Climbing Mountains

The last few weeks have been crazy and I really should be sleeping but it’s been far too long since I last blogged and I want to continue to make this a priority of mine.

I’m a college student… This is finally starting to really sink in now that I’ve officially completed my first week of classes. And I’ve had a pretty solid few weeks so far since orientation.

I backpacked in Scotland which was a crazy experience unlike anything I’ve ever done before! I can’t say I’ll necessarily go backpacking again for a while, and decided I’m really not a camping person, but it was an experience I’m glad I had. You grow close to people while hiking for a total of 52 miles in 4 days and 17,411 ft in elevation.

It was long and tiring and there were several moments where we all just wished we could stop and be in a hotel in the city with a nice non free dried meal and a hot shower. However, when you’re hiking up a mountain with the weight of a small child on your shoulders in 50 degree whether while it’s pouring down rain, there is only one way to go and that’s forward. We just had to keep climbing and working together as a team to make it through the hard times because there was nothing for us if we turned around and went back.

Instead of complaining, we developed a saying that kept us going, “I didn’t come here for nothing.” We knew at the top of the mountain there would be incredible views, and at the end of the hike there would be a bus taking us back to the city of Glasgow for a day and then there’d be a plane home. We all knew that we’d have to work hard for these rewards and we weren’t about to do all of the work to stop short of our goal.

Sadly there were the occasional false submits where were very depressing because we would think we were at the top of a mountain, and then discover there was just further to go. But that’s life for you, there is always another mountain to climb. It’s when we started setting smaller goals and celebrating when we reached them that we found ourselves keeping a better moral and making more distance.

The mountains really taught me just how important it is to set high goals but also set little goals along the way and I think that’s been a really positive reminder as I’ve started out here at Georgia Tech.

So far at GT I keep hearing, “You get in what you put out.” I know it won’t be easy to be successful (which I’ve already started to discover as we’ve started getting more homework with each new class), but I also know from all the upperclassmen I’ve talked to it’s very possible to achieve success if you really put your mind to it.

I’ve already started to feel at home here even. Between the friends that I came with and the new ones I’ve gained I’ve started to find a good group of people I feel like will support me through anything. Plus I’ve already gotten involved with theater and my first performance in the blackbox went really well with me playing Bottom from A Midsummer Nights Dream (again) in a 10 minute part of the DramaTech open house performance this past weekend. And I’m also really excited to continue my work with the Education Transformation Movement as I’ve found my team for Grand Challenges that wants to focus on education and I’ve started to network with people at GT  involved in the movement.

(I haven’t really blogged much about Grand Challenges, but it’s a very similar concept to the Innovation Diploma in the sense that we meet twice a week for an extended period in order to bring together learners with different backgrounds and use design thinking to try and solve wicked problems in the community.)

So yes I know there are a lot of mountains in front of me as I start my new journey into college, but in this moment after week one, I’m feeling pretty good about where I’m at. I didn’t come here for nothing, and I’m ready to keep climbing till I find my new path.

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fuse17 Here We Go!!!

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It’s finally Fuse17 week!!!! That means dozens of educators from around the country have gathered at our school to learn about design thinking and how it’s applicable in the real world, including/especially within education. Plus, unlike a normal conference (says the 18 year old…), we get the joy of working alongside of 3 non profits as we go through a lap of the design thinking process.

I’ve been waiting all year for this event and am so glad it’s finally here and that we have such an amazing group of people gathered!!!

Now I’m really tired and should probably sleep seeing as tonight’s only day 1 of the 3 day conference. However, I couldn’t help but reflect a little on my already uncontainable excitement from day one, so I’m going to try to make this short, which is a struggle of mine.

Today was a day of really gearing up for the Moonshot of the conference. Participants started the day in a lab either dt101-Flashlab or dt102-Consultivation; these labs allowed participants to get an extra lap through the design thinking process (at whatever level suited their past experience) under their belt before we head into the big design challenge working with our non-profit partners. Then the evening was really spent diving deep into MoVe Talks where we heard from the various non profit organizations (GA Farmers Markets, Beds 4 Kids, and Love Beyond Walls) as well as some MVPS speakers who focused on how we use DT at MVPS for all ages in various capacities.

What really stood out personally for me today was to see how far we- MVPS, MVIFI, Innovation Diploma, even fuse itself- have come in the past four years. (I guess when you graduate you can’t help but spend the summer reminiscing on how much things have changed over time because it seems to be a recent theme of mine.)

