the incident and copies of records of the board as a whole.”
bbanasik@masb.org or 517.327.5929.
documenting the student’s disci- Lastly, the principles of proce-
plinary history and attendance. It is also problematic that dural due process demand that 1
A school board may, however,
After receiving the request, the the board member requested an impartial decisionmaker authorize access to school records by
superintendent contacted the records that constitute “educa- conduct a student discipline individual board members pursuant
board president about it and it tion records” under the Family hearing and determine whether to a board policy adopted at an open
was decided to deny the request. Educational Rights and Privacy misconduct is established by a meeting. In the absence of such a policy,
Was this the correct decision? Act. FERPA does authorize preponderance of the evidence board members would be required
to make a written request under
the nonconsensual release of presented at the hearing. This Michigan’s Freedom of Information Act
The decision to deny the board personally identifying informa- means when board members in order to view or receive a copy of a
member’s request is correct for tion from student education are serving as the impartial school district record.
multiple reasons. records to “school officials” with decisionmaker for a student
“legitimate educational interests” discipline hearing, they must 2
A school district must also include in
First, Michigan law does not in the education records,2 which be unbiased in regard to the its annual notification of FERPA rights
vest individual school board allows school board members to student and the alleged incident the specific criteria used for determin-
ing who constitutes a “school official”
members with any type of receive information from educa- when they arrive for the hearing. and what constitutes a “legitimate
independent authority. Section tion records for student disci- educational interest.”
1201 of the Revised School Code pline hearings or other student- If, for example, board mem-
states: “An act of the board related issues that come before bers receive information prior
shall not be valid unless voted the board. The provision, how- to the hearing that a student
at a meeting by a majority vote ever, doesn’t allow an individual has been disciplined multiple
of the members elected to and board member to unilaterally times by teachers and admin-
serving on the board.” Therefore, access student records for the istrators during the last year,
the Code grants the authority purpose of investigating an is- board members could develop
to govern a school district to a sue that is personal to the board a preconceived opinion that
school board as a whole, not to member, but could still arguably the student is guilty of the
its individual members. be related to the board’s duties alleged offense, because “he’s
and responsibilities. always in trouble.” Or, if too
MICHIG AN AS SOCIAT ION of SCHOOL BOARDS | L E A DE RBOA RD W IN T E R 20 20 9
Term Limits
Michigan’s Term Limits are Just too Strict
By Eric Lupher
Michigan voters amended the Nonetheless, it is clear that cies to be implemented, evalu- Our takeaway is that Michigan
State Constitution in 1992 term limits have made it more ated and modified, if necessary. should follow California and
to limit the number of terms difficult to tackle some of the Michigan’s constant policy Arkansas, which had similarly
that legislative and executive state’s more pressing problems. churn for school accountability stringent limits, but modified
officials can serve. An examina- regimes is one example of this. theirs to allow legislators to
tion of our experience suggests Politicians who spent their spend all of their time in one
that term limits have failed to careers in the Legislature have While party leadership is chamber. This approach would
fix what many had perceived as been replaced by a different strengthened under term smooth out the waves to avoid
problems.1 sort of career politician; one limits, those same officials are turnover in the magnitude we
who must always keep an eye ill-equipped to carry out their saw in 2019, allow legislators
Our research showed that on their next move, be it a step roles. Chamber leaders and to gain more expertise on the
Michigan’s short, strict term up to Congress or a step down committee chairs may possess issues they address, and enable
limits—the shortest among the to local government and school leadership skills and politi- chamber leaders and committee
15 states that have them—can boards. As a result, few legisla- cal prowess, but they have few chairs to become better at their
be counterproductive to good tors are free to make tough advantages over the rank and tasks.
governance. votes because it may affect their file regarding the time available
future electability. to develop policy expertise and
It is difficult to judge term relationships.
limits in isolation. Michigan’s Term limits inhibit legislators’ Eric Lupher is President of the Citizens
Research Council of Michigan, and
Legislature has been one of the ability to develop knowledge Term limits were supposed
can be reached at
most gerrymandered bodies in about the policies before them. to sever legislators’ bind with elupher@crcmich.org or 734.542.8001.
the nation. Legislating has been It weakens opportunities to lobbyists, but the relationship
challenging in the economic, develop relationships with seems to have grown stronger. 1
Citizens Research Council of Michi-
demographic and social chal- colleagues. With less time to Legislators tend to have weaker gan. Evaluating the Effects of Term
lenges our state has faced. learn about issues, such as the ties to local officials and may Limits on the Michigan Legislature,
May 8, 2018. Retrieved from crcmich.
