In the first of my ongoing Teacherpreneur Spotlight series with EdSurge on innovative educators who take initiative to experiment with new teaching practices and tech tools, we look at Ryan Kinser, 8th grade English teacher at Walker Middle Magnet School in Tampa, FL.
Ryan Kinser stumbled upon his passion for education the second time around. After an extensive career in the TV production world he found himself recruited into the DC Teaching Fellows Program. After an incredibly challenging first year, leaving school each day exhausted and emotionally spent, Ryan considered that maybe teaching wasn’t the right fit. But, for some reason that did not sit well with him. “I loved the few moments that I was teaching and not just trying to tread water.”
After moving to Tampa, FL, like any good student he decided to give it another try. He found a Walker Middle Magnet School, a school with strong leadership that recognized the value of his business background, and this time was different. Through strong mentorship Ryan realized “I started to find out what kind of teacher I could be and I loved it. A big piece of that was mentorship, which is SO critical to attracting and retaining the best teaching talent.”
Ryan’s teacher turnaround story doesn’t end there. In 2010 he was a finalist for Hillsborough Teacher of the Year which helped him catch the attention of the Center for Teaching Quality (CTQ). Ryan joined CTQ as one of their handful of teacherpreneurs in a hybrid role where he maintains his role in the classroom during morning hours and spends his afternoons focusing on his areas of interest: advancing teacher leadership, developing PLNs/VLCs and supporting the edtech ecosystem. The truly liberating piece is that CTQ works with the district and school to negotiate Ryan’s release for the 2nd half of the day, over which he has full autonomy to define his contribution as a teacherpreneur. Those afternoon hours are often focused on blogging, research as well as various speaking engagements and advising local, state and national stakeholders on the importance of empowering more teacherpreneurs.
Sounds pretty amazing, huh? Of course my immediate question was how do we create more opportunities like this for teachers across the country. CTQ has been looking at various ways to scale their efforts through their virtual community which current engages 1500 teacher leaders nationwide. In his teacherpreneur role, one of Ryan’s tasks is to think about working with other districts and next year Tampa will be rolling out 15 new spots supported with Title 1 funds.
You may find it surprising that a middle school English teacher’s favorite edtech tool is Code HS, a platform for teaching high school students how to code, which he became deeply familiar with after mentoring the Imagine K12 startup last fall. “We are rethinking literacy- what does it mean to write and create in an online world and coding is a big aspect of that shift.” In 2012 Ryan received one of 10 Magnet School of America grants nationwide, which he used to conduct a mobile app-building project with his students. This game is an example of one what student created during that project. Creating this opportunity for his students illustrates how teachers can (and must) fill in their own tech gaps rather than waiting for instruction or professional development to find them.
Beyond the tech, connecting in the offline world is equally important to supporting the teacherpreneur process. Having the chance to speak and travel to various education conferences (which could be it’s own full time gig) I asked Ryan which ones he found most beneficial. “I found the scope and number of teachers at ECET2 (Elevating and Celebrating Effective Teachers and Teaching) really impressive.” Another one that stood out for him was FETC (Florida Education Tech Conference.) Both of these have already passed for 2013, but looking to the rest of year Ryan will definitely be at ISTE in San Antonio in June, and of course, EdSurge will be there, too. While these events can be effective what is really needed is for “more teachers to publicize what they are doing. There is such a silo of education, we don’t step outside our classroom doors.”
Now let’s hear a bit from Ryan directly:
With the explosion of social media tools no one has to wait to attend a conference to learn about a new tool or share their favorite trick. What are your favorite social communication tools?
I love Twitter and that’s how I get most of my information. I lurked around for 9 months before I sent my first tweet and often share that with teachers that are new to Twitter. It’s easy to be a lurker, which is low-risk and potentially high-reward. With my VLC work I am a big YouTube and Google+/HangoutsOnAir fan. Honorable mention to Edmodo, SlideShare and LiveScribe.
What advice do you have to new teachers and/or aspiring teacherpreneurs?
They have to be their own advocate. Do the work and make sure it’s needed by someone else. Be a self-advocate. Get connected with other teachers, with social media it’s impossible not to connect someone that knows someone else. Once you’re doing the work you’re passionate about, find the people who can advocate with and on your behalf.
Also, teachers need to be vulnerable and learn alongside their students. If you’re not adaptable, then there is no use for you in the classroom.
What efforts would you like to see that would truly advance the role of teacherpreneurs?
Meetups are important in regional pockets but what I’d love to see is a widespread exchange program– teachers rotate through an edtech program which also allows entrepreneurs to spend time in the classroom. I’ve been working closely with CodeHS to connect them with my educator network and would love to see this type of edtech-educator exchange on a grander scale.
One program I created at my school to help teachers get more comfortable with tech is small group office hours. I get 10-15 people together and we have a casual and customized conversation about Google Hangouts, Dropbox, etc… They are optional but I invite specific groups of teachers based on their needs and discuss how certain tools can make their teaching lives easier. I hook them by asking questions like “Have you thought about expanding the walls of your classroom? Stop by for 20 min and I’ll show you how.”