Hearing the MoVe Talks today from MVPS people made me realize how many more stories we have to share than four years ago and how we have so many people that could give a MoVe Talk if needed, students included. We have 6 total Innovation Diploma members at fuse17 which is a much greater turn out than the last two years where we had about 3 max, and I’ve already been hearing so many comments about people being impressed by the students they’re working with or hearing from. And projects that ID has worked on over the past few years came up myriad times over the course of the day, which just goes to show that we’ve done some pretty awesome noteworthy stuff in the past three years.

Furthermore, facilitating the Consultivation session allowed me to experience and feel how far we’ve come.

This may sound odd, but there was an almost physical vibe about how comfortable things felt in terms of the DT process/facilitation/coaching going smoothly. We’ve facilitated dozens of design challenges in the past four years- yes I say we, I may only be a recent grad, but I have done my fair share of facilitating- and we are still constantly prototyping new ideas on how to run them, but today just felt so organic and there weren’t a million questions about, “Wait I don’t understand this, how do I use this tool?” It was great! (Wow that was a run on sentence, but I’m just so empowered right now that I can’t help but think and type faster than my poor grammar can try to keep up!)

I’m going to cut this post shorter than my normal reflections because I need to get some rest, because these next few days are about to be full of hard purposeful work- so obviously it’s going to be too much fun to want to spoil by being sleep deprived!

Trailblazers- Student Driven EdMagazine

It’s official, the first edition of Trailblazers, a student driven magazine on the Education Transformation Movement, is here with young writers from around the world contributing!!!! My peers in the Innovation Diploma, Abigail Emerson and Kaylyn Winters, and I have been working at this project all year after some last minute edits over the summer, we now feel it is time to ship the idea and get it out into the world.

So please check out our first edition which includes:

A Letter From the Founders

Meet the Curators: Anya Smith-Roman, Kaylyn Winters, Abigail Emerson

The learner-centered movement: Q&A: Sparkhouse Conference

Creating Something New: Brady Vincent

Change is a Conversation: Neel Pujar

Free Ranged vs. Caged: Kim Mi Yeoh

Intelligence: Cali Ragland

Community Connections

Good Reads

 

Thanks to everyone who helped make this possible!! Can’t wait for issue 2!

I Am a Designer

What feels like a very long time ago, I had to start writing my Common App essay for college. Back when I did start brainstorming what to write about, I turned immediately to my blog; it’s been amazing to have a an entire collection of reflections from some of the most memorable things that have happened over the years. It only seemed right that now, now that I’m finally decided on a college and graduated high school, that I should officially post my Common App essay:

 

Common App Prompt 3. Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?

I am a designer. Anyone can be a designer. You don’t need a fancy degree or a Mona Lisa to prove it. You just have to be confident enough to say it, “I am a designer.” This was the message I delivered to inspire creative confidence to a “young” audience of design thinkers. Let me set the stage.

The summer after sophomore year, I earned the opportunity to be one of four guest speakers at an annual summer conference called Fuse, facilitated by the Mount Vernon Institute For Innovation. This event gathers 110 educators, business leaders, social innovators, change agents and dreamers from around the world to make an impact while learning more deeply as design thinkers. A slide deck appears on stage and the attendees saw the peculiar twitter handle @Pinyabananas, then a single spot light illuminated me- a 16 year old girl with her hair in a scrunchie. As a speaker, I delivered a 10 minute presentation similar to a TEDTalk where I shared about “Thinking Like a Designer.” My role: to get the room full of educators excited and confident in their abilities to spend three days problem solving for four different non-profit organizations. As the only speaker under the age of 30, the one with the least formal schooling and lacking the series of credentials and accomplishments of the other speakers, I was nervous.

Being an actress, I’ve been up on stage dozens of times in front of audiences larger than 110 people. I’m comfortable with public speaking, but this experience was different. This time I was the only student; specifically chosen because the organization believes that I have a story and ideas that educators should hear. Typically, it’s assumed that anyone still in secondary schooling has much to learn and not much to teach. When asked to speak, I was tasked with representing not only myself, but all students– to prove that we can have insightful thoughts worth sharing in serious conversations about the future.

I got up on stage vulnerable yet confident, and shared what I believe to be a recipe for success: to have community involvement, work with a purpose, a mentor to guide you, a mindshift to turn problems into opportunities, and a bias towards action. I challenged the entire audience to say the opening lines of this essay with me: “I am a designer.” To my surprise, when I repeated this statement, a chorus joined me; 110 educators accepted the challenge proposed by a 16 year-old girl to think like designers.

