Learn how to Navigate Education Now and in the Future – A Guide for ALL Classroom and School Leaders
Online learning, blended learning, socially distanced classrooms, educational technology, safety protocols, instructional models, organizational logistics, and educator burnout are all realities presented by the toggled term. Navigating the Toggled Term: A Guide for K-12 Classroom and School Leaders sets the stage not only for the present but also well into the future to help K-12 classroom and school leaders navigate online learning, blended learning, integrating educational technology tools with effective research-based instructional strategies, and moving between various educational settings at the instructional and organizational level. This book provides experienced and novice classroom teachers and school leaders with best practice instructional and organizational frameworks integrated with mainstream educational technology tools to navigate the challenges of teaching students of all ages in an ever-changing world. Beyond the major instructional and organizational frameworks, this book touches on differentiating instruction for all learners, communicating to students and families within digital environments, and provides strategies for educator self-care. Last, this book includes teacher and school leader voice in the form of thirteen narrative case studies of practicing educators that align with each chapter’s theme to show the strategies and frameworks in motion for readers.
North American Retailers: Amazon.com, Indie Bound, Walmart
International Retailers: Amazon.com (UK/EU), Booktopia (AUS), Dymocks (AUS), Waterstones (UK), Indigo (CAN), Dussmann (GER/EU), IBS.it (ITA/EU), WHSmith (UK), Waterstones (UK)
Publisher & Direct Purchase from Publisher: Peter Lang International Academic Publishing
Release Date: Worldwide July 15th, 2021
Launch Party Video of Contributing Case Study and Foreword Authors Discussing Navigating the Toggled Term
Endorsements
“Dr. Rhoads education leadership begins with his own curiosity. A passionate educator who extends far beyond the walls of the class to deliver the best and most innovative practices to his students. Matt is truly a trailblazer and a teacher we all can be learning from.”
Philip Cutler – Chief Executive Officer, PAPER
“Dr. Rhoads has that rare element of expertise with educational technology combined with daily classroom experience and application. You can be assured that everything Dr. Rhoads speaks to in his books is based on countless interactions with students and personal reflection that continues to refine his instructional practice with educational technology. Dr. Rhoads vision for building an online instructional infrastructure is accessible and adaptable to any level of experience – from the novice “techie” to those with deep knowledge and a broad repertoire of technology application. Dr. Rhoads is a forward thinker, always enthusiastic and generous in sharing his knowledge, and definitely someone to follow via Twitter or his blog.”
Mary Waldrow – Professor at San Diego State University and Former K-12 Principal
“Dr. Rhoads is a brilliant mind, committed to the excellence of our students, educators, and school communities. His knowledge and use of educational technology are innovative, precise and an incredible contribution to K-12 education.”
Malikah Nu’Man, Ed.D – SELPA Coordinator
“I am recommending Dr. Rhoads and his work due to its range of information on educational technology to introduce or increase the level of technology knowledge for student teachers and teachers. It closes the gaps that exist in using EdTech tools in asynchronous and synchronous instruction.”
Lupe H. Buell, Ph.D. – Single Subject Bilingual Program Coordinator & Lecturer, College of Education, San Diego State and Former K-12 Principal
Book Navigation and Reviews
Navigate the Book: Four Dynamic Parts of the Book that will Help you Navigate the Toggled Term and Beyond
Part 1. Building and Refining an Online Instructional INfrastructure
Learn how to curate and select EdTech tools as well as evaluate many of the mainstream tools available for use in your classroom and school. You will learn about the Online Instructional Infrastructure, which is instrumental to modern classrooms. Part 1 concludes with a discussion on how to integrate research-based instructional strategies with EdTech tools to drive student learning.
Part 3. Instructional models and organizational frameworks, and planning during the toggled
Part 3 of this book introduces readers to the Toggled Term Instructional Model, which demonstrates how instruction can occur any where and at anytime. The conversation outlines how this instructional model is synthesized with Fullan and Quinn’s Coherence Framework that illustrates how we can shift our organizational structure to make it flexible and adaptable to changes presented by the toggled term. To finalize Part 3, it discusses how to plan lessons and instruction that optimize student learning in our “new normal.”
