When Teaching Gets Tough

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cc flickr photo by shareski

People who say they’re burned out, probably were never on fire in the first place!

On several occasions, I have seen this quote circulating in the Twittersphere, and each time it pops up, I cringe a little.  Now let me preface any further discussion by saying that the quote is used in several of Todd Whittaker’s books, where he attributes the comment to a friend.  I have a great deal of respect for Mr. Whittaker’s writing, and in fact, I have recently re-read two of his books (Shifting the Monkey and What Great Principals Do Differently) for ideas, and inspiration, as I struggle through my own challenges as a school leader.   In his books, the statement is actually used in the context of emphasizing the importance of protecting good teachers from overload.  However, taken out of context, I am not comfortable with the dismissive attitude directed at the challenges (and associated feelings) faced by many in their professional lives.

Teaching, while potentially very rewarding, is an extremely challenging profession.  We are all familiar with the countless variables that impact student learning, many of which are beyond the immediate control of classroom educators.  In all schools, but especially those serving areas of high poverty, there is no escaping the challenges that many of our students face when they leave campus — hunger, lack of resources, lack of guidance, violence, homelessness, etc.  While not a reason for despair, these issues have a direct classroom impact, influencing student attention, interest, performance, and behavior.  Add to these challenges, issues of school funding, standardized testing, a plethora of red tape and hoop jumping, and you have enough to periodically shake the foundations of the most experienced, and committed, teachers.

The reality is that almost every one of us in the field of education (as well as other professions) can relate to the notion of feeling “burned out.”  The key lies in our response  – wallow in self-pity, give-up, or evaluate the situation and begin taking small steps to turn the tide.  In his book, When Teaching Gets Tough, another one of my favorite authors, Allen Mendler, explains that when it comes to challenging situations, “attitudes are at least as important as strategies.”  Mr. Mendler suggests that the two most important attitudes for teachers are to:

  1. Live each day as if there is no tomorrow
  2. Understand that change is a roller coaster ride

While both are fairly broad statements, they are sound advice.  I often find that I get ahead of myself — spending an excessive amount of time worrying about issues that may never materialize.  Living more in the moment, and understanding how I can make a difference now, seems like a pretty good strategy.  In addition, we have to recognize that teaching is a dynamic profession — change is constant.  As educators, we have to be prepared for the “ups and downs” and be sure to celebrate success — especially when it seems hard to come by.  If you are struggling in the profession, or know someone who is, Mendler goes on to outline some concrete steps you can take to right the ship.  It is definitely worth the read.

Feeling tired, overwhelmed, and even burned out, at times, is acceptable — and perhaps, even inevitable.  It is nothing to be ashamed of.  Be mindful of this as you interact with colleagues, or with your professional learning network on Twitter.  Encourage others.  Offer help.  Share your own challenges — and the steps you are taking to overcome them.  And remember:

If you want your life to be a magnificent story, then begin by realizing that you are the author and every day you have the opportunity to write a new page.  ~ Mark Houlahan (from When Teaching Gets Tough)

 

Students as Change Agents

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Lately, I have been struggling through a bit of a sophomore slump — if you will.  I am over half-way through my second year as a junior high school principal, and I must admit that, at times, I find the experience overwhelming.  I have struggled with time management, difficult decisions, district meetings, a new teacher evaluation process, delegation, personnel issues, and a plethora of red tape.  As a school leader, I have felt FAR from perfect.  These struggles have forced a great deal of self-reflection related to what I can do to improve as an educator, and a leader, in order to help our school meet the diverse needs of our students.  This year, I seem to have more questions than answers.

However, even when school has been a struggle — when things have been a bit discouraging — a search for celebrations always seems to land on the actions of our students.  Our mantra at Willis is “Empower. Achieve. Lead.” and while we are still working to find an appropriate balance that addresses each aspect of this mission, it is uplifting to see our students begin to recognize their ability to be difference makers.  This is evident when:

  • A student presents his digital science fair project, to an online audience of teachers and administrators, during a recent virtual conference.
  • Two students nominate a teacher for recognition by a local radio station, and realize that not only have they been heard, but that the teacher has received an award.
  • Students raise enough money to purchase over 160 turkeys for a holiday family assistance day and then organize, and run, a craft table for children whose parents are waiting in line.
  • Our annual showcase event is largely run, and presented, by students who are thrilled to share their experiences with our local community.
  • In a single day, our school of approximately 850 students, raises over $900 for the family of a former student who was killed in a tragic car accident.
  • A packed gym of students, in unison, chants “Jackie! Jackie! Jackie!” in response to a young leukemia survivor’s thank-you for stockings our school filled for local children’s hospitals.