Age doesn’t have to be a limiter in life. If I am willing to take action for a cause that I care deeply about, then anything is possible. After my talk I had a number of educators come up to me and say, “You are inspiring!,” “I can’t believe you’re only 16,” “Thank you for giving me the confidence to do this.” Later that night my phone was blowing up with the number of twitter notifications I was getting from people commenting, liking, and retweeting things about my talk; our head of school even said, “Sounds like the takeaway of the night was from @Pinyabananas ‘I am a designer.’” It was a crazy night for me; it’s hard to believe it really happened.

This talk has since been used at a number of other workshops, some of which I probably don’t even know about. I remember researching myself online one day and found a link to a presentation by a professor in England who used the video of my talk! I am still astonished to think that my work had such an impact, and have continued to use my digital presence through daily blogging and tweeting as a mouthpiece for students around the country who remain silent school consumers. Anyone can be a designer. You just have to be confident enough to say it, “I am a designer.”

The Unpaved Path

In two days I graduate…. That’s crazy. I’m a very nostalgic person, and, therefore, I have been doing a lot of reminiscing by reading old blog posts, emails, and in general having conversations with friends about the past four years of our lives. So when we decided that we wanted our ID seniors to give MoVe Talks to the younger cohorts and some admin as a way to share our parting advice, it didn’t take long for me to come up with the story I wanted to share.

Towards the end of sophomore year I wrote a blog post reflecting on some of my favorite memories of freshman year. In this post I questioned the idea of students walking on an already paved path, well this thought has now come full circle as I’ve learned through my work in the Innovation Diploma that the path unpaved is a path worth taking.

Below is the script I used for my MoVe Talk which is as close as I have to the exact words I used to attempt to impart this idea on to the younger cohorts.

“I could list a ton of things I learned from these experiences, but the grades don’t matter a smidge  to me (most of them didn’t even have real grades, but I still learned and enjoyed the moments enormously.) These stories I shared were all moments were I had incredible joy and also felt incredibly proud of my work because I took part in the creation of the end product and felt connected to the outcome; a teacher hadn’t predesigned what would come from the experience.

When you think about it, it makes a lot of sense; if the teachers already have the path paved for the students, how will they ever learn to make their own path? “- Paving a Path; The Life of Pinya

Before I begin, I want everyone to close your eyes and imagine standing on a path in a forest. There is gravel and some large rocks, and it’s evident that people have walked this trail before. From where you stand you can clearly see the end of the trail.

Now turn to your left and right. There are trees everywhere and some flowers growing on the ground. There is no paved path in this part of the forest, but the unusual flowers and glimpses of multicolored light shining through the trees are intriguing. If you are pursuing innovative education practices, then you are in this unknown part of the forest and are pioneering a trail on the unpaved path.

This is me back in middle school, and today I want to tell the story of how I got from there (point to screen) to here (tada) because I’ve taken a fairly unusual path.

Back in 8th grade when this picture was taken, I was honestly pretty much your stereotypical try hard, nerdy, rule following student. In fact I won the award for highest gpa at the end of the year. I say this not because I feel like this award was all that important or because I want to brag about myself- I mean, it’s middle school let’s be real all of that is trivial in that regard- but I say this so hopefully you can better understand where I was coming from when going into high school.

My understanding of a successful student was someone who made all As, got a few awards, and then eventually got into a good college with scholarship money, and if you could become Valedictorian then you were really set for life.

At this point in my life, I was playing the game of school well and thusly believed I was on this path to success, and I was perfectly content with just that.

It wasn’t until freshman year that I started to believe that maybe there could be more to school.

Now some of you may recognize this picture because it’s a picture from the moment I describe as my clicking moment. The moment where I realized success in school could be so much more than just good grades, and realized that school needs to change in order to meet these new standards of success.

After participating in the 2013 Council on Innovation, I learned that I as a freshman had the ability to give advice and pitch ideas to community leaders that they actually valued. That was huge and stuck with me into my classes. In particular, freshman world history.

Here is where I believe my unusual journey begins.

Everyone in the grade had been tasked with the assignment of creating a project about whatever we wanted and would then present for 5-10 minutes anyway we choose fit. I had chosen a topic, but after a few days of working on the assignment I was getting frustrated because I didn’t want to just give a presentation of facts that anyone could easily look up online for themselves if they really wanted to know about it.

I talked to my teacher and after a few more days we agreed I needed a new topic, so instead we had the idea for me to present a project on “hmw redesign projects?”

Long story short, I took this 5-10 minute project and turned it into a 45 minute lecture complete with a slide deck, prototypes, and 3 videographers.