Part 2. Differentiating instruction, special Education, and family Engagement during the toggled term
Within Part 2 of the book, you will learn about how to differentiate instruction using EdTech tools as well as supporting a diverse set of learners you will experience in your classroom and school site. You will learn how to implement Individualized Education Plans within the toggled term, hold IEP meetings, and collaborate with Special Education stakeholders. Last, you will learn how to communicate and engage families in the school community and learning process during the toggled term and beyond.
Part 4. Professional Development and Self-care during a toggled term
To finalize the book, Part 4 outlines how to optimize your professional development and learning. It discusses how to establish yourself as a lifelong learner as an educator as well as someone who has their own expertise to offer to the global educational community. As the book closes, a chapter is dedicated for self-care. The goal is to provide and share opportunities for educators to take care of themselves physically and mentally as well as share two case studies of how teachers are implementing self-care practices into their lives to help them navigate the present and the future.
Reviews of the Book
Phillip Cutler
PAPER, Chief Executive Officer
“The Teacher Training Manual for Post-Pandemic Teaching.”
Navigating The Toggled Term takes a pragmatic approach to exploring what education will look like for a teacher post-pandemic. Broken down and differentiated in a way only a teacher knows how, Dr. Rhoads walks readers through a journey that feels like it speaks to your own personalized circumstances. Whether you are just starting your teaching career, or filled with experience, Navigating The Toggled Term will provide you with insight to not only improve your teaching, but make you more comfortable with innovation in the classroom.
Alfonso Mendoza Jr., M.Ed.
District EdTech Coach and Host of the MyEdTechLife Podcast
“An Essential Resource to Navigate Our Changing Education Landscape.”
In his previous work Navigating the Toggled Term: Preparing Secondary Educators for Navigating 2020 and Beyond, Dr. Rhoads introduced educators to the new realities that all educators would face due to the pandemic. Now, Dr. Rhoads provides a guide for K-12 classroom and school leaders that provides many resources to help leverage the resources districts have on hand to he;p teachers and students navigate through the difficulties we are seeing in education. Dr. Rhoads does a fantastic job in walking you through many of the situations you are being faced with and provides effective, and sustainable strategies to help education leaders, teachers and students be successful during this unprecedented time.
Zach Groshell
Director of Educational Technology
“As I read the book, I found myself appreciating the teacher and school leader vignettes that were included in each chapter.”
As a Director of Educational Technology, I’ve yet to crack the code for how to best draw out teachers’ thinking behind their technology choices so that it is visible to others. I imagine that this book could serve as a resource to teachers who thirst for professional conversations around technology and instruction. Additionally, time and time again, Dr. Rhoads circles back to what becomes a consistent theme of the book: Let instruction drive your choices with technology integration.
Richard Bernato, Ed.D.
EduFuturist, Professor of Education and Instructional Leadership at St. John’s University
“I will be using this book for myself and for my own graduate and doctoral classes.”
The highest compliment, actually the two highest compliments one author and professor of professional development can pay another such author are “I wish I’d written that book!” and, “I will be using this book for myself and for my own graduate and doctoral classes.” Such is the case for Dr. Matt Rhoads’ efforts in delivering this timely and futures – based book to fellow Educators.
Dr. Rhoads’ Navigating the Toggled Term – A Guide for K-12 Classroom and School Leaders, is the sum of his experiences, expertise, research, and most importantly, his passionate commitment to twenty first century education themes and trends. That these themes and trends have in large part been accelerated by a crisis that educational leaders should have foreseen and planned for long before it occurred only accents the importance of this book.
Each of Matt’s chapters addresses ideas, issues, and leadership matters that teachers and educators might address in transforming not only their own professional development plusses and minuses insofar as embedding technology into their personal high level instructional quivers but also for the capacity of the entire school systems they comprise for consistency of vision and for unanimity of purpose.
Stephanie Rothstein
Instructional Coach, Teacher, Mentor, Speaker, and Writer
“Focuses on the next steps we all need right now.”