Our school serves a significant number of students facing extreme challenges at home.  Many, even at the age of 13 and 14 years old, have already succumbed to the notion that they are powerless to initiate change.  They have not experienced success in so long that they have come to accept failure as fate.  When I see, and experience, these acts of difference making by our students, I can not help but marvel at the learning experiences derived from truly empowering students — allowing them to recognize their potential to work as agents of change.  Whether it is a community service activity, acts of kindness, or interacting with authentic audiences, perhaps these experiences will serve as a spark that carries over into other aspects of their education, and life beyond school.

I also can’t help but think, maybe we are doing something right.

It’s About the Experience…

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Last November, students and staff members at our school were given the opportunity to participate in the filming of a Verizon technology commercial that was just recently released.  Obviously, Verizon had a specific outcome in mind when they developed the concept and planned to film on our campus, but for our students, the focus was on the experience, not the final product.  It was about the chance to see how a film crew operates.  The opportunity to work with a director, Brett Froomer, who took the time to explain the process, and engage our kids in the events of the day.  And, of course, the chance for the students to bask in the glory of perceived stardom.  For our kids, the product wasn’t terribly important, it was all about the experience.

In education, we spend a lot of time working toward an “end-goal” and worrying about the finished product.  In the process, it is important to remember that the journey is as important as the destination.

 

Today I will…

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A new year is upon us, and with it, another obligatory post about goals and resolutions for 2013.  As I suspect is the case for many of you, my resolutions frequently end up by the wayside – not forgotten, but mired among other issues, losing priority in the daily task triage.

I have a lot that I would like to accomplish in 2013, but I am choosing to take my resolution in a different direction.  A few years ago, I came across the One Word Challenge  - choosing one word that will serve as a daily focus for a year’s worth of action.  This year, I will be participating, using the word TODAY…meaningful on both a personal and professional level.

As a school administrator I frequently find myself looking ahead….way ahead.  I recently glanced at my January calendar and was reminded of a plethora of appointments, meetings, and events designed to prepare for the 2013-14 school year.  Elementary school visits, scheduling meetings, and sixth grade orientation shift focus from the present to the future.  The same is true in my personal life, as I struggle to appreciate the moment — whether that is the time I spend with my wife and daughter, taking care of my health, or pursuing personal interests.  Certainly, adequate planning and preparation are a necessity, but I often wonder how many opportunities are lost when the focus is not today.

So, for 2013, I am going to focus on today.  What can I do today that will make a difference?  I’m not advocating for the elimination of planning, but instead, a deliberate focus on what can be done in the moment to ensure that each day matters.  For me, here is what that is going to look like:

  • Daily “will-do” list to focus my actions on the things that really matter
  • Conscious and consistent effort to encourage, and make a daily difference, for others – family, students, colleagues and strangers
  • Daily time to reflect on progress, count blessings, and adjust accordingly

I am looking forward to making 2013 a year in which I focus on today –  getting the most out of each moment, and hopefully making a daily difference for others.

If you were to choose a one word focus for 2013, what would it be?

Happy New Year!

5 Actions that Speak Louder than Words

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Your actions speak so loudly that I cannot hear what you say.  ~ Ralph Waldo Emerson

As the end of the first semester draws to a close, growing lists of responsibilities, a rising degree of student squirreliness, and plummeting patience levels are on a collision course.  As the day’s get shorter, and task lists get longer, it can be a challenge to remain positive.  I’m not sure what the difference has been, but to this point in time, my second year as a principal has been much more challenging than the first.  As I have struggled to get my proverbial feet beneath me, I frequently consider Emerson’s quote, reflecting on my actions and considering what message I am sending to my school community — parents, students, and staff members.

While I don’t claim to have solutions for the stress that may accompany the waning days of a school semester, I thought I would share my strategy for the next few weeks.

1.  Slow Down

I think it is important to recognize the impact that “being in a hurry” can have on others.  In some respects, rushing might even be considered selfish.  As a school leader, there is a risk that this will be interpreted as being too busy to be bothered.  I cringe a little when I hear people say things like, “I know you are extremely busy,” or “I’m sure you have bigger concerns.”  This is a signal that I need to slow down, mentally and physically.