Partisan polarization and the complexities of school funding, not know who to turn to among org/publications/evaluating-the-ef-
concentration of power in party they don’t know who to trust their peers, leaving lobbyists fects-of-term-limits-on-the-michigan-
leaders are prevalent at the on policies where they lack and executive branch officials legislature, Nov. 22, 2019.
national level and in states with knowledge. The limited amount with more institutional knowl-
and without term limits. of time is also an issue when it edge.
comes to allowing adopted poli-
10 W IN T E R 20 20 MICHIG AN AS SOCIAT ION of SCHOOL BOARDS | L E A DE RBOA RDIN PLACE SINCE 1992 WHEN 60% OF MICHIGAN VOTERS APPROVED A CHANGE TO THE STATE CONSTITUTION,
TERM LIMITS REMAIN A TOPIC OF CONVERSATION IN LANSING AND BEYOND. A RECENT LAWSUIT FILED BY
FORMER LEGISLATORS TO MODIFY THE LIMITS PLACED ON SENATOR AND REPRESENTATIVE TERMS HAVE
BROUGHT THEM TO THE FOREFRONT. SHOULD THEY BE EXTENDED?
POINT/COUNTERPOINT OFFERS TWO DIFFERENT VIEWPOINTS AND LETS YOU DECIDE.*
Michigan Term Limits Continue to Serve Us Well
By Patrick L. Anderson
Voters adopted term limits into “I apprehend…that the total good governance. Exposed to Somewhere, there are school
the Michigan Constitution in abandonment of the principle of the corruption of power without board members reading this
1992. In doing so, our state rotation in the offices…will end limits, officials are less likely to who have the passion for service
joined a tradition that dates in abuse.” advance legislation that benefits we need in our state officials.
back more than 240 years in ordinary people. Instead, long- We want those school board
the United States, starting with —Thomas Jefferson to Edward term politicians often cater members to have the opportu-
the very first U.S. Constitution. Rutledge, 1788 to the moneyed interests they nity to become a legislator, an
Then, as now, the purpose of Today, as in other times, term rely on to remain in office. This attorney general or even a gov-
term limits was to constrain limits are under assault. While dynamic can leave important ernor. Thanks to term limits, the
power of an individual office- there are valid arguments about policies, including education ability to run for office is within
holder by achieving “rotation the number of terms and offices policies, without strong the reach of more citizens than
in offices.” As stated by Thomas concerned, our State Constitu- defenders. ever before.
Jefferson: tion should include reasonable We should also be mindful of
“I…strongly dislike…the limits on the power of elected the impact term limits have in
officials. This core belief has Patrick L. Anderson is the Principal
abandonment in every instance amplifying voices that might and CEO of the Anderson Economic
of the principle of rotation been affirmed time and again otherwise go unheard. Since Group, and can be reached at
in office…. [E]xperience says by a strong majority of voters. they were enacted in 1992, we panderson@andersoneconomicgroup.
that to free [elections] from It was demonstrated in 1963, have seen “rotation in offices” com or 517.333.6984.
disorder, they must be rendered when we adopted our current help open the doors of power
less interesting by a necessity Constitution with term limits to women, minorities, military
of change. No foreign power, on judges. It was demonstrated vets and others who historically
nor domestic party, will waste in 1992, when 58% of voters have been underrepresented.
their blood and money to elect supported limits on executive For example, consider the num-
a person who must go out at the and legislative officeholders. It ber of women elected to state
end of a short period.” continues to hold true today. executive office:
—Thomas Jefferson to James Local leaders should think
Madison, 1787 carefully about the role term
limits have played in advancing
*The views in Point/Counterpoint are those of the participants and do not necessarily reflect the views of MASB.
MICHIG AN AS SOCIAT ION of SCHOOL BOARDS | L E A DE RBOA RD W IN T E R 20 20 11Teaching kids
healthier habits?