Navigating the Toggled Term – A Guide for K-12 Classroom and School Leaders helps us focus on the next steps we all need right now. COVID has pushed us to look at the necessary shifts in our educational practices and professional development. This book guides us through reflection on the Toggled Term and where we want to be moving forward. With a better understanding of research, options in practice and applications, these steps become actionable and we are able to shift from planning to practice. I really appreciate thinking about the impact on professional learning. As an Instructional Coach, Chapter 11 speaks to my heart. With a focus on the innovator’s mindset and defining one’s brand, I am now thinking about the impact that this must have on my approach to Professional Development. While the Toggled Term has brought many challenges, it also provides many new opportunities that this guide thoroughly details.
Kevin Leichtman, Ph.D.
Educational Consultant, Author, Speaker, and Coach
If you went through teaching in a pandemic like I did, the adjustments were non-stop. From remote to in person to hybrid, the fluctuations were wild. This book has so many important tools and resources to help you navigate the ever-changing models of schooling. While I appreciated the thorough research that went into this book, I NEEDED the narratives. Stories from real educators highlight, emphasize and pull out the research in an accessible manner. I’m very grateful to have this resource as I consider what school will look like next year and beyond!
Samantha Shaffner
Gifted Coordinator and Tech Innovator
From classroom practices to district policy, by advocating seamless “toggling” between in-person instruction and wholly online instruction Dr. Rhoads sets forth in detail a dynamic plan to prevent further disruption to instruction. Discussing solutions at every level of education, this book presents a way forward for educational administrators in our uncertain times. With a strong focus on preparing differentiated instruction in an online or hybrid setting for English Language Learners and students with learning differences, Navigating the Toggled Term: A Guide for K-12 Classroom and School Leaders thoughtfully discusses the classroom environment and instructional differentiations on a comprehensive scale.
This text breaks down the complex and ever-changing needs of the modern classroom environment while consistently considering and questioning what students and teachers require to be successful on a regular basis during a “toggled term.”
By providing context about strategies, and tools, educators can see this important alignment of ideas, strategies, and resources and begin to collaborate to decide how to make learning equitable, meaningful and realistic despite the challenges presented during “pandemic teaching” times. The “EdTech Revolution” described in this book focuses on the pillars of pedagogy: clear directions through visuals and repetition, access and equity, and lastly– how best to prepare students for new learning. Through embracing 21st century EdTech options districts, schools, teachers, and leaders can find creative solutions that result in positive student outcomes. This book aligns with UDL practices with a focus on strategies to get students creating, writing, speaking, and listening using strategies and tools that are sustainable and manageable if used with fidelity over time.
Dr. Rhoads sets forth in detail a dynamic plan to prevent further disruption to instruction. Beyond the importance of defining this next wave in modern education, Dr. Rhodes discusses the importance of teacher clarity in relation to the concepts of scaffolding, pacing, assessing, and providing effective student feedback are just a few of the important educational theories introduced in this text. Dr. Rhoads talks about his own and other practitioners’ usage of educational technologies. Various engaging strategies are discussed as ways to support diverse learners; as well as the alignment of learning landscapes.Â
Navigating the Toggled Term advocates that these strategies and concepts are valued and their alignment valued and demanded in both synchronous and asynchronous circumstances in order for 21st-century students to be successful. The ideas in this text are a beacon of hope to 21st-century educators and learners alike. His book serves as an authentic and practical guide to implementing meaningful, cross-curricular, and personalized approaches in 21st-century classrooms. Tools and strategies used to amplify student learning while supporting modern student needs are addressed.
Dive Deeper into Each Chapter’s Case Study and Learn More About Their Contributing Author’s
Learn more about each contributing author and their teacher or school leader case study that is located at the end of each chapter that are featured in the book by listening to the following podcasts. Bonus episodes on Navigating Education – The Podcast, hosted by the book’s author Matt Rhoads, have been produced featuring the book’s contributing authors has been placed below so you can take listen to dive deeper into each case study as well as some of the content of each chapter. Throughout the month of July 2021, episodes were released on social media and then place as well as all major podcasting platforms such as Anchor, Spotify, Google Podcasts, and Apple.