2.  Know Limits

The truth is, there is only some much that each of us can do.  As I have mentioned in previous posts, it is important to know your “big rocks” and plan accordingly.  Over the next few weeks, I am going to try out the concept of a “will do” list — focusing on a reasonable number of high impact tasks and carefully considering what really needs to be done now, and what can wait.

3.  Focus on the Kids

Given the many responsibilities of educators, it is all too easy to have our attention drawn away from our purpose: to serve the best interest of students.  Over the next few weeks, I am going to be deliberate in my focus on the students at my school.  I often find that conversations with kids on campus, working with students in classrooms, and driving interactions down to an individual level help me keep things in perspective.  I am in this profession for students, and in most cases, students are not my source of stress.

4.  Encourage Others

We spend a lot of time with our students, emphasizing community service, random acts of kindness, and the importance of making a difference.  It is important that we model these behaviors through interactions with our own school community.  Taking time to encourage others is a “win-win” situation, perhaps positively altering the course of their day, while reminding us of our own ability to be difference makers.

5.  Smile

Find a reason to smile, and bring others along for the ride.  Tell a joke to a class, or better yet, ask a student to share a school appropriate joke.  Starting off with a smile, a laugh, or a celebration can set the tone for the day — creating momentum for yourself, and others.  Realize that most of us have lots of things for which to be thankful…many reasons to smile.

It’s far from a comprehensive list, but these are actions that may help your individual outlook, while having a positive impact on the community you serve.

What other strategies do you employ to ensure that your actions positively influence those around you?

 

Evolution of a Tweeter

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cc flickr photo by airdrie.m

A plethora of recent posts about Twitter, and Social Media, have me reflecting on my own practice of “connectivity.”

Why I try to follow every teacher I can on Twitter – by @gcouros

Twitter isn’t a Tool – by @johntspencer

A social media sabbatical…or how social media isn’t for sissies… – by @8Amber8 

Shameless Self-Promotion in Education’s Social Media Spaces – by @plugusin

My social media journey began, in January of 2008, with a Twitter account.  I signed up, without expectation or agenda, simply because it seemed to be the thing to do.  My first tweets resembled FourSquare check-ins to an audience that didn’t exist.  I wasn’t immediately sold.

However, it wasn’t long before I discovered hashtags (specifically #edchat) and my tweeting developed a purpose.  It was an opportunity to “discuss” and share information related to my profession.  With the presence of an authentic audience, I became more engaged, grew my professional learning community, and started this blog.

As I began picking up followers, I became more conscientious about my tweets.  Was I tweeting enough? Was I tweeting about things that would connect with my audience?  My tweets were almost exclusively about education, because, in all honesty, I was concerned that tweeting other things might turn people away, and I might begin to lose my audience.  I checked my Twitter stats, paid attention to averages, and did my best to keep up with other Tweeters in my PLN.  Don’t get me wrong, that’s not what it was all about, but it mattered.

Then a shift.  The power of social media goes well beyond information and numbers.  Twitter has been an exceptional source of ideas and resources, but for me, it’s true value lies in the opportunity it presents to pursue (and share) ALL of my passions and interests, and connect with others who are able to contribute to the experience.  To do that effectively, I needed to be more transparent.  I am a passionate educator, but also many other things, and I want my social interactions to reflect this balance.

  • I am a husband and a father
  • I like to read…and not just education related material (currently reading In Siberia, by Collin Thubron)
  • I am an avid Kansas State University Wildcat fan – #kstate
  • I like to take pictures, but don’t necessarily consider myself a photographer
  • I believe you can never have too many bicycles
  • The world fascinates me…I struggle to get enough experiences and information about other communities and cultures
  • I have a penchant for innovation…regardless of how trivial (check out this Invisible Umbrella)

My goal in this social media experience, is no different from what it would be in other social settings.  I want others, at the very least, to have a glimpse of the real me.  I have had the good fortune to meet quite a few members of my PLN, in person, and I am sure I will meet many more in the future.  My wish is that when they walk away from that encounter, they are able to say “he is who we thought he was.”  And, hopefully that will be a good thing.

I am certain that the majority of my tweets will continue to address my interest, and passion, for education, but my Twitter stream will also be reflective of the real @azjd.  I mean, the real Jeff Delp.

How Authentic is Your Students’ Audience?