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W000156DISTRICT DEMOGRAPHICS
Location: Huron County
Size: 927
Board Members and Terms of Service:
Todd Tate, President (2011-2022)
Dana Reiter, Vice President (2017-2020)
Heath Krohn, Treasurer (2012-2020)
Mary Tait, Secretary (2005-2020)
Matthew Horton, Trustee (2017-2020)
Paul Scaddan, Trustee (2019-2022)
Tyler Williams, Trustee (2018-2022)
Website: lakerschools.org
DIS T RIC T SP O T LIG H T
LAKER SCHOOLS
DESCRIBE YOUR BOARD’S LEADERSHIP STYLE IN ONE WORD. YOUR BIGGEST ACCOMPLISHMENT(S) AS A SCHOOL BOARD?
United. Running a successful campaign for a bond and sinking fund
project that will solidify our district’s facilities and learning
opportunities for years to come.
WHAT ARE YOUR DISTRICT’S MOST PRESSING CHALLENGES?
Finding a working balance between the test scores people want
and the deeper, innovative learning experiences students need. WHAT IS YOUR FAVORITE MASB PRODUCT OR SERVICE?
Onsite board trainings, which we take advantage of annually.
Scott Morrell and Rod Green, Ph.D. have both been fantastic
ONE PIECE OF ADVICE YOU WOULD GIVE TO ALL SCHOOL BOARD for us.
MEMBERS:
Do whatever is necessary to keep growing as a team. Build
trust, resist personal agendas and remain focused on the
broader mission of your district.
If you would like to recommend your district to be featured in a future District Spotlight, please send an email to webmaster@masb.org.
MICHIG AN AS SOCIAT ION of SCHOOL BOARDS | L E A DE RBOA RD W IN T E R 20 20 13What’s Your
Perspective?
Compiled by Stacy Bogard, CAE
The “future;” in my mind, this word always seems to have an ominous, yet superficial
tone. It is frequently discussed, but not always taken seriously. When you add to it, for
instance, “of our children” or “of our society,” it gets real pretty fast.
In considering how we wanted to address this issue’s central theme of the future of
public education in Michigan, MASB felt it was important to hear from those living it on
a daily basis. Following are a variety of perspectives from those who take seriously how
we are educating our children and what our society will look like years from now. If you
would like to share your viewpoint, please send us a message at comms@masb.org.
What do you envision public education What do you think is needed to get us
in Michigan to look like 10 years from there? As a result of the School Finance
now? I envision Michigan to become more Research Collaborative, Michigan will
focused on preparing the whole child, need to reconsider how it funds public
a focus on students for future career education to become more equitable for
opportunities utilizing STEAM education, as all students. We also need the ability to
well as an emphasis on trade skills and life attract and retain high-quality teachers for
sciences for careers in health. Pathways this important work. Increasing local control
for targeted certifications may become and allowing more flexibility in teaching and
more available in high school. I believe learning will allow districts more creative
Artificial Intelligence and quantum physics options to prepare students for jobs that
will be huge. Creativity, critical thinking don’t yet exist. State assessments should
and collaboration, along with being able to be consistent and provide immediate
“think outside the box” will be important for results for teachers to utilize in their
our children’s successful futures. Districts classrooms. More local control that would
will need more flexibility and the freedom allow districts increased flexibility in
to foster those skills. I also imagine a need selecting the tools to evaluate students,
BOARD MEMBER for more communities in schools where while eliminating high-stakes testing. We
schools are to become providers of health, need more time for teaching and learning
Name: Jill Fennessy community and social services for Michigan and less time spent on preparing for
students, with access via on-campus, state-mandated tests that change often.