Launch Party Audio Podcast – Navigating the Toggled Term: A Guide for K-12 Classroom and School Leader
Chapter 1 – Selecting EdTech Tool with Shannon Moore
Chapter 6 – Student and Family Engagement During a Toggled Term: Teacher Narrative by Janet Ilko, Ed.D.
Chapter 7 – The Toggled Term Instructional Model: School Leader Narrative by Mark Brown
Chapter 8 – Types of Blended Learning: Teacher Narrative by Victoria Lowe
Chapter 9 – Lesson Plans in Action for Online and Blended Learning Settings: Teacher Narrative by Alicia Rhoads
Chapter 10 – The Coherence Framework for the Toggled Term: School Leader Narrative by Darrin Peppard, Ed.D.
Chapter 11 – Optimizing Professional Learning During a Toggled Term: Teacher Narrative By Rosalinda Avalos
Chapter 12 – K-12 Educator Self-Care While Navigating the Toggled Term: Teacher Narrative 1 by Jillian DuBois / Teacher Narrative 2 by Ariel Adrian
Media and Additional Reviews Related to the Book
Navigating the Toggled Term Review – by Zach Groshell (@mrzachg), Director of Educational Technology
Tackling the Challenges of the Present and Future of Education: Navigating the Toggled Term – Medium Article by Matthew Rhoads, Ed.D.
Contributing Authors Bios who authored the foreword and case studies at the end of each chapter – Diverse perspectives and experiences to navigate the present and future of education
Foreword Author – Belinda Karge, Ph.D.
Biography: Dr. Belinda Karge is a Professor and Coordinator of Learning and Instruction in the Doctoral Studies Program at Concordia University Irvine and a Professor Emeritus from California State University, Fullerton. She taught both general education and special education at the elementary and high school levels prior to moving to the university. Her professional record demonstrates a consistent pattern of scholarly activities including research, publications (four textbooks, five curriculum texts, four book chapters, several educational tools, over 135 articles), and numerous grants (totaling over twenty million dollars). She has received a multitude of awards for her teaching and service to the profession. She received the CEC Susan Phillips Gorin Award. She was honored with the Council for Learning Disabilities Floyd Hudson Outstanding Service to the Field of Learning Disabilities National award and the Association for Childhood Education International (ACEI) service award. During the course of her career, Dr. Karge has made plentiful referred presentations to international, state, and local groups of school district employees and has keynoted several conferences. She serves as a consultant for the U. S. Department of State Office of Overseas Schools.
Chapter 1 – Contributing Author for Case Study 1: Shannon Moore
Biography: Shannon Moore is a High School English and Speech Teacher & Technology Coach in Visalia, California. She has been teaching for 10 years and loves all things #EdTech. She received her Masters of Education with a Specialization in Best Practices and Single Subject teaching credential from National University and her Bachelors in Communication from California State University, Fresno. She is a Global Google Educator Group (GEG) leader and a Google for Education Certified Educator Level 1 and 2, as well as a Google for Education Certified Trainer. In her free time, she loves reading, hanging out with her husband and cats, and watching TV.
Chapter 2 – Contributing Author for Case Study 2: Jennifer Ingold
Biography: Jennifer Ingold is an 8th-grade social studies teacher in Bay Shore, New York. She received the New York State Council for the Social Studies Outstanding Middle School Teacher of the Year Award; the Cohen-Jordan Award, given by the Middle States Council for the Social Studies, and The National Council for the Social Studies Outstanding Middle-Level Teacher of the Year; all in 2019. She was also named Long Island Council of the Social Studies Middle School Teacher of the Year in 2016. She is a lead blogger on C3Teachers.org and has been published in the National Council of the Social Studies Middle-Level Learning, Social Education, and AMLE Magazines. Her ideas on The Missing Piece: Thinking Parameters for Middle Schoolers is to be featured in the next issue of the Iowa Journal for the Social Studies.
