Justin Tarte - Life of an Educator...

My thoughts on cell phones in school...

2012-03-03T06:46:00.000-08:00

As a teacher, students in my class were encouraged to use their cell phones as a tool to enhance the learning environment. (For the record, my first several years of teaching were very traditional in nature. It wasn't until my last two years that I explored alternative ways to increase student engagement and learning)

- Students kept their cell phones on their desk in plain sight for all to see. Do you hide your cell phone while at work so nobody sees it?

- Students used their cell phones to take notes, look up German words, and find answers to questions. Do you use your cell phone to find answers and get help?

- Students used their cell phones or music devices to listen to music while working. Do you enjoy music while you work?

- Students took pictures and video with their cell phones to use in their blogs and presentations. Do you enjoy taking pictures and/or video to archive for future use?

- Students felt as if they could be themselves while in class and viewed class more like "real life," rather than a restrictive environment; students didn't have to "power down" when coming to my class. Isn't that the kind of environment you want to be a part of?

You are probably thinking...

Did any students ever abuse the freedom to use their cell phones? Yes, some did, but the number of students who misused their cell phones was no higher than the number of students who misused their paper, pencils and books.

What happened to the students who didn't have cell phones? Nothing, they got to work and share with others, or they simply did without. No students were penalized for not having a mobile device.

Did the "haves" and "have nots" become really evident in class? Yes, but that was already very evident because not every student had brand new $100 Jordans.

Did students become too reliant on using their cell phones to find answers? No, students learned just like you and I, when used properly and appropriately, cell phones can be an awesome resource to broaden and enhance learning opportunities.

Did your administration try to shut you down? No, my administration was very supportive and saw the value of utilizing outside resources to increase learning opportunities for students. They also saw the value of making schools more relevant and realistic when compared to the "real world."

- While thinking about this topic... consider, could you go an entire day without your cell phone? Try leaving your cell phone at home one day before going to work and then you will know how many of our students feel...

- Also, if we don't teach kids how to appropriately use cell phone technology in a safe and proper way, then who will?

- What are your thoughts... how can we harness the power of cell phones in schools in a safe and appropriate manner?

It's time to make the shift...

2012-03-03T03:43:00.000-08:00

This year has been a year of growth... a year of learning... and most importantly, a year of reflection. Countless conversations have taken place and many of those conversations have ended with a common but yet necessary statement, "let's figure out what we need to do that is going to be best for our students."

Too often we get caught up in what we as educators are doing; too often we talk about how great something was that we did, but for some reason our students just didn't respond how we expected them to; too often we end up passing the blame for something that we can ultimately control and influence...

Problem:

As educators, we tend to focus on what we are doing when we need to focus more on how our students respond to what we are doing...

Potential solutions:

- When students perform poorly on either a formative or summative assessment, consider how the information was presented and potential reasons for the poor performance.

- When students are not engaged and not paying attention, consider the reasons for this behavior and think about strategies to re-engage them rather than just thinking of ways to punish them into compliance.

- When students seem disconnected to the content and purpose of education, take time to share with them why they need to know this and how this information will affect them in their lives.

- When students are acting in a certain way, either positively or negatively, they are telling you something about you and your class, as well as their current life situation; use this information wisely and always be aware of it.

- Encourage your students to do a survey about your teaching and instructional practices; you can acquire a ton of valuable information when you give your students a voice. (here is one I used)

Additional thoughts:

- If a student exhibits the same undesirable behavior on a daily basis and you respond the same way each time without success, you need to change what you are doing; doing the same thing over and over and expecting different results is tiring and a waste of your time...

- If what you did in the past worked but for some reason it's now not working, remember that all students are different and as society changes so do our students; maintain your adaptability and never do something just because it's the way you've always done it before...

- If you find yourself blaming your students for any reason, it's time to step back and look in the mirror and truly be honest about your actions as an educator...

Challenge:

Take your performance as an educator to the next level by shifting your focus. Your focus needs to be on how your students respond and act as a result of your actions. If you are not getting the desired results for your students to succeed, the answer lies with them. When you find that answer (which may be different for many students), apply it to your instructional practices and you will begin to see results. Accept the awesome responsibility of educating our future leaders, and remember that it is about their success and growth, not your predetermined expectations...