This wasn’t the “normal” thing to do for my ideal path to success, which just made me even more incredibly nervous that no one would like it and it all would have been a huge waste of time and I would just fail the entire project. And I couldn’t tell you now what grade I made on that assignment, but I can say that it ended up being one of the most empowering and fulfilling experiences of my high school career which meant more to me than any grade in that moment.

This all started with me questioning a teacher’s assignment. Now I’m not saying you should go off telling all of your teachers that you could make a better assignment than them, but I do believe one of the most important things I’ve learned is that you should never be afraid to ask a mentor for guidance if you feel like you have feedback that could help improve your school experience. Nothing will change that isn’t first questioned.

As you can imagine, my path to graduation only got more unusual as I got older. For starters, I joined ID– a new vague program that promised to help nurture students into innovators. I jumped at the opportunity, but not everyone was quite as on board with the latest edition of Mount Vernon’s attempts to instill the mindsets in us.

To be honest, probably the hardest part of deciding to take an usual path was the social struggles I faced due to it. I wouldn’t be surprised if many of you in here, especially the IDers who have been around for a little now, have at some point in time heard negative comments about ID, and maybe even felt like you were being offended because you are involved in the program. I know I did especially since I was around back during the dark ages when we really didn’t have much to show for ourselves and people tend to be skeptical of ideas without a proof of concept.

And this social tension around my path to graduation only grew when I got to junior year and made what many people believed to be an incredibly unusual decision for myself: I didn’t take all APs. (hu!!)

It is my belief that AP history courses are often trying to cover too much information in not enough time, and the content is a lot of reading and memorizing, and the writing is very dry and the AP doesn’t even require everything to be factual to get full credit. Thus I decided I would not take AP History because I didn’t feel interested in that kind of learning and would rather give myself more time to devote to attending education conferences, and working with community leaders, and talking to interested families about ID, and writing articles for magazines about education transformation, and all sorts of other projects that were truly meaningful to me because they beneficially impacted others.

However, this decision was still incredibly difficult for me because to me it symbolized taking myself out of the game.

Let me remind you that my vision of success basically meant the path to becoming valedictorian. Going into and early on in high school I truly thought that was what I wanted. But as many of you know, the class of 2017 is incredibly competitive when it comes to playing the traditional school game of grades, so by choosing to not take all APs, this also meant choosing to not be able to have as high of a GPA as my peers, and therefore I knew I would not be valedictorian despite originally being on this path if I made this choice.

People, including some of my best friends, would tell me this was a bad idea for all sorts of reasons. They would say that I was too smart to not take all APs, or they would say that they didn’t get why I would take myself out of the running for val, or they would say that I was taking the easy option and I’d be less competitive to colleges, etc. etc.

And despite whether or not you are in the position to be the potential val of your grade, to some extent we can all relate to this struggle of wanting to maintain a good gpa for college and what not, but also wanting the time to work on things other than just grades.

I didn’t let the opinions of others influence me too much, and I’ve been very satisfied with my decision to drop AP History courses. And in general I have always loved and appreciated all of the opportunities I’ve had through ID, but I’m not gonna lie that I was often still nervous about what colleges would think of everything I’ve done because the scariest part about taking your own unpaved path is that you can’t possibly know how others will react to it.

How would they view a kid who didn’t take as many AP courses as others, who joined a new program with only two other graduates, who co-created her own non-traditional AP Lang class, and who took an independent study instead of the traditional economics course amongst other things?

But now I’m on the other side and I believe I’ve exceeded my original vision of a successful student.

I…

• Presented a MoVe Talk in front of over a hundred educators
• Facilitated hundreds through design thinking Flashlabs
• Participated in a week long experience with the Stanford d.School
• written 611 blog posts in not even 3 years, and created a network of over 250 people
• Co-created and attended the first ever AP Course (approved by the College Board and the admin of our school) with a syllabus created by teenagers
• been commissioned to write a number of magazine articles and guest on two podcasts about education transformation
• Worked with the Center for Disease Control and the mayor of Sandy Springs
• Co-led sessions at faculty meetings on “day’s off”
• Pitched business ideas in a 3-Day Startup Program
• Re-designed a classroom into an innovation studio
• Changed the way 23 freshman experienced World History by forming the Design Team
• and many more…

And now I am about to graduate with two diplomas which means not only can I say that I had all of these incredibly unique and fulfilling experiences, but I also believe I’ve achieved many of the “traditional school goals” as well.

I have had all As throughout high school, will be attending a well respected school (Yup it’s official go Yellow Jackets because I’ll be at Georgia Tech next year!!), got into a selective honors program, and even got a full ride scholarship!