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Last night, we hosted our second annual showcase event at Willis Junior High School.  The evening was an opportunity to share our learning experiences, and school culture, with the local community.  We invited our own parents and students, as well as those from our local feeder schools.  In addition, district administrators, as well as local business and state leaders were in attendance.  While our teachers were an integral part of the organization of the evening, we emphasized students as presenters.  Our kids demonstrated their use of technology, discussed projects, participated in musical performances, and served as greeters, and guides for our guests.

As I moved around campus during the event, I paid particular attention to our students.  While not necessarily surprising, their level of engagement and enthusiasm was evident.  They jumped at every opportunity to share their work with guests — answering questions, modeling technology tools, and engaging younger kids in a variety of activities.  Watching these students present to an audience that extended beyond our school walls reminded me of this quote:

Why do we ask kids to make presentations, on topics they don’t care about, to an audience that doesn’t exist? ~ Gary Stager (ISTE 2012)

Not only were students able to share about a topic for which they felt a connection, they were presenting their learning to an authentic audience.  For our students, this not only added an aire of importance to the discussions, it made the experience relevant.  Authentic audiences can be powerful motivators — providing students with the opportunity to experience difference making.  Technology affords the opportunity to leverage world-wide audiences, allowing students to share their work (and receive feedback) from well beyond school walls (i.e. blogs, Google Hangouts).

While a community showcase is a great start, I am determined to expand our students’ opportunities for relevant sharing.  How do you provide students at your school with an authentic audience?

 

Staying Passionate About Your Passions

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cc flickr photo by azjd14

Today, I spent my morning at the Arizona Natural History Museum with my daughter.  To say she was enthusiastic about the visit would be an understatement.  There was no agenda…no curriculum goals…no lesson plans…and no homework, but she was learning.  She was motivated by a relatively newfound interest in geology, and the opportunity to learn at her own pace.

The experience reminded me of my youngest brother, who, while growing up, took an intense interest in a variety of topics.  His dedication to a topic would last anywhere from several weeks, to a few months.  During that time he would passionately pursue his interest of choice – researching, reading, and filling notebooks with relevant facts and information (not unlike my daughter does now).  His chosen subject matter ranged from how to teach the family parakeet to talk, to falconry (an unusual choice, since, to my knowledge, he had never spent much time around falcons).  His older brothers would sometimes tease him about his choice of subject matter and lack of committment to a single topic, but undeterred, he continued to pursue his “passion of the month.”

A few weeks ago, I read a post by Dean Shareski (@shareski) entitled, Stop Following your Passions…a Celebration of Work.  This blog post really got me thinking about how I approach my job, what I assume of others who are educators, and what we tell our students.  I certainly think it is healthy for people to have positive passions, but insisting that those are tied to our profession, or that they become a single point of focus, may not be a fair (or healthy) expectation.  In his post, Dean makes the following comment:

The shift I’ve made of late in terms of talking to my own kids is not to suggest that they don’t pursue their passions, but to not necessarily tie their passions to their vocations.

As an adult, I often long for the time and opportunities to pursue my “passion of the month.”  Much like my younger brother, I have relatively dynamic (in the sense of changing) interests, but unfortunately, I rarely take the time to actively pursue them.  Instead, placing them on a “someday” list.  I am fortunate to have a job that I enjoy, and I do feel like I am passionate about my work.  However, there are days when I don’t feel it.  Day’s when I was not convinced that I was a difference maker.  Day’s where I just want to get home and do other things.  My work is one of my passions, but sometimes I just want it to be my job (I actually feel a little guilty writing that).

There is no doubt that passion is an important part of teaching and learning.  We should absolutely be encouraging students to pursue their passions, but I think we also need to have a clear understanding that interests change, and an important part of human development (at any age) is the opportunity to experience different things.  If we are not careful, we can unwittingly turn passions into a chore…something that is required…and ultimately, something for which we become less than passionate.

Creating Mountains Students Can Climb

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cc flickr photo by moosepics

A common struggle in many schools — mine included — is igniting the intrinsic motivation of students, particularly those who feel disaffected due to previous school experiences.

I am currently reading, Motivating Students Who Don’t Care, by Allen Mendler.  I have grown to appreciate the work of Mendler, and his frequent co-author Richard Curwin, because of their emphasis on the importance of relationships and meaningful connections with students.   In Motivating Students Who Don’t Care, Mendler suggests five processes that can be used to connect with students and encourage active engagement in the learning process.