Current Position: Board Member provider-staffed health centers or tele- Consistency in expectations from the state,
(President, Tri County Area Schools) health care. Providing our students with along with the ability to appropriately staff
How many years in the public education social and emotional support is needed now schools, would be of immeasurable benefit
arena? 10 (serving on the board of more than ever. to our children. We also need our federal
education) government to step up and fully fund the
Individuals With Disabilities Education Act
What is the first word that comes to mind as intended.
when you think about the future? Planning
14 W IN T E R 20 20 MICHIG AN AS SOCIAT ION of SCHOOL BOARDS | L E A DE RBOA RDwould have said faster horses.” Most What do you think is needed to get
people living in 1900 could not envision us there? We have not realized the full
a personal transportation system built on potential of using technology to improve
the combustion engine. Likewise, many how educators teach and how students
of us today find it difficult to imagine learn. Unlike the transformations we’ve
a public education system that is not seen in how we communicate, shop and
dependent on textbooks, age-based grade access entertainment, we’re only in the
levels, agrarian calendars and seat-time early stages of change when assessing the
measures. There is a growing belief we are impact of technology on education. This
entering a renaissance period in learning reality seems hard to fathom when you
for public education—I agree, and believe consider Michigan has invested hundreds
personalized learning is the future of of millions of dollars to establish modern
education at all levels. This vision can only technology infrastructure in our schools.
be achieved by using powerful technology
innovations that are emerging today such Unfortunately, our transition to the future
as artificial intelligence, machine learning, in public education will likely be filled
predictive analytics and data science. with many trials and errors, and no clear
road map that guarantees success and
BUSINESS PARTNER One possible vision of the future could system sustainability. I believe three
Name: Jamey Fitzpatrick be modern one-room schoolhouses. A things are needed to realize the vision:
perceived weakness of the old one-room 1) a shared understanding regarding the
Current Position: President & CEO of schoolhouse was the limited skills of a power of technology and data tools to
Michigan Virtual single educator in a remote location. Today, create personalized, high-touch learning
a one-room schoolhouse with a well-trained environments for all students; 2) a
How many years in the public education professional educator, robust technology willingness to take measured risks and
arena? 30 and access to worldwide online resources embrace innovation by exploring new
could offer students a personalized learning delivery models; and 3) a growth mindset to
What is the first word that comes to
environment, deep relationships, and as- fail fast, learn even faster and adjust plans
mind when you think about the future?
needed support and prompt intervention. as needed. Michigan has a rich history
Personalized
This model of learning was once effective of innovation in many sectors, including
What do you envision public education and could be in the future. public education, and I am confident we
in Michigan to look like 10 years from can draw upon our entrepreneurial spirit
now? Henry Ford once said, “If I had to personalize learning for all students by
asked people what they wanted, they harnessing the power of technology.
LEGISLATOR What do you envision public education in
Michigan to look like 10 years from now?
Name: Aaron Miller I would hope that we will have learned to
better grapple with the multitude of school
Current Position: Representative, Michigan
issues by 10 years from now so as to
House of Representatives, District 59
more effectively educate students for the
How many years in the public education workforce and their daily lives.
arena? 4
What do you think is needed to get us
What is the first word that comes to there? Solving today’s school issues
mind when you think about the future? involves changing the way we think about
Tumultuous education and also considering solutions
that are not part of education today.
MICHIG AN AS SOCIAT ION of SCHOOL BOARDS | L E A DE RBOA RD W IN T E R 20 20 15active community participants, employees What do you think is needed to get us
and business owners. Having been there? Customized communication will
educated using 1:1 classroom technology, rely heavily on surveys, focus groups
participated in project-based learning and outreach to learn about individual
and having received differentiated needs. Significant time will need to be
instruction, the digital generation may invested in researching and analyzing
expect schools to continue to customize message preferences, crafting specialized
their relationships with them as adult communication messages, developing
constituents. Specifically, this means that relationship-building opportunities,
schools may need to develop sophisticated delivering information and evaluating the
communication plans that customize success and/or impact of the messages
messaging based on individual preferences. and experiences. Much like research and
Instead of sharing one message on two or development in the business industry,
three districtwide platforms (e.g. Facebook, schools will need to invest in a variety
website and electronic alert messaging of communication tools to support
system), school districts may need to customization and message delivery
provide targeted communication that efforts. They may want to purchase
SCHOOL ADMINISTRATOR speaks directly to individualized needs. software that allows them to measure
Schools may need to research how to constituent satisfaction data in real-time
Name: Karen Heath
best engage with each member of their so that messages are relevant and address
Current Position: Supervisor of community and learn what messages current information gaps. Districts may also
Communications, Berrien RESA resonate best based on personal choices. need to hire in-house professional school
communication personnel to manage the
How many years in the public education Additionally, the concept of connectedness customized communication initiatives
arena? 14 (in public relations for 19 years) will become increasingly important. We as well as to oversee strategic district
know that today’s student consumers messaging and outreach.