Again my point to all of this isn’t to brag about myself, but for years when I talk about all of the innovative work we’ve been doing in ID in order to transform the “norm” about education, people have been asking me “Well where’s the evidence that this works? How do colleges and the ‘real world’ respond to this kind of thing?”

Well I’m proud to say that I- we- can finally answer them. Even after having two graduates last year, it didn’t seem like enough of a statistic. But we are now about to have 6 total graduates from the Innovation Diploma program who have been highly successful no matter how you look at it, and that to me is a huge win for all of us. We have always believed what we are doing is great, and every year even more believe it too.

I feel more than prepared for college because I feel like I’ve been exposed to the real world all ready due to the choices I made to put faith in things that had never been done before.

So, I hope all of you remember that yes the path we educator pioneers tend to walk on that’s untraditional, unknown, un-”approved” can be scary because you don’t know how others will receive it, but don’t be afraid to question and take action about things you believe in because the chances are that others will believe in them too.

And even the unpaved path can be very successful in the school game if you work hard at whatever path you choose.  And if you’re like me, you’ll find yourself more empowered, fulfilled, and prepared for the next chapter of your life than you ever would have found possible without the Innovation Diploma.

 

Oh How Far We’ve Come

I always love Thursdays because they feel so productive. Until 1:10 I get to spend my day working on Innovation Diploma related things, and with such a large chuck of time, I often have my most productive meetings, brainstorms, and build days on Thursdays. This past Thursday was a really interesting day because our newest members of the Innovation Diploma (the Gates Cohort) experienced what it was like to give a pitch to a client for the first time.

The Gates kids have been spending the last few weeks working on what we call an adVenture. An adVenture is a design challenge where someone in the immediate MVPS community is the one to initiate the problem being investigated. Based on my understanding, the Gates kids were tasked to come up with solutions for Mr. Edwards (Tedwards) to help better organize the HIVE (our maker space) and get more people into the space.

These teams of 3-4 people then gave their final pitch to Tedwards as well the 2nd and 3rd year ID kids (Pixar kids) last Thursday. They were far from perfect, but what amazed me is that they were lightyears ahead of what the inaugural cohort was doing the second semester of our first year.

It was crazy to sit there and think about just how far the program has come in the past 3 years since the Innovation Diploma began. These newest members had slide decks, story lines, and prototypes that were just about at the professional level, and it was also satisfying to hear the quality feedback they received from the returning ID kids because there was a true sense of wisdom to it.

What really impacted me the most was when I realized the lessons that Gates kids were learning in an internal environment:

• Pre-planning is mandatory: When you have a client coming, you have to think about more than just what you’re going to present. You also must consider: how you are going to set up the space? When you will get tech situated? How the client will check in? Who will meet the client at the front and take them to the space? What would you say when meeting the client? Etc. 
• The story is key: Giving a good pitch is often more important than the quality of the prototype, and the way you give a good pitch is by taking the audience on a journey. You must explain what the problem is, what insights you discovered from users, how your prototype meets the needs of the users, why your prototype is the best answer, what the next steps are, and how you can help make the prototype come to life.
• Take pictures throughout the process: The story is the most important part of the presentation, however, pictures and slide deck quality is what makes a good pitch into an incredible and professional looking pitch. To get these pictures, you really have to take pictures of everything along the way, otherwise you’ll start your slide deck and just realize everything you missed a great picture of.
• Redefining “low res”: Every prototype has different stages. After a quick day long brainstorm you can expect a few prototypes made of construction paper and popsicle sticks; this is not the prototype you present to your clients. By using digital technology we can make relatively fast prototypes that have a much better quality appearance.
• Always rehearse: The best pitch you will ever give will never be your first. The more you practice and receive feedback, the better a pitch will get. Teams often get feedback on their prototypes, but not always the presentation, but the presentation is critical as mentioned before. If you plan an internal practice pitch a few days before the actual pitch, you can receive game changing feedback that will take your presentation to the next level.

These are just a few of the lessons I heard the Gates kids discuss as takeaways from their first pitch. The crazy thing is though, that while the Gates kids discussed their takeaways, all of the Pixar kids just looked at each other in amazement because we had to learn these lessons the hard way- while in front of an external client… It’s so incredible that now first year Innovation Diploma kids are learning these lessons. By the time they’ve had the experiance of a few years, who knows what these kids will be doing.