  1. Emphasizing effort
  2. Creating hope
  3. Respecting power
  4. Building relationships
  5. Expressing enthusiasm

While each of these strategies is very powerful, I was immediately struck by the importance of fostering hope for our challenging students.  I continue to be appalled by the number of times that I speak with students who honestly can not recall the last time they experienced success (of any kind) in a school setting.  These are twelve and thirteen year-old kids who see no relevance to education and have lost all hope that school will improve their lives.

One way to begin turning the tables for these students is to actively generate opportunities for them to experience success.  As Mendler points out, “our challenge then, is to create mountains that students believe they can climb.”  Just giving students a sense of accomplishment can be a powerful means of shifting their attitude toward school — fostering a belief, that with some effort, they will be able to experience success.  We have to be purposeful about setting these students up to succeed — not necessarily staging events, but certainly taking time to ensure that struggling students have multiple opportunities to experience the feeling of accomplishment.  This might mean calling on them when we are certain they know an answer, altering the way we address concerns (i.e. “I see you a majority of the assignment…that is great!  Is there something I can do to help you with the remaining problems?”), or just being cognizant of their little successes for celebration.

As you work with students who seem to lack motivation, think about whether or not they have developed a sense of accomplishment and then consider what you can do to set them up for success.  How do you create mountains that students believe they can climb?

Fostering Effective Relationships

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This evening, I had the opportunity to discuss effective relationships with a group of people interested in school leadership.  This presentation was a part of the multi-session, Leadership 2.0 course organized by George Couros (@gcouros).  While I certainly do not claim to have all of the answers when it comes to creating a connected, and relationally sound, school community, I do know this much:

Effective relationships are too critical to the success of our school community to be left to chance.

As school leaders, we must make fostering effective relationships a part of deliberate practice.  We must have a plan for how we are going to develop connections among all parties in our school community and encourage ongoing engagement.  This is critical, because relationships are the foundation upon which we build safe school environments that encourage innovation and progress.

Relationships –> Trust –> Purposeful Risk –> Innovation –> Progress

It is also important to recognize that when it comes to effective relationships, we never “arrive” — we never reach a point where relationship building can stop being a priority.  It requires our constant attention and vigilance.  However, deliberate practice can lead to a school culture where fostering effective relationships becomes second nature, where it is a part of our daily practice.

I love this video from Coca-Cola and the message it sends about seizing opportunities for kindness.

Just imagine if everyone in your school community decided that, regardless of their situation, they were going to make their environment more positive through words and action.  Isn’t that the kind of climate that leads to success on many levels?

What measures do you have in place at your school to ensure that fostering effective relationships remains a priority, and is a part of deliberate practice?

Google Powered PD Planning

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This school year, as a point of focus, I have been very conscientious about the stewardship of the limited amount of time our staff has for collaborative practice.  These opportunities are far too valuable to waste on the minutiae of traditional staff meetings — reviewing information that can be addressed using other methods.

Our next opportunity for professional development will be in approximately one week, when our staff members return from their fall break.  In an effort to share a potential method for planning, and organizing, meaningful professional development, I thought I would take a moment to explain how we designed a half-day of collaborative learning using Google Docs.

The process began by gathering suggestions for potential topics from staff members.  In addition to being respectful of our teacher’s time, I want to be certain that they have input when it comes to their professional development.  Once we gathered potential focal areas, a matrix was created (in Google Spreadsheets), and shared with staff members, in order to present the schedule and information about each learning session.

By selecting a particular session, staff members were directed to a separate Google Doc with a description of the learning session, the name of the presenter, and an area for recording questions prior to attending the professional development session.  Presenters were also given the opportunity to post links to relevant resources — making this a living document that extends opportunities for collaboration.  In addition to pre-planning purposes, these documents will serve as a template for dialogue, and reference, after the learning sessions have been completed.

Finally, a Google Form was used to allow staff members to choose their learning sessions for the morning.  While we are flexible, and will allow staff members to change sessions, this information allows us to make preliminary plans for space and technology needs.

The wiki-like abilities of Google Docs make it a very valuable tool for planning and collaboration.  In addition to effectively organizing and utilizing the limited time we have to work together with colleagues, using shared documents provides extended opportunities for asynchronous learning.  

I know that many schools are using creative methods to add meaning and relevance to staff development.  Please keep the conversation going by sharing what you are doing.  