10 ways to be a great teacher...

2012-02-19T09:14:00.000-08:00

I recently read a blog post by one of my favorite bloggers, Vicki Davis. Vicki is known by many as "@coolcatteacher." The title of the blog post is 10 ways to be a terrible teacher. After reading the list I found myself agreeing with many of Vicki's points. In an effort to be reflective, I thought about flipping the blog post around and considering ways to be a great teacher...

Here are my 10 ways to be a great teacher:

10 - Great teachers pick and choose their battles. If everything is really important and a top priority, then nothing is really important or a top priority...

9 - Great teachers are rarely behind their desk and are rarely sitting down. Great teachers know that the real work gets done in the trenches, and the trenches are located out in the classroom alongside the students...

8 - Great teachers are not afraid to apologize and admit to their failure or mistakes. Great teachers understand the importance of taking risks in the classroom, and more importantly great teachers include students in making decisions about trying new things in the classroom...

7 - Great teachers are extremely reflective and take their job personally. When something doesn't go as planned or go as well as originally intended, great teachers take time to reflect and consider alternative ways of doing it better next time...

6 - Great teachers are excellent conversationalists. Great teachers can get a room full of students talking and discussing relatively easily. Great teachers are masters of leading discussions and asking questions that take students to a higher level of thinking and reflection...

5 - Great teachers can always justify and explain a decision they made or something they did that affects their students. Great teachers will never do something just because that's the way it has always been done...

4 - Great teachers don't care about how well they did or how hard they worked. Great teachers care about how much their students learn and how much their students grow. Great teachers are able to shift the focus off of them and keep the focus on their students...

3 - Great teachers expect and demand a lot from their colleagues. Great teachers want to be a part of something bigger than themselves, and they believe that through collaboration and teamwork we can all achieve more...

2 - Great teachers are always looking for ways to improve their craft and hone their skills. Great teachers are not interested in finding the next new shiny tool, they are interested in finding the next new shiny tool that will improve student learning and success...

1 - Great teachers will always value the relationships with their students over everything else. Great teachers know that when the students know you care and know you are there to help, there is nothing that can't be done or accomplished...

What else makes someone a great teacher...?

Balancing creativity with standardization...

2012-02-14T05:45:00.000-08:00

This year at Poplar Bluff Junior High School we are going through year two of Professional Learning Communities. Additionally, we are in the first year of our professional studies book club. We have been experiencing a lot of growing pains, but more importantly we are having difficult discussions that are helping to move us forward.

Most recently we read "Linchpin" by Seth Godin (you can find my blog post here). While we were discussing the relevancy of Godin's thoughts to our school and students, a teacher asked a simple but profound question: "How do PLCs and their standardization of education fit in the mix of creating and developing Linchpins?"

What an excellent question...

Then, last night, my superintendent after also having read "Linchpin," sent me a tweet asking a very similar question:

Here are the definitions for a guaranteed and viable curriculum and a Linchpin:

GVC - A guaranteed and viable curriculum (GVC) is one that guarantees equal opportunity for learning for all students. Similarly, it guarantees adequate time for teachers to teach content and for students to learn it. A guaranteed and viable curriculum is one that guarantees that the curriculum being taught is the curriculum being assessed. It is viable when adequate time is ensured to teach all determined essential content.

Linchpin - Those crazy people we can’t live without, people who bringart to work, people who reach out, make a connection, cause change to happen.The linchpin is the person who is indispensable, because they refuse to becomean interchangeable part, someone who merely follows the manual. In the hardwarestore, the linchpin is a lightweight little piece that holds the wheel to theaxle. Very difficult to live without.

Questions to consider...

- Can there be a healthy and appropriate balance between standardization and creativity?

- If the curricula are written and designed in such a way, can creativity overcome standardization?

- Who benefits more from standardization and creativity in schools? Students or educators?

- Are we simply taking one step forward just so we can take one step back by simultaneously focusing on standardization and creativity?

- What role (if any) should society play in determining what skills and abilities our students are taught?

Do tests motivate students...?

2012-02-04T14:44:00.000-08:00

On a rainy and dreary Saturday morning I was flipping through the channels and I stumbled across one of my favorite childhood shows... Boy Meets World. As I sat there watching several episodes, I came across an episode with a very important topic for educators; a topic we educators are still debating and discussing to this day.