What is the first word that comes to prefer messages that support a connection
mind when you think about the future? to their community, their culture or to
Customization a specific cause. Schools will have to
share their stories through a connected
What do you envision public education in lens and build relationships by not only
Michigan to look like 10 years from now? offering information, but opportunities to
In 10 years, today’s digital generation will engage their constituents through those
have graduated from high school. They connections.
will have become parents, homeowners,
How many years in the public education learn while doing and ignite the passion
arena? 13 (kindergarten-senior year) so many of us felt during our elementary
school years, yet keep this flame burning
What is the first word that comes to throughout our youths’ educational careers.
mind when you think about the future?
Innovation. With the introduction of new What do you think is needed to get us
technologies on a yearly basis, we are there? I believe we are in a crisis with a
becoming a more creative society able to lack of people willing to become educators.
formulate solutions to our most pressing The rhetoric around becoming a teacher
problems. Creativity fosters the innovations must change. We as a state are obligated to
that will abate the climate crisis or diminish educate our children as they are the ones
the presence of fake news. who will take our places in the offices we
have built from the ground up. Michigan
What do you envision public education in must incentivize teaching.
Michigan to look like 10 years from now?
Ten years from now I see public education
in Michigan classrooms as more creative
STUDENT spaces with flexible seating, brain breaks
and other newly developed methods of
Name: Molly Myers more interactive learning. I see our state
fostering hands-on learning to develop more
Current Position: Senior at Troy High prepared students for a multitude of fields,
School and member of the Executive Board no longer with our blinders on toward a four-
of the Board of Delegates for the Michigan year college or university. I envision a public
Association of Student Councils education system in which our children can
16 W IN T E R 20 20 MICHIG AN AS SOCIAT ION of SCHOOL BOARDS | L E A DE RBOA RDanticipate this will only accelerate. Much of What do you think is needed to get us
this change has been and will continue to there? To get us where we want to be in 10
be technology driven. In 10 years, we will years, public education will need greater
see technology integrated into education support from our government and from
to a much greater extent, both to facilitate our communities, and public education will
instruction and to train students for a wide need to leverage that support into greater
range of careers that will have become efficiency and student development. While
more technology intensive. Now, I don’t I believe finances play a significant role
believe technology will ever fully replace the in this, I also believe we badly need to
personal touch teachers bring to education, work together more than we do. After all,
but I see it opening up new avenues, our goals are the same. We want to see
resources and methods that will continue our children become healthy, productive,
to impact the way we operate. At the same contributing members of society. We want
time, the individual student will remain our to see strong communities and states, a
focus. strong and vibrant nation. So, let’s get rid
of a few of the roadblocks. For instance,
Also, schools will pay more attention to let’s balance the need for accountability
SUPERINTENDENT kid-centered needs that extend beyond the with a focus on student growth and let’s
traditional academic sphere. For example, look realistically at the resources we need
Name: Coby W. Fletcher, Ed.D. as student mental health and social/ in order to achieve that growth. As schools,
emotional development become more of let’s balance tradition with openness
Current Position: Superintendent,
a societal concern, public education will to change and responsiveness to what
Escanaba Area Public Schools
strive to find ways to strengthen coping, society requires of us. And, more than
How many years in the public education resiliency and interpersonal skills in kids anything else, let’s get beyond partisan and
arena? 24 while maintaining a concurrent focus on ideological divides by paying attention to
intellectual growth. It’s this openness to what unites us, and then work from there.
What is the first word that comes to new developments in our field combined The future depends on it.
mind when you think about the future? with attentiveness to the nurturing and
Excitement well-being of children that gives me hope for
public education.
What do you envision public education in
Michigan to look like 10 years from now?
I’m amazed at the changes I’ve experienced
in the time I’ve been in education and I
How many years in the public education What do you think is needed to get us
arena? 15 there? To get there, we need to put the
focus back on what is important—the kids.