Celebrating Success!

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The following piece is cross posted on the Willis PLC Blog – written as an end of quarter message to our teaching staff.

cc flickr photo by ktvee

There is a student who approaches me, almost daily, with a complaint.  It’s never anything of much substance…I suspect it is usually just an excuse to visit.  Lately, I have been telling the student that I am fine listening to the complaints, but I also want to hear at least one positive comment during each of our conversations.  It has become a game, but one that is forcing a bit of reflection on the positive.

I believe it is human nature to allow our focus to drift toward the challenges and frustrations in our lives.  I also believe it is a more significant struggle for educators because we are problem solvers…and in order to solve problems, you have to spend a lot of time in the “muck and mire”, so to speak.  When the problems become too complex, too many in number, or too emotional…stress levels rise and our ability to be optimistic becomes overwhelmed.  I know, because it happens to me more often than I care to admit.

So as we wrap-up a quarter that I know has been very taxing, I want to challenge you to spend a few minutes celebrating the positives…the things that have gone right.  Each one of you have accomplished a great deal this quarter, and as I mentioned at the beginning of the school year…you make a difference!  Don’t fall into the trap of equating success with perfection – it is far to easy to follow examples of progress with a “but” – but, it needs improvement…but, it isn’t working quite right…but, it would be better if…, etc.  A vigilant eye toward improvement is a hallmark of successful people/organizations, but be sure you take time to consider progress and celebrate success as the opportunities arise.

I am confident that each and every one of you have had a hand in many of the following first quarter “wins.”  Be proud of what you have accomplished!

  • Implementation of a Connections class to help foster effective relationships
  • Better understanding of the new evaluation instrument adopted by the district
  • Social studies teachers teaching language arts standards
  • More students smiling and saying hello
  • A great group of new staff members who have jumped right in as advocates for our students
  • Integration of technology tools to improve student learning
  • Patience…with students, colleagues, administration and district
  • Teachers changing grade levels, or curriculum, and meeting the challenge with passion and intensity
  • Organized opportunities for our students to interact with students from a feeder elementary school
  • A willingness to learn and try new things
  • A new-found ability to send and read e-mail in Outlook
  • Initiation of an after-school homework program that has consistently drawn large numbers of students
  • As always, a tremendous display of musical talents during this quarters performances at CCA
  • Participation in collaborative learning opportunities and discussions with colleagues
  • Surviving a fire alarm in the middle of a rainstorm
  • Encouraging creativity in classrooms
  • A great response to Ambassador’s Club, and a successful first dance
  • Coaches helping kids on the field, but also providing mentoring related to classroom efforts
  • Teaching teams successfully integrating curriculum
  • Staff members taking time to visit with kids in the cafeteria during their lunch
  • Working with some of our most challenging students, making headway, and smiling in the process
  • Changes to campus policies that have been met with a very positive student response (i.e. hats and lunch-time restrictions)
  • An increased number of students taking risks to do the right thing
  • Combined efforts to improve the physical environment and cleanliness at Willis
  • Overflow crowds at Culinary Club meetings
  • Nine students on the Millionaire’s Club list for reading over a million words
  • Athletic teams that have worked hard and been positive representatives of Willis
  • An improving understanding of a new student management system
  • A willingness, and ability, to deal with change (even when it isn’t fun)
  • …the list could obviously go on and on

Wow!  Please understand that NONE of this happens if not for your commitment and dedication to our students.  Willis staff members are a very special group.  Thank you for towing the line.

You matter!

Recognize The Big Rocks

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Big rock, little boy
cc flickr photo by Chris and Jenni

I find it intriguing that blogging has such a cathartic effect for me. There are many times that writing serves as an opportunity for me to organize thoughts, express frustrations, and admit to failures (or at least challenges) — an electronic confessional, if you will.

We are into our eighth week of the school year, and I really seem to be struggling to maintain my balance…to get into a groove. There are several district initiatives (like a new teacher evaluation system) that have undoubtedly added to the normal stresses and strains of a new school year, but I honestly try to take all of that in stride.  As I have struggled to identify a cause, and right the ship, I have come to the conclusion that something is awry with my filter.  As much as I want to be working with the “big rocks” — those things that have a clear and substantial impact on the well-being of our staff and students — it seems like my day’s are spent removing the “gravel” that is choking the gears of progress.  It is frustrating.  Sometimes it is a piece of paperwork. Sometimes an e-mail, or a request for information.  And honestly, sometimes it is my perception and attitude.