Start the clip at 1:27 and watch until 4:28. This episode originally aired on October, 14, 1994.

Who would have thought that back in 1994 the discussion of what students need to do to show their mastery of content would have been discussed...

Why do we insist upon having students take tests to show their mastery of the content?

Why do we knowingly and willingly kill the love of learning that students possess?

Why do we continue to use outdated strategies that diminish motivation rather than increase?

Why have we spent the last 18 years not changing what we knew was wrong in 1994?

- Are you having these discussions with your colleagues? If you aren't already, it's time to start...

To persevere among differences...

2012-01-29T18:39:00.000-08:00

I really enjoy watching movies. In particular, I really enjoy watching movies that inspire and motivate me, and it's an added bonus when the movie has a great soundtrack to go along with an inspirational story.

"The Last Samurai" is one of my favorite movies. Even with an open mind I struggle to see Tom Cruise in the role of a samurai, but nevertheless the movie still resonates with many of the same issues we struggle with in 2012. Additionally, I find that the movie illustrates several great qualities that all leaders should possess.

An overarching theme in the movie is the ability or inability to see someone else's perspective; more precisely, accepting or not accepting the differences of others. As educators we are inundated with different and new ideas, different and unique philosophies, and personal beliefs that make differences quite common in the educational setting.

What we struggle with most is finding a common ground to prevent these differences from holding us back. Will your pride and personal beliefs prevent you from seeing things from a different perspective? Will your pride and personal beliefs hold you back from making real progress toward helping move your school forward?

Another main theme in this movie is the perseverance and fortitude to act on your personal beliefs. When you are surrounded with opposing and conflicting viewpoints, will you succumb to the resistance or will you stand strong and continue your journey?

In education there will never be a 100% consensus, and if there is then there is probably something really wrong. When you follow your heart and follow your passion to do what you know is right and true, will you have the strength to push on and continue fighting for what you know to be right, or will you yield? Will you give the other perspective a chance or will you extinguish its flame before it fully ignites?

Hopefully the contrast in themes is evident. While these two themes are quite common in our day-to-day interactions, they are rather difficult to manage in both our professional and personal lives.

As educators, we must stay true to our beliefs and individual philosophies. We must persevere against all resistance to do what we believe is the best for our students. We must have an unyielding commitment to doing whatever it takes in light of any roadblocks and setbacks. We must have the strength to stand when others choose to sit; we must have the courage to speak when others choose to remain silent...

As educators, we must also hear and consider the beliefs and individual philosophies of others. We must take note of resistance and reflect on if what we are doing is truly best for our students. We must have an unyielding commitment to searching and finding the best ways of doing things. We must have the strength to simply watch and learn when others choose to lead the way; we must have the courage to listen while others choose to speak...

Perhaps finding a happy balance between the two is the key... perhaps these two conflicting themes can not coexist... perhaps one theme is more important than the other... perhaps we will never know...

12 inspirational blog posts!

2012-01-21T16:42:00.000-08:00

Though it has taken time to build up the long list of blogs that I follow through my Google Reader, I am quite certain it was well worth the time. We are all fortunate to have so many great inspirational minds sharing their experiences and thoughts with others. Here are 12 blog posts that have inspired me, motivated me, and encouraged me to be better than the day before. Enjoy!

1) - Att-I-Tude by @coolcatteacher
2) - It's easy... by @mrwejr
3) - Run your day by @bjnichols
4) - Change by @joe_bower
5) - The box by @tomaltepeter
6) - Have a great day (the choice is yours) by @umakadiff
7) - I am not a great teacher by @teachpaperless
8) - What does it mean to love a child? by @stevemiranda
9) - Don't be afraid to act by @justintarte
10) - These are my kids by @michellek107
11) - Today is yours by @coolcatteacher
12) - We need schools where everybody knows your name by @graingered

Are you a "Linchpin?"

2012-01-21T05:35:00.000-08:00

I am currently re-reading one of Seth Godin's most popular books, "Linchpin." Next week PBJHS's book club will be meeting to discuss this book and how it relates to what we do on a daily basis as educators. As I go through my second reading of the book, I am continually pushed to be reflective about how I view society, as well as how I view my role as an educator. As most things with education, there is definitely nothing black and white, and Godin does an impeccable job of pushing us further into the deep shades of grey...