The program is getting better and better each year, and a lot of it is because of what we’ve learned through trial and error with past cohorts. As a member of the inaugural cohort I have faced a lot of challenges within the Innovation Diploma, as any pioneer must face when embarking on a new adventure; however, I wouldn’t trade the role I’ve gotten to play in the program in order to have been entering after some of those initial kinks have been prototyped for. By being a first year member I’ve worked through the hard times and learned so much from our fail-up experiences, and now I get the extreme pleasure of looking at these new members and seeing just how far we’ve come as a community. It’s incredible.

When I walked away from the pitch on Thursday, I couldn’t help but think about further feedback for the Gates kids, but I also couldn’t help but just smile for the past and the future of this incredible journey I’ve been on with the Innovation Diploma.  

The Value of Design Briefs

This year has marked yet another new chapter for the Innovation Diploma (ID), and as we have moved into our third year of the programs existence, we have started to work on projects that we call Design Briefs. In short a Design Brief is a project where someone in the community seeks out a team of ID members to help them with a problem they are facing in their work; either for money, resource, or time reasons the organization can not devote to working on the project and thus outsources the project to an ID consultant team.

After last year’s success with Design Briefs, this year all of our 2nd and 3rd year student cohort members have gotten the opportunity to work on a Design Brief and we have been deep in the process for the past 2 months or so.

This is my first time working on a Design Brief and I have had the pleasure to work with a team of 3 other ID members as we work with the City of Sandy Springs to decrease traffic by 10 percent. Working with an external client has been a big change for me because the last two years I’ve found myself working on projects that were primarily driven by student observations in our school community. While it’s been awesome to be in an environment where I’ve been supported to tackle problems that I helped identify, I’ve really enjoyed the experience of getting to work with a client this year.

My team has already had 2 client meeting check ins signifying that we are officially halfway to our big deadline date where we will be meeting with a council of members from the City of Sandy Springs. This being said, I felt like it was a good time for me to reflect on a few of the benefits I’ve identified since working on a Design Brief:

• Time Management: We get to co-create deadlines, but have to be firm on meeting those deadlines because we can’t just email our clients the day before a meeting saying that we haven’t met our deliverables and need to push back a deadline. I’ve had to further develop my time management skills in order to create and meet deadlines for this project which has proven to be helpful in all aspects of my life.
• Craftsmanship: When working with an actual organization there is a higher standard of work that we have to meet. Most organizations haven’t used students as a consultants before, therefore, we have to prove that we are worthy of being worked with. We want to present work to our clients that is at least as good as the work they would be getting from adult consultants. I’m happy to say that so far, our clients have consistently been beyond impressed with our work!
• Confidence: It’s one thing for my parents or teachers to say that I did a good job on a piece of work that I presented, but they practically have to say that every now and then because they have a personal connection to me. But when a client from outside of the school says that my work was inspiring, that makes me feel more confident in my capabilities and makes me strive to constantly strive to take on bigger challenges.
• Spreadsheets and Google Maps: I’ve learned a lot of very specific skills that I didn’t expect to learn while working on this project. I have been learning how to use Google Spreadsheets and Google Maps to help create visual representations of data we have. I’ve ended up creating a dozen of maps, graphs, and tables and have learned a lot about how to use these tools.
• Communication: As project manager I have been the point of contact for all of our external experts ranging from our clients to parents in the community. This has required me to practice my communication skills in the form of email, twitter, and blogging amongst others. I’ve noticed especially with emailing that I’ve been able to draft emails that require less editing each time over the past few months which has been very tangible evidence of my growth.

I’ve grown a number of skills through this project work, but I think what I find to be most impactful about my Design Brief work is that I actually want to work on this project. Everyday I go into ID feeling excited and motivated to work because I know the work we are doing is actually going to make a difference in the lives of hopefully hundreds of people. That’s a huge deal, and more than I can say about most of my core classes. This Design Brief is meaningful work, and, therefore, I feel even more driven to do everything in my power to be successful in producing high quality work. I can’t wait for the day when it becomes the new normal for everyone to be doing this kind of “real world work” as their “school work.”

Inspiring Minds United At Last

What happens when you take motivated students from unique schools across the east coast and bring them together for a conference? Mind-blowing awesomeness!!!!!

I’m currently in Washington D.C. for a 3 day conference called SparkHouse run by Education Reimagined. To be honest I don’t entirely know what’s going to happen these next few days, but today was the initial dinner meet up and it was fantastic!

Everyone here (students and teachers, and it’s mostly students on purpose) is just great and very open and clearly creative and passionate about how education needs to change. I feel like I’ve known these people forever because everyones so easy to talk and relate to. Plus everyone comes from a school doing awesome weird stuff, so it’s been super interesting learning about the different school styles. It’s actually become a joke that the way we introduce ourselves and our starting conversations are based on, “So why are you here? What does your school do that’s different?”