What is the first word that comes to mind Yes, learning goals, standardized tests and
when you think about the future? Hopeful data are an imperative piece of the puzzle,
but it is time to get back to basics. When
What do you envision public education in
relationships are formed, learning happens.
Michigan to look like 10 years from now?
Teachers choose this career for a reason.
I am hopeful that the next 10 years brings
Compassion, sensitivity and kindness are
a clarity as to how important teachers,
in their DNA. The lack of young people
and their impact on young lives, truly are.
entering schools of education across the
As a society, many have forgotten the true
nation is disheartening to say the least.
values of communication, compassion
Something is broken and we need to fix it.
and teacher/student relationships. With
technology at the helm of our society we
need to learn how to embrace that aspect
of education, but also get back to the
TEACHER basics. Because mental health issues are
sweeping our nation, we need to spend
Name: Tamara Besco less time behind a screen and more time
interacting with one another. Building
Current Position: 6th PLUS, 7th Math and 8th relationships is not something that should
Grade Algebra Mathematics Teacher, South suffer just because technology has become
Lyon Community Schools so prevalent.
MICHIG AN AS SOCIAT ION of SCHOOL BOARDS | L E A DE RBOA RD W IN T E R 20 20 17What Research Says About the
Impact of Technology on Student
Engagement and Learning
By Liz Kolb
With the influx of digital devices into school systems over
the past decade, it is no surprise that school leaders are
wondering about the impact these devices have on student
engagement and achievement in classroom learning.
Understanding the exact impact digital tools have on
learning has been difficult to measure because pulling
apart the technology from the rest of the instruction in a
lesson is extremely complex. However, recent research
on digital device access and use in school learning can
give school leaders a general idea of the impact these
devices have on the learning experience. Let’s take a look
at the impact of 1:1 device implementation when it comes
to pedagogical choices with devices, multitasking with
devices and underserved students using devices.
1:1 DEVICE USE AND LEARNING
About 40% of K-12 schools are 1:1,
where every child has access to a
device for school learning.1 These
devices could be the child’s own or
one provided by the school. Studies have
found that 1:1 access can create more project-
based learning opportunities; individualized instruction;
student control over learning; time for student writing;
creative forms of writing; higher motivation in students to
engage with schoolwork; ways to develop 21st century soft
skills in students; and more opportunities for home-to-
school communication.2-5 This kind of access can also lead
to stronger comfort with using technology tools for both
teachers and students.6 Furthermore, students in schools
that are 1:1 tend to use technology more frequently than
students in schools that are not.7
18 W IN T E R 20 20 MICHIG AN AS SOCIAT ION of SCHOOL BOARDS | L E A DE RBOA RDHowever, 1:1 access is not a slam dunk There are other concerns that have arisen teaching strategies when using technology
for learning. In terms of learning outcomes in 1:1 schools. Teachers have reported tools, teachers who use technology ef-
around writing, math, science and reading, frequent inappropriate use of devices fectively are able to integrate instructional
a large meta-analysis of 1:1 device studies and parents have expressed concern that moves to leverage learning with digital
found that the majority pointed to positive devices are often used to do educational tools. Thus, in order for school systems to
gains in the learning outcomes when using drill-and-practice games, rather than higher see successful outcomes with 1:1 devices,
1:1 devices, but some studies showed level learning.6 Another study in Moores- high-quality professional development for
negative gains or no gains in student learn- ville, N.C. found mixed results; while their teachers is essential.
ing with 1:1 laptop programs.5 Despite the 1:1 laptop initiative had a small impact on
potential benefits of 1:1, not all device use math achievement scores in the medium School leaders should be investing in
with students have led to positive out- term, there was no impact on reading in long-term, sustained professional develop-
comes. the short or medium terms.8 Studies have ment for their teachers to learn how to use
also found there was initial excitement for valid and reliable frameworks to effectively
For example, in a 2013 study comparing 1:1 programs in the first year of implemen- integrate technology into learning. One
two large school districts in Baltimore, one tation, and the enthusiasm decreased example would be the Triple E Framework
with 1:1 access and one without, achieve- in consecutive years with teachers often (tripleeframework.org; see Fig. 1 on page
ment scores of students increased more citing the expectations of the devices were 22) that I helped to develop at the Universi-
with students in the school district without not being met.9,10 Another study looking ty of Michigan, which many school systems
1:1. While the 1:1 school was able to allevi- at 24 different 1:1 schools (over a period have integrated into their technology plans,
ate some digital access inequities, the over- of five to eight years), found the comput- such as Lake Shore Public Schools in St.