Chapter 3 – Contributing Author for Case Study 3: Mark Ureel
Biography: Mark Ureel is a secondary educator from Canton, Michigan. He has had the honor of teaching middle school Social Studies and Spanish to hundreds of remarkable young adults for 17 years. He earned his bachelor’s degree in History with a minor in Spanish from Oakland University, a minor for teaching certification in Social Studies from Eastern Michigan University, and a master’s degree in Educational Leadership from Grand Valley State University. In 2017, he was awarded the Grand Valley State University Charter School Office’s Outstanding Teacher of the Year. He attributes his success in education to his amazing teammates, administrators, and wife, who have provided him with support and guidance throughout the years.
Chapter 4 – Contributing Author for Case Study 4: Elizabeth Esposito Haupert
Biography: Elizabeth Esposito Haupert has a bachelor’s degree in Secondary Education – History from The Mary Lou Fulton Teachers College at Arizona State University and a Master’s Degree in Urban Education – Administration and Policy. She taught middle school history in Oakland Unified School District before moving to San Marcos Unified School District, where she works now. In San Marcos, she spent one year at San Marcos Middle School and is now in her third year at San Marcos High School. Elizabeth has taught History in every grade from 6 through 12 and focuses on literacy-based history and inquiry-based instruction. Elizabeth takes pride in knowing she has taught students of all different backgrounds and ages in very different environments.
Chapter 5 – Contributing Author for Case Study 5: John Maguire
Biography: Mr. John Maguire is a middle school Special Education teacher in Bronx, New York. Mr. Maguire is a first-year teacher after changing careers from a finance and investigative background. After graduating from St. John’s University in Queens, New York, Mr. Maguire started working on Wall Street and from there, began work as an investigative analyst. He coached a group of middle school students in his downtime while working for a security company and decided he wanted to work with young people.
Chapter 6 – Contributing Author for Case Study 6: Janet Ilko, Ed.D.
Biography: Janet Ilko Ed.D. is an educator with over three decades of experience spanning K-12 classrooms. She has been an academic coach, elementary teacher, middle school humanities and ELD teacher, and a program manager for an independent studies program for grades 9-12. Her doctoral work with Long term English learners focused on the effect of relevancy and rigor on student academic success, sharing the findings through a variety of professional developments and articles. Her current work at the high school level is focused on literacy engagement with students grade 9-12, providing specialized language supports for students with an emphasis on struggling readers and second-language learners. She recognizes and fosters the importance of student and family engagement, access, and support in teaching and learning in online environments, ultimately seeking “techquity” for all students.
Chapter 7 – Contributing Author for Case Study 7: Mark Brown
Biography: Mark Brown is an educational leader, leadership, and team development facilitator, author, speaker, student, and mental health and wellness advocate. He is known for his passion and dedication to inspiring others to #ChooseToBeYou by living life as their best self! Mark serves as a high school administrator in Newberg, Oregon, where his primary focus and responsibility is centered around school climate and culture. In his book Choose To Be You by Code Breaker, Inc., Mark shares openly about his life experience and how the highs and lows throughout his life have molded him into who he is today. He uses the story of his battle with Anorexia to encourage, inspire, and empower others to face their fears and challenges head-on and learn to love themselves for who they are!
Chapter 8 – Contributing Author for Case Study 8: Victoria Lowe
Biography: Victoria Lowe is a 20 plus year secondary educator in the Bronx, New York. She is currently a Teacher Leader, teaching 6th grade ELA while coaching and training educators in her school and community at large. She is a Microsoft Innovative Educator, Google for Education Certified Trainer, an Ambassador for Buncee, Wakelet, and Flipgrid, a Learning Leader for Discovery Education, and on the Discovery Education Leadership Council. Ms. Lowe is also a Common Sense Educator, member of Digital Promise Coach PLC, and the Danielson Group Virtual PLC. Ms. Lowe is an edtech presenter who has presented both locally and nationally. Ms. Lowe earned a Bachelor of Science degree in Accounting from Mercy College New York, a Master of Art in Psychology from John Jay College, CUNY, and a Master of Science degree in Elementary Education from Lehman College, CUNY.