So far I’ve met people from Virginia, South Carolina, and Kentucky and I’ve heard all sorts of cool things. For example: students running a Kroger and a bank at school; students from 7th-12th grade having classes together; students spending each Friday doing crazy activities like mountain biking; students that have no grades or standardized tests; and I’m sure I’ll learn more in the days to come!

None of the students really know what we are going to be working on quite exactly, but we’re excited to share our voice and have enjoyed playing games and talking together so far. I can’t wait to see what’s in store because we’ve gathered a pretty inspiring group of minds so I feel ready for anything right now!

 

Kick it into Gear

This Tuesday we have another client meeting with our partners from the City of Sandy Springs so it’s been a crazy week for our project team. The main things we’ve accomplished since our last meeting are as follows:

1. added information with all of the Marta train routes onto our map
2. added detail to our small area comprehensive plan
3. developed an info-graphic describing the project which will be launched to the MVPS community November 2nd to gain awareness, support, and partners from parents especially (hopefully unless something changes between now and then)
4. gained insights from several intercept interviews and observations of morning carpool
5. have gotten into contact with people from the regional Travel Demand Management (TDM) department and have a meeting set up for November 10th to learn more about their work with traffic in Atlanta 

With our second client meeting coming up, I think it’s a good time for me to reflect on how I’ve been doing on a few of our standards of professional excellence that we have in the Innovation Diploma (ID). In ID we believe strongly in our motto “We are not a class. We’re a start up.” With this said, we do not have grades for ID; there is no number you can assign to our progress and performance in the program. However, like any business we have assessments (like our upcoming client meeting for example) and we gain feedback (from ourself, our team, and our facilitators), and we have standards of excellence so that everyone in ID knows what’s expected of them and how to be successful in the program.

Our collection of standards is based on five key skills we call the 5C’s: Critical Thinking, Collaboration, Creativity, Communication, and Craftsmanship.

I believe I’ve been preforming strongly in the area of Collaboration-Leadership and Initiative. I’ve consistently demonstrated a clear understanding of the teams work and vision, and have served as project manager to help clarify roles and responsibilities to my team members. Furthermore, I’ve been a spokesperson for all of ID during tour days for our school and have learned to clearly articulate the work we have done so far to people who know nothing about ID let alone the work my team specifically is doing.

That said, there is no perfect leader. There are always ways to improve, and I think it’s time that I start pushing myself even more about what it means to be a leader. A leader not only has a clear understanding of the teams work, but a great leader is able to also coach others to start becoming more of a leader. I’ve been starting to do this by slowly having other team members take over as the point of contact for certain external experts, but I’m sure there are more ways I can get better at stepping down sometimes; after all I graduate next year…

I also need to work on growing in the area of Creativity- Openness and Courage to Explore. As a team we’re starting to get into a rut where we’re too caught up on the data and research. We are having a hard time moving into the empathy phase of the design challenge which we need to get to in order to identify the true heart of the problem. I need to work on exploring ideas outside of just the general problem of “traffic” so we can figure out where this project is going. Right now we have lots of numbers and graphs of our population and times when traffic is bad, and I even got to school before 7:15 on Friday to take observational notes on carpool all morning from a haystack outside by drop off; however, we have yet to truly identify the problem as a team. We know traffic is bad, but why? I don’t think we know why yet which is a problem at this point in the game.

I’m excited about the work our team did in the last few weeks, but in the last few days I’ve realized that I don’t think we’re at the point in our project where we should be. We should have more user insights, which we talked about needing after the last client meeting, and the work we did was in hopes of developing focus groups, but we never actually created those meetings. We’ve been working hard on this info-graphic that will be sent out to parents so they learn about the project and hopefully agree to meet with us, but we misjudged the amount of time it would take us to make a high-quality product so those meetings are yet to happen. I am though, still proud of the info-graphic work and think it did need to be iterated since it’s our one big shot to send something out in the newsletter to the community. Looking back, what I would have done differently would be to find a different way to get the information we needed.

This didn’t hit me until a few days ago but now it makes me realize we need to kick it in gear and I don’t know how to communicate that to the rest of my team because I don’t think everyone feels this way.

I wonder if our clients will call us out on this because sometimes I find that adults get too caught up in the novelty of students doing this kind of work and don’t call us out the way they would with adults they may work with.

Dis-Connect

I made a promise to myself what feels like a long time ago to not only blog about the successful things in my life, but to also mention the un-successful moments.