Here are some thoughts that are circling my mind of late:

- How often do you reward compliance & structure over creativity and challenging the status quo...?

- Can you be easily replaced in your current position? What are you doing to make yourself irreplaceable?

- More importantly... what are you doing to help ensure your students are getting the skills they need to be irreplaceable?

- Are you preparing your students for jobs where they only need to follow directions, or are you preparing them to be self-sufficient rational thinkers capable of making their own decisions?

- How do you function when given autonomy and freedom? How do your students function when given autonomy and freedom? Your answer here says a lot...

- Do you avoid fearful situations or do you respond to your fear with control and poise?

- Are you putting an emphasis on things that are quantifiable, or are you putting an emphasis on things that are very difficult to quantify?

- Are you afraid to act because you want it to be perfect before acting, or are you willing to sacrifice perfection for action?

- Do you live a life driven by humanity and emotion? Are you willing and able to make connections where others will not... are you willing to go to the edge for something that's never been done?

- Have you accepted the new value of information and the new currency with which we will determine overall success? - it has nothing to do with money or power...

- I am very much so looking forward to the book club discussion next week as I have had several sidebar conversations with teachers. This book will push your thinking and probably make you feel uncomfortable about your position in life. Though every idea in this book may not be practical or doable in your current situation, Godin makes a strong case for changing the way we do things. Are you ready to be a "Linchpin...?"

What would you do?

2012-01-14T06:33:00.000-08:00

I received this as an email last week from a colleague in my district. After reading it I immediately forwarded it to the entire PBJHS staff because of the impact it had on me. I hope you enjoy the story and are impacted enough to share it with others...

At a fundraisingdinner for a school that serves children with learning disabilities, the fatherof one of the students delivered a speech that would never be forgotten by allwho attended. After extolling the school and its dedicated staff, he offered aquestion:

'When not interfered with by outside influences, everything nature does, is donewith perfection.

Yet my son, Shay, cannot learn things as other children do. He cannot understandthings as other children do.

Where is the natural order of things in my son?'

The audience was stilled by the query.

The father continued. 'I believe that when a child like Shay, who was mentallyand physically disabled comes into the world, an opportunity to realize truehuman nature presents itself, and it comes in the way other people treat thatchild.'

Then he told the following story:

Shay and I had walked past a park where some boys Shay knew were playing baseball.Shay asked, 'Do you think they'll let me play?' I knew that most of the boyswould not want someone like Shay on their team, but as a father I alsounderstood that if my son were allowed to play, it would give him a much-neededsense of belonging and some confidence to be accepted by others in spite of hishandicaps.

I approached one of the boys on the field and asked (not expecting much) if Shaycould play. The boy looked around for guidance and said, 'We're losing by sixruns and the game is in the eighth inning. I guess he can be on our team andwe'll try to put him in to bat in the ninth inning.'

Shay struggled over to the team's bench and, with a broad smile, put on a teamshirt. I watched with a small tear in my eye and warmth in my heart. The boyssaw my joy at my son being accepted.

In the bottom of the eighth inning, Shay's team scored a few runs but was stillbehind by three.

In the top of the ninth inning, Shay put on a glove and played in the right field.Even though no hits came his way, he was obviously ecstatic just to be in thegame and on the field, grinning from ear to ear as I waved to him from thestands.

In the bottom of the ninth inning, Shay's team scored again.

Now, with two outs and the bases loaded, the potential winning run was on baseand Shay was scheduled to be next at bat.

At this juncture, do they let Shay bat and give away their chance to win the game?

Surprisingly, Shay was given the bat. Everyone knew that a hit was all but impossiblebecause Shay didn't even know how to hold the bat properly, much less connectwith the ball.

However, as Shay stepped up to the Plate, the pitcher, recognizing that theother team was putting winning aside for this moment in Shay's life,moved in a few steps to lob the ball in softly so Shay could at least make contact.

The first pitch came and Shay swung clumsily and missed.

The pitcher again took a few steps forward to toss the ball softly towards Shay.