Chapter 9– Contributing Author for Case Study 9: Alicia Rhoads
Biography: Alicia Rhoads is a primary teacher from San Diego, California. She attended Cal Poly San Luis Obispo for her Bachelor’s in Science and San Diego State University for her Masters in Teaching in Reading. Mrs. Rhoads has had the opportunity to teach in both primary and secondary schools in her career and in several communities across San Diego county. Her passion is teaching students literacy and writing. This has allowed her to integrate research-based strategies along with Educational Technology to teach students to improve their reading and writing skills through inquiry and research. Mrs. Rhoads is also a fellow of the San Diego Writing Project. Additionally, she is a Seesaw Ambassador pushing the boundaries of using the platform while integrating other tools to amplify student learning. Besides teaching, she enjoys traveling, trying new restaurants with her husband, and spending time with her dog at the beach.
Chapter 10 – Contributing Author for Case Study 10: Darrin Peppard, Ed.D.
Biography: Dr. Darrin Peppard, a self-proclaimed recovering high school principal, is a school district superintendent, speaker, author, and consultant. Darrin’s expertise in school culture and climate, along with coaching and growing emerging leaders has made him a leading voice in school leadership on an international level. Living life on the “Road To Awesome”, Darrin leads through relationships, compassion, and a human-being first focus. Peppard has served kids and adults as a superintendent, principal, assistant principal, teacher, and coach. Darrin was recognized as the Jostens Renaissance Educator of the Year in 2015, Wyoming Secondary School Principal of the Year by WASSP/NASSP in 2016, and in 2019, he was inducted into the Jostens Renaissance Hall of Fame. Darrin and his wife live in Grand County, Colorado spending as much time off the road in their Jeep and hiking with their daughter and their dogs.
Chapter 11 – Contributing Author for Case Study 11: Rosalinda Avalos
Biography: Rosalinda Avalos is a secondary educator in the Inland Empire. She received a Spanish, B.A. from the University of California, Los Angeles, a Masters in Learning and Teaching from the University of Redlands and is pursuing a Doctorate in Education from the University of La Verne. She has conducted research and is interested in bilingual education. Rosalinda is a part time induction mentor for beginning teachers. She also serves as mentor for her fellow Bruins through the UCLA One Alumni Network. Rosalinda is a huge Disney and Star Wars fans. In her free time she enjoys cooking, crafting, going to Disneyland, spending time with her family, being an avid reader, enjoying watching Diners, Drive in and Dives, and thus enjoys trying new restaurants.
Chapter 12– Contributing Author for Case Study 12: Jillian DuBois
Biography: Jillian DuBois currently serves as an elementary educator in Clearwater, Florida. She earned a Bachelor’s in Education and has worked both in public and private educational settings for over two decades. Her journey continues to bring much JOY and fulfillment as Jillian thrives on building authentic relationships with her students and guiding their curiosity and wonder. She relies on ed-tech tools such as Wakelet, Flipgrid, and Nearpod to strengthen differentiation and uses her voice to foster hope for student equity and empathy. Her passion is to initiate, instill, and infuse joy to those in educational leadership through blogs and podcasts. She focuses her efforts on learning, stretching, and growing alongside colleagues and her Twitter PLN. Jillian personally spends her free time outdoors, soaking up the sun and surf and finding new paths to hike with her husband and son.
Chapter 12 – Contributing Author for Case Study 13: Ariel Adrian
Biography: Ariel Adrian is a Reading Teacher on Long Island, New York. Over her years of experience, she has taught elementary, middle, and high school students. Her greatest joy in teaching is inspiring her students to develop the confidence to be habitual readers, global citizens, and lifelong learners. Ariel is a doctoral student in the Ed.D. Literacy program at Hofstra University, with a research interest in self-efficacy and authentic assessments. By presenting and attending local and national conferences, participating in #Read2Lead book studies, and being active through Twitter, she is passionate about cultivating professional learning communities and sharing best practices and experiences with like-minded educators. Ariel is an attuned Reiki Practitioner, passionate that mindfulness is the key to success, a belief that she lives out through her interests in reading, writing, yoga, meditation, live music, and traveling.
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Navigating the Toggled Term: A Guide for K-12 Classroom and School Leaders
Navigating the Present and Future of Education 