“If you only reflect on your successes, then you aren’t learning as much as you could be… You can’t just completely let go of un-successes because then you can’t use them to fuel better actions next time, but you also can’t dwell on them to the point of madness; it’s when you find the balance that you can learn.” – My Un-Success Reflection (The Life of Pinya) 

I wish to honor my previous promise to myself, so here is a story of an un-success of the past few weeks.

For the past few weeks I’ve been working with a team of Innovation Diploma members as consultants for the City of Sandy Springs to decreases traffic at MVPS by 10% (#reMoVe10). The hypothesis is that if we can develop a plan to decrease traffic at our school, then we could create a plan that could be replicated at other schools too. If enough schools decreased their own traffic, then the traffic in Sandy Springs during rush hour times would decrease as well. It’s a lofty goal, but I think we’re on a good path right now.

Our first client meeting went very well two weeks ago; however, the days leading up to that meeting were not so great. Our team has had some major communication problems lately. We’ve done a good job of dividing up responsibilities, but apparently we didn’t do a good job of checking in to make sure everyone was on the same page about why we were doing certain things.

One day I was meeting with a faculty member that has been acting as an external mentor to our team, and when I got back half of our team of 4 was missing. No one knew where they went. We were searching around the school and texting them and then finally we learned that they were out counting cars in the parking lot. We had discussed the value of taking observational data multiple times, so the idea was valid, but not at 10:15 when there isn’t any traffic in and out of the school… Somehow this idea wasn’t communicated well. Moreover, the reason they said they were out there is because they discovered they wouldn’t be able to get a piece of technology working in time for our meeting, so they didn’t know what to do and thought counting cars would be productive.

On the one hand I’m grateful to have a team where members are trying to take initiative and go out and do and observe things rather than always working on a computer; however, this was a major fail-up moment because the data they got from counting cars was information we could have concluded by just sending a quick email to find out how many teachers and students have on campus parking spots, so an entire day was just wasted by half of the team. Furthermore, when one member was asked questions by the facilitators, the member was not able to answer questions about why we were even having a client meeting later that week let alone answer questions about what we were going to talk to them about.

Overhearing this conversation was when it hit me that we really had a problem and part of this is on me.

The team has established that I’m project manager, so this un-success day made me realize that if that’s going to be my role, then I need to do a better job of helping to make sure that everyone understands not only what needs to be done and who needs to do it, but also understand why we are doing it.

I also felt bad because when I later talked to these members about why they thought it would be a good idea to wonder off to count cars without telling anyone, they said they were scared to tell me that they wouldn’t be able to have the tech devise working in time. They had underestimated how difficult the task would be, but they knew the importance of that task, so they were trying to at least get some number so they went out to manually count cars.

I don’t want people to be scared to tell me things, and I’m glad at least that they told me that they were. I tried explaining that I’d never be mad about them not being able to do something based on their skills as long as they were honest about their capabilities upfront so we can plan accordingly as a team. The issue was that they were the only ones with knowledge about the technology since they were working with it, so when they said they could have their experiment up and running by that day, we assumed it would be done. It was frustrating then when the task wasn’t done because for the past few weeks we had been reassured that the timeline was an accurate assessment of when we thought we could have things accomplished by. How do I make it so that people aren’t afraid to tell me when things are not going as planned? I’ve noticed this problem outside of ID too and don’t know what to do about it, because I don’t mean to come off as intimidating but know that I can sometimes according to others.

I’m not really sure if I’m explaining this situation very clearly which is kind of ironic since the whole problem had to do with poor communication between our team. However, at least I can say that we’ve grown some from these hiccups since we’ve learned and improved in some ways.

Our team was able to turn things around before our client meeting, and that went really well! The meeting helped our team we focus and gain clarity in our group understanding of our mission and next steps which was very helpful, plus we impressed our clients which is nice. I hope that my teammates are no longer or at least getting to be less scared to tell me when things aren’t going as planned because I know a team needs to have lots of trust in one another; I don’t know how to help with this yet though. I also think entire team now sees the real importance of being honest and upfront about each of our capabilities that way we don’t have another situation where we essentially waste an entire days worth of work…

At the same time though, we’ve still had a couple instances where teammates will wonder off without telling anyone and not come back for a while, so I know we still have a ways to grow as a team in our communication. This whole post has actually made me realize more-so that our team probably needs a good heart-to-heart conversation, but I’ve never been good about making that happen even when noticing that it needs to; it’s probably the area I most need to grow in terms of responsibilities of a project manager. In school typically the job of bringing a team together to acknowledge dis-connects is done by a teacher or some other adult, and it’s not something you ever get taught despite it being a crucial part of team work. Guess it’s time to learn.