all achievement outcomes stayed stagnant ers did not have any significant impact on Clair Shores, Mich. Furthermore, school
for students in grades 3 through 8, despite students’ reading, math, science or social leaders should also provide resources
having laptops for three straight years.6 studies outcomes.11 Thus, while many stud- to effectively select and evaluate new
ies of 1:1 device programs report positive educational applications with tools that
changes in student or teacher attitudes, en- are research-based such as Tap, Click and
gagement or type of learning environment, Read (tapclickread.org/takeaction/).
the devices themselves did not always have
a direct impact on learning outcomes.
MULTITASKING AND LEARNING WITH
DIGITAL DEVICES
Overall, when considering implementing a
1:1 program, school leaders should develop When students have 1:1 access to digital
a long-term plan. Some useful resources for devices in schools, they often have many
planning such as toolkits, surveys and case opportunities to multitask with the device,
studies are provided by the Consortium for such as simultaneously taking notes, check-
School Networking at cosn.org/MobileLead. ing email and searching for information
online. What does the research say about
PEDAGOGY AND PROFESSIONAL students using devices to multitask during
DEVELOPMENT WITH 1:1 DEVICES instructional time, even when it may not
be necessary to do so? Ubiquitous access
Just having 1:1 device access has not been during instructional time has led to distrac-
a magic potion for learning. Studies on 1:1 tions in students retaining and recalling
programs often point to the significance information. Numerous studies have dis-
of sound instructional pedagogy used in covered that students who have access to
conjunction with the technology in order smartphones, iPads, computers or laptops
for it to have a positive impact on learning during instructional time have less recall,
outcomes.12,13 More importantly, school recognition and retention of long-term
systems that were not providing enough information than students who do not have
professional development for technology digital devices in front of them.15-17 Further-
device use for their teachers tended to more, the closer a device is to the student,
have more negative outcomes such as the less likely they are to retain and recall
teacher frustration or lack of technology instructional information.18
use in the classroom.5
For example, if a smartphone was on a
Additionally, there has not been one digital student’s desk, that student would recall
application that has been found to be the less information than the student who had
“snake oil” for learning. While some educa- their device in their locker. Even though
tion applications have effective pedagogi- the student is not using or even looking
cal strategies built into them (e.g., social at the smartphone, the idea of potentially
collaboration, differentiation, reflection, receiving a text message or other form of
etc.), many do not.14 Even when an applica- digital communication was still distract-
tion includes sound pedagogical practices, ing the student’s mind. Students who had
teacher supports and instructional strate- devices with them were more likely to get
gies used in conjunction with the tool, distracted by their devices and use their
there are still fundamental components to device for nonacademic-related activities
effective learning with technology miss- than students without. Furthermore, the
ing.12 Instead of tossing out effective amount of off-task multitasking increased
MICHIG AN AS SOCIAT ION of SCHOOL BOARDS | L E A DE RBOA RD W IN T E R 20 20 19when students were in the back of the devices in pocket holders during class and students were more likely to get distracted
room, compared to students in the front of the students who choose to do this earn by digital devices in an academic setting
the room.19 In addition, the students who bonus points as an incentive. Allowing her than higher-achieving students. Thus,
were not using a laptop but were in direct students the autonomy to make the deci- banning the devices helped to improve the
view of a peer on their laptop, scored lower sion about their device location in class lower-achieving students’ focus on aca-
on a test compared to those who were gives them a better understanding about demic work.
not.17 One other interesting outcome from how making a choice to remove the distrac-
studies on multitasking was that when stu- tion of their device cannot only help them However, digital device use can have a posi-
dents were multitasking on their technology focus better in class, but also allow them to tive impact on underserved students when
to complete a task, they took much longer earn a higher grade. Ms. Sayers also uses use of digital technologies are well-planned
to complete the task than students who did math in this device management system by for specific purposes that encourage stu-
not multitask, such as reading a passage asking her students to calculate out how dents to use their higher cognitive skills.23
online.20 Thus, while devices are useful for many extra points they earned or lost as a A 2013 study of at-risk students found
gathering information and knowledge, hav- result of their device choice. benefit to the students’ writing when they
ing them out and accessible at times when used netbooks to work on the writing and
the devices are not necessary may not be UNDERSERVED STUDENTS AND DEVICES editing process, rather than for remediation
the best option for optimal learning during AND LEARNING
instructional time.