As the pitch came in, Shay swung at the ball and hit a slow ground ball right backto the pitcher.

The game would now be over.

The pitcher picked up the soft grounder and could have easily thrown the ball tothe first baseman.

Shay would have been out and that would have been the end of the game.

Instead, the pitcher threw the ball right over the first baseman's head, out ofreach of all team mates.

Everyone from the stands and both teams started yelling, 'Shay, run to first!

Run to first!'

Never in his life had Shay ever run that far, but he made it to first base.

He scampered down the baseline, wide-eyed and startled.

Everyone yelled, 'Run to second, run to second!'

Catching his breath, Shay awkwardly ran towards second, gleaming and strugglingto make it to the base.

By the time Shay rounded towards second base, the right fielder had the ball.The smallest guy on their team who now had his first chance to be the hero forhis team.

He could have thrown the ball to the second-baseman for the tag, but he understoodthe pitcher's intentions so he, too, intentionally threw the ball high and farover the third-baseman's head.

Shay ran toward third base deliriously as the runners ahead of him circled thebases toward home.

All were screaming, 'Shay, Shay, Shay, all the Way Shay'

Shay reached third base because the opposing shortstop ran to help him by turninghim in the direction of third base, and shouted, 'Run to third!

Shay, run to third!'

As Shay rounded third, the boys from both teams, and the spectators, were on theirfeet screaming, 'Shay, run home! Run home!'

Shay ran to home, stepped on the plate, and was cheered as the hero who hit thegrand slam and won the game for his team

'That day', said the father softly with tears now rolling down his face, 'the boys from both teams helped bring a piece of true love and humanity intothis world'.

Shay didn't make it to another summer. He died that winter, having never forgottenbeing the hero and making me so happy, and coming home and seeing his Mothertearfully embrace her little hero of the day!

AND NOW A LITTLE FOOT NOTE TO THIS STORY:

We all send thousands of jokes through the e-mail without a second thought, butwhen it comes to sending messages about life choices, people hesitate.

The crude, vulgar, and often obscene pass freely through cyberspace, but publicdiscussion about decency is too often suppressed in our schools and workplaces.

If you're thinking about forwarding this message, chances are that you're probablysorting out the people in your address book who aren't the 'appropriate' onesto receive this type of message Well, the person who sent you this believesthat we all can make a difference.

We all have thousands of opportunities every single day to help realize the 'naturalorder of things.'

So many seemingly trivial interactions between two people present us with a choice:

Do we pass along a little spark of love and humanity or do we pass up those opportunitiesand leave the world a little bit colder in the process?

A wise man once said every society is judged by how it treats it's least fortunateamongst them.

With something to think about...

Moving forward...

2011-12-31T05:46:00.000-08:00

As I was thinking about ways I could close out 2011 with a #BOOM type blog post, I ended up thinking more about the types of blog posts that I enjoy. I enjoy the blog posts with both a relevant and meaningful message that inspires and motivates me to be not only a better educator, but also a better human. So here is my attempt to sum up the many great thoughts from many great minds in 2011:

http://goo.gl/xudiQ

Servant leadership is where it's at... by serving others and helping to empower them to be leaders we will all achieve more. Leadership is not about what I do, but rather about what I can help you do and what we can all do together. School leadership is evolving just as fast as our society, and as such school leaders need to move away from the "I and you" mindset to the "we and us" mindset. See @biebert @leadershipfreak @northeagles @ryanbretag @drtroyroddy for more on leadership.

The power of knowledge is only as strong as what you make of it... by being well read and very knowledgeable you are positioning yourself to do great things. But simply having the knowledge doesn't really get you very far if you can't apply it and harness the knowledge in a productive and effective manner. Schools and society want people who can put their knowledge and expertise into practice; they NEED educators who can apply their skills to an increasingly diverse student population to enhance student learning and future success. Being "book smart" is a great start, but we need more and we need to take it up a notch... 2012 has great potential! Check out @mrbernia @azjd @cmcgee200 @plugusin for practical advice on putting knowledge and expertise into practice.

Relationships... if you don't have strong relationships, then nothing else really matters. Make it a point to make this "THE POINT." Check out @mrwejr @henriksent @principalj @pernilleripp for more.