As I work toward a solution, I need to be sure that I have clearly identified my “big rocks” for this school year and then systematically run the “pebbles” I encounter through this filter to help distinguish between meaningful and minutiae.  So, here they are:

Effective Relationships:

I honestly believe that all other efforts to improve schools, and foster an effective learning environment, will falter if the relationship piece is not in place. This means fostering strong connections with (and among) staff members, students, and everyone involved in the school community.  It requires school leaders to provide a high level of support, and appreciation, for the efforts of those with whom we work.  It means acknowledging the value that each person (student and adult) brings to the table, and sometimes it means taking the extra time to seek out the small successes as a platform for greater things.

Instructional Leadership:

As a principal, I am an educator – not a manager.  My instructional role has changed, but it is every bit as important as when I was in the classroom.  If I do not take my role as an instructional leader serious, and give it the time and attention it deserves, my staff and students will suffer. This does not mean that I need to know everything, but I am the person who must provide support and resources to my staff, and do my best to guard their opportunities for development and collaboration.  Growth and development in the area of instructional practice must be a constant priority.  One reason I truly value my professional learning network is that I am never given the luxury of believing that I have “arrived.”  I am constantly pushed to keep up on professional learning, collaborate with others and try new things…thus modeling the process of life-long learning.  As it should be.

Climate and Environment:

Abraham Lincoln is credited with saying: “All my life I have tried to pluck a thistle and plant a flower wherever the flower would grow in thought and mind.”  I believe that quote is indicative of the attitude and effort that is required of school leaders as we work to foster a climate and environment that encourages creativity and innovation, on the part of both students and staff.  We can not always control what is going on around us, but we must be vigilant to guard against the negativity that can quickly spread and infect an entire campus.  School leaders must model an optimistic mentality — constantly replacing thistles with flowers.

Balance

Without a doubt, I have invested more time in my work since becoming a principal, than at any other time in my educational career.  I am hopeful that no one would ever question my passion for the profession, or my commitment to our school community.  However, I am quickly realizing that there is simply not enough time to do everything (thus the importance of having a good filter and separating the gravel from the big rocks).  In fact, if I am consistently spending inordinate amounts of time and expending an unsustainable degree of energy, I am probably not doing anyone any favors. Not only will it take a toll on my enthusiasm, it sets an unreasonable precedent for those with whom I work.  Balance is important.

This year I elected to add the following quote to the signature line on my e-mails:
Things which matter most must never be at the mercy of things which matter least. ~ Goethe
I need to do a better job of putting those words into action.

What are your big rocks for the upcoming school year?  What do plan on doing to filter what is important from what is not.

Cross posted at Connected Principals

Are You a Steward of Time?

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Clock
cc flickr photo by: JuditK

One of the unintended, but beneficial, outcomes of the attention the “flipped” classroom has received is an increased level of scrutiny regarding the way that school leaders utilize staff time.  As educators, we frequently lament the inadequate amount of time our teachers have to participate in meaningful professional development, yet we continue to waste countless hours in traditional staff meetings — time that could be used for learning and collaboration.  Recent discussions about the “flipped” faculty meeting provide a launching point for making meaningful change to an entrenched practice that is clearly the antithesis of twenty-first century learning.  Consider the following posts:

by Bill Ferriter (@plugusin)…

… and by David Culberhouse (@DCulberhouse)

Both of these guys have some great ideas for how implementing the “flipped” concept to a meeting — whether it is at the site or district level — can add value to a practice that has too frequently become a sharing of announcements and an airing of grievances.  As I mentioned in a comment on David’s post:

The concept of “flipping” a meeting (or a classroom) is about maintaining a focus on valuing time. Just like maximizing instructional time in the classroom, we have a responsibility to be good stewards of our teachers’ time and too often we (me included) are not effective in this regard.

Although I am not, by any means, an expert, I thought I would briefly share two tools that I am using this school year in an effort to reclaim time for teachers to use for worthwhile learning opportunities and collaboration.

The first, is a new blog, WJHS Professional Learning Community.  A work in progress, I plan to use this to communicate staff messages, provide links and resources, and ultimately generate dialogue among staff members.  The blog will also serve as a platform to prepare for “flipped” faculty meetings — when appropriate (i.e. A Flipped Faculty Meeting).  My goal is to make this an interactive tool for our staff, with guest posts, and faculty shared resources.