It would be impossible to discuss device
School leaders should have strong device access and not touch on issues of equity
management policies in place that allow and underserved students. As far as device
teachers the ability to use devices if war- access bridging the academic divide for
ranted for learning, but also keep them low- and high-income learners, studies have
out of reach for times when the classroom found mixed results at best.21,22 One reason
learning should focus on human-to-human for this finding could be that the major-
interactions without the distraction of de- ity of underserved students tend to use
vices. An example of a strong but inclusive technology in schools at a lower cognitive
policy would be the stoplight system. Teach- level, such as drill-and-practice activities
ers choose the color for their class each and/or remediation.22 Unfortunately, using
day (colors are clearly displayed at the digital tools solely for remediation can have
classroom entrance), and relate them to negative effects on student achievement,
device use for the class each day, such as: engagement, self-esteem and moti-
green—ok to use devices for the day; yel- vation.22,23 Furthermore, a recent
low—devices will be away until the teachers study on student phone access
asks for them to be out for use; or red—no and achievement found that
devices at all, out of sight or in a designated when smartphones were banned
area away from the students for the day. from schools, low-achieving
Amy Sayers, a High School Math Teacher students’ academic outcomes
in East Lansing Public Schools, has been improved.15 The same study
encouraging students to put their personal found that lower-achieving
Triple E
1. Does the technology tool aid students
in developing or demonstrating a more
sophisticated understanding of the
content?
2. Does the technology create scaffolds
to make it easier to understand
Framework
concepts or ideas?
Enhance
3. Does the technology create paths for
students to demonstrate their
understanding of the learning goals in
a way that they could not do with
traditional tools?
1. Does the technology allow students to
INSTRUCTIONAL
Engage
focus on the task of the assignment or STRATEGIES
activity with less distraction
(Time-on-Task)?
2. Does the technology motivate students 1. Does the technology create
Extend
to start the learning process? opportunities for students to learn
3. Does the technology cause a shift in the outside of their typical school day?
behaviors of the students where they 2. Does the technology create a bridge
move from passive to active social between school learning and everyday
learners (co-use or co-engagement)? life experiences?
3. Does the technology allow students to
build skills that they can use in their
everyday lives?
20 W IN T E R 20 20 MICHIG AN AS SOCIAT ION of SCHOOL BOARDS | L E A DE RBOA RDpurposes.24 The same study also found that • Access to 1:1 devices can provide moti- 8
Hull, M. and Duch, K. One-to-One Technol-
when given a specific higher-level learn- vation for students to engage in learning ogy and Student Outcomes: Evidence From
Mooresville’s Digital Conversion Initiative. Sept.
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Swallow, M. The Year-Two Decline: Exploring the
In a report by the Stanford Center for Op- • Access to digital devices supports both Incremental Experiences of a 1:1 Technology Initia-
portunity and Policy23 on at-risk students students and teachers in developing tive. Journal of Research on Technology in Education,
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that while “drill and practice” or “digital ogy tools. 10
Zuber, E. and Anderson, J. The initial response of
workbooks” had negative effects on student secondary mathematics teachers to a one-to-one
• Technology access alone doesn’t typically laptop program. Mathematics Education Research
learning outcomes, using technology with Journal, 25, 279–298, 2013.
at-risk students where the technology was have a direct impact on learning out-
supplementing the teaching with interac- comes. 11
Williams, N.L. and Larwin, K.H. One-to-One
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Okojie, M.C. P.O., Olinzock, A.A., and Okojie-
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tract students from the learning process
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technology: a qualitative explorative study about the
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Liz Kolb is a Clinical Associate Professor in
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and better home-to-school Michigan and President-Elect of the MACUL Board, tasking hinders classroom learning for both users and
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