A few years ago, I participated in two district's sessions about Crucial Conversations: Tools for Talking When Stakes are High - http://www.vitalsmarts.com/. During these workshops one concept, known as the Sucker's Choice, resonated with me and continues to ring true today around the NCVPS Funding Formula. By definition, A Sucker's Choice is limiting thinking to "either/or" options when "both/and" options are available. In assessing the reaction to this week's budget legislation regarding the NCVPS funding formula, I want to explore how leaders can be savvy in their approach to planning for virtual/blended learning by focusing on “both/and” solutions.
We have heard some "crucial conversations" around the state this week that flow as follows; "We’re not enrolling kids in NCVPS, because you guys are taking our ADM. You can tell me all the great stuff you want about what it does for kids, teachers, and our community but we are going to do our own thing locally and we'll figure out how to leverage the Internet on our own.”
However, innovative leaders understand the benefits of using online and blended learning in their districts and are already contacting NCVPS with "both/and" questions and solutions. District leaders have decided that "free or not," NCVPS provides unprecedented access to courses they cannot offer in their district. Leaders realize that students are succeeding with these options: Learn and Earn Online (www.nclearnandearn.gov), emerging modular learning units, and occupational course of study opportunities that NCVPS provides.
Leaders choose “both/and” options, because they've seen the value of NCVPS’ credit recovery and they understand how to balance NCVPS with other service options like Novanet and/or Plato. More importantly, leaders are asking the right questions about the 75/25-budget model and how to strategically plan their instructional technology approach for the future in this budget climate. Student and parent needs for advanced placement and world language courses taught by highly qualified instructors are not going away, and school leaders realize that NCVPS has become synonymous with results for today's students (http://www.ncvps.org/results/). I am very encouraged by several school systems who invited our staff to help them co-develop their fiscal and learning management approach based on the new funding formula so NCVPS can assist them in tough budget times with courses they would otherwise have to abandon.
As district leaders make choices to limit or expand options with NCVPS, it is very important that leadership teams ask key questions regarding what their goals and objectives look like without NCVPS’ professional development, resources, and thought leadership. Simply put, technology and online/blended learning challenges will not cease and desist. Rather, tomorrow's world will require even more exposure to our offerings.
This fall the State Board of Education will consider a policy that would establish a graduation requirement for e-learning as is required in states such as Michigan, Alabama, Arkansas, and Florida. In addition, we are focused on developing a catalogue of services for districts and schools based on modular, mobile, and blended learning. Leaders know that now, more than ever, they have to define the "both/and options" for students in their district.
As one Superintendent stated in a board meeting this week, "When I first came to this district, very few students had access to advanced placement courses and/or college credit. NCVPS and LEO have increased these choices from 35 courses to over 609 during the past few years. While I know we will have a price tag for distance education in the future, I am confident that this board will elevate a choice to fund it as a top priority for our students. It levels the playing field, brings the world to their doorstep, and is easily prioritized over other technology efforts that have not yielded such results for kids."
The following steps are what I'm seeing from innovative leaders across the state who will continue and expand their partnership with NCVPS. First, they learn. As more details are released regarding the funding formula, they examine their district’s budget line items that support 1:1 computing, servers, professional development, and other items to decide how to prioritize their funding.
Second, they seek the truth. They are not giving in to rumors and “what-ifs,” but ask principals to evaluate schedules, needs, and gaps that NCVPS and LEO can help serve. In addition, they know that details about the funding model are being developed, including white papers and presentations, which NCVPS will craft with the Department of Public Instruction leadership.
Third, they are focused on results. As one superintendent stated to me, "There will always be a finite pot of money, yet how we use it is the real genius of leadership." Therefore, savvy leaders look at data on NCVPS/LEO. They get a feel for opportunities to augment teaching positions and services. They assess the climate and resources and act with intentionality regarding blended learning. However, they do not do it alone. Leaders talk with peer districts, evaluate how NCVPS/LEO can help with coaching and support, and adjust their plans to not fall for the "either/or" choices. Rather, the best in class leaders that I have the pleasure of working with everyday “vent about funding and then invent solutions for ‘both/and’ thinking for their districts kids.”
Bryan Setser
Executive Director, NCVPS
21st Century Leaders and Learners:
A few years ago, I participated in two district's sessions about Crucial Conversations: Tools for Talking When Stakes are High - http://www.vitalsmarts.com/. During these workshops one concept, known as the Sucker's Choice, resonated with me and continues to ring true today around the NCVPS Funding Formula. By definition, A Sucker's Choice is limiting thinking to "either/or" options when "both/and" options are available. In assessing the reaction to this week's budget legislation regarding the NCVPS funding formula, I want to explore how leaders can be savvy in their approach to planning for virtual/blended learning by focusing on “both/and” solutions.
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