The second tool I am currently using is a simple Google Doc, entitled Staff Announcements (running list).  This is an archived list of daily announcements and encouragement.  While there is nothing earth shattering about the concept, or the technology, I have discovered that it has nearly eliminated the need for me to spend time on announcements (minutia), at faculty or leadership team meetings.

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Again, neither of these tools, or their use, would be described as innovative, but both have worked well to recapture time for teachers as well as serving to model how technology can be integrated in an effort to engage and improve dialogue (classroom applications).

As we go through the school year, I expect some bumps, and some modifications to how we are implementing this new approach to faculty time.   However, I think this is a substantial issue that needs to be addressed in our educational system.

If time is money, are your teachers getting an adequate return on their investment? 

Please share what you are trying in an effort to improve professional development and increase collaboration at your school.  I look forward to hearing about your experiences.

Convincing Kids That They Can

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photo by Jeff Delp (jd24/7)

Recently, while sorting through a pile of papers, I ran across an article that I think deserves some consideration.  The Power of Expectations, by Neal Cross, is a brief, but insightful reminder about the connection between expectations and student achievement.  The article is not available online, so it will take some extra effort to read in full, but I believe it will be worth your time.

Cross, N. (2008, November 1). The Power of Expectations. Principal Leadership, 9(3), 24-28.

On previous occasions I have written about having high expectations for students, in combination with a high level of support.  Our actions as educators must go beyond simply stating our expectations, we must be certain that we provide the assistance necessary for students to achieve these expectations.  In his article, Cross emphasizes that in addition to academic supports, educators must be keenly aware of how our connections with students impact academic achievement.  Referencing the work of Jon Saphier and Robert Gower in their book The Skillful Teacher: Building your Teacher Skills, Cross summarizes three critical statements that teachers should consistently deliver to students:

  1. This is important.  Every effort should be made to add relevance to lessons and activities and emphasize why content and/or skills are critical.
  2. You can do it.  We must recognize that for many students, success is unfamiliar territory.  It is imperative that we make it clear that we believe that student success is inevitable.
  3. I won’t give up on you.  Not only do we need to explicitly let students know that we will not allow them to fail, we need to put words into action – working tirelessly to convince them that this is truth.

The article goes on to provide a number of suggestions for how teachers can express these statements of expectation and help students draw connections between their effort level and achievement.  Good advice, and definitely worth the read!

You Are A Difference Maker!

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This is a brief message written to our staff in anticipation of our first day of school (also posted on our school’s professional learning community blog).
What's your superpower?
cc flickr photo by Krissy.Venosdale

As we prepare for the arrival of our students, I hope you will take a few quiet moments to put aside lesson plans, forget about administrative tasks, and consider our purpose (as a school, and as individual educators): we must attend to the academic, social and emotional needs of each one of our students.  Our educational system asks a lot of teachers, and unfortunately, in times when we are spread too “thin,” it is difficult to maintain our focus on the best interest of kids.  That is why it is so critical that we take time for reflection, deliberately considering how we maintain student centered practices on our campus and in our classrooms.

When our students walk through the front gates on Monday morning, please remember that you are a difference maker!  The small gestures you make to welcome students, and demonstrate an interest in their lives, will have an impact.  There is tremendous power in a smile, a handshake, or an encouraging word.  In the coming year, you will have opportunities to build confidence where it hasn’t existed, develop connections that have never been present, and generate hope for students who’s academic careers have been marred by hopelessness.  All of these are truly super powers!During yesterday’s training, the presenters shared the following quote – a powerful reminder of our ability to make a difference (either positive, or negative).

I’ve come to the frightening conclusion that I am the decisive element in the classroom.  It’s my daily mood that makes the weather.  As a teacher, I possess a tremendous power to make a child’s life miserable or joyous.  I can be a tool of torture or an instrument of inspiration.  I can humiliate or humor, hurt or heal.  In all situations, it is my response that decides whether crisis will be escalated or de-escalated and a child humanized or de-humanized.  ~ Haim Ginot

You should all be proud of the profession you have chosen, the hard work you do on behalf of our students, and the determination with which you address challenges.  In the first few days/weeks of school I challenge you to really get to know your students, share a little about yourself, develop meaningful connections, and make decisions based upon what is best for kids.

Thank you for all you do for our school community…your efforts are noticed, and appreciated!