Be inspired! Be motivated to do great things! Give the gift that keeps on giving and help to inspire and motivate those around you! A little encouragement and support go a long way when used appropriately and effectively. And when you find that inspiration or motivation be sure to share it with others! You will probably never know how you affected someone else's day or life, but the ripple effect will be felt much further than you could ever imagine! Check out these superstars who inspire and motivate me: @KTVee @waterthebamboo @mrmatthewray @toddwhitaker @timbuckteeth

Finally, try to be better than you were yesterday every single day of your life. Try to do something new every single day of your life. Try to build a new relationship with someone new every single day of your life. Try to be thankful for something in your life every single day of your life. Try to take a moment to reflect every single day of your life. Try to imagine a world that does not yet exist every single day of your life... Actually, the more I think about it, don't try to do all of these things, DO ALL OF THESE THINGS!

Have a great 2012 friends!

School leadership that works...

2011-12-19T12:05:00.000-08:00

If you are anything like me, you like to read blog posts. You enjoy reading what educators believe in, as well as the philosophies they are trying to share with others. What I enjoy even more, are the blog posts that provide concrete examples of how educators put their beliefs and philosophies into practice. This is what leads me to this blog post on leadership. As a new administrator, I have spent a great deal of time reflecting upon my leadership qualities, and the impact I am having on Poplar Bluff Junior High School. Here are my concrete examples of school leadership that work:

http://goo.gl/GPb6y

Being visible and present...

As a teacher this is something that meant so much to me, and now as an administrator I am seeing why. Teachers and students WANT AND NEED administrators to be visible and present. If that means you have to save your paperwork and other managerial duties until after school hours, then that is a sacrifice you need to be willing to make. Administrators talk quite often about being visible and present during passing time, during lunch, and during bus drop off and dismissal; it's time to stop talking about it and get to it. In my opinion, being visible and present are the most effective and powerful ways to change a school culture, so make time for it and make it a top priority.

Providing encouragement, support, and the occasional push...

Every educator has a difficult job, and as a result we all need a little encouragement, support, and the occasional push from time to time. As an administrator, it is absolutely critical that we establish an environment that encourages teachers to take risks, while supporting them in their failures as they grow, and giving the occasional push to keep them moving after a setback. At PBJHS, I set up a professional development blog that shares different beliefs and perspectives. I have also led technology integration sessions to help teachers enhance their classroom environment through technology. These structures provide the initial fuel for trying new things, but alone they are not enough. I also ask to be invited to observe when teachers try new things so as to help the teachers troubleshoot any issues or problems that may arise during the lesson. This helps me to continue learning, while also supporting the teacher in their push to try something new in their classroom. The more teachers who invite you to observe a new activity or lesson the better. If you are not receiving any invites or hearing from teachers who are trying new things, it's a safe bet they aren't trying anything new.

Leading by example...

I don't know everything. In fact, I don't know most things. In fact again, there is a lot about education that I don't know and don't understand. The learning process is a lifelong process, and in order for administrators to keep their staff growing and learning, we need to not only help provide the structures and opportunities for growth, we need to model professional learning and growth ourselves. I regularly attend conferences, I use Twitter, I have a blog, and I collaborate with educators from around the world on ways to improve and enhance my craft as an educator. This is absolutely CRUCIAL if you expect any of your colleagues to put their professional growth as a top priority. I share my growth with my colleagues through weekly emails and casual conversations. I lead a professional studies book club that encourages staff members to reflect and discuss their classroom practices in an effort to improve. Education is not an 8-3 job, and if we want and expect educators to continue growing and improving their craft, we need to lead by both sharing and showing that our learning never stops.

Being appreciative and thankful...

If I hear a positive comment about a teacher, I share it with the teacher. If I see something awesome in a classroom, I share it with the teacher. If I see a student do something nice or polite in the hallways, I recognize it in front of the student's peers. If a teacher or student helps out with organizing or planning something, I let them know how thankful I am for their hard work. I normally spend about 30 minutes 2 nights a week sending out positive emails to staff. Sometimes I receive a response, and other times I do not, but I do know that several staff members per week start their days off right by reading a positive email. As long as your appreciation and thankfulness are sincere, you will never have to worry about giving too much thanks and recognition. We all enjoy the occasional "thank you" email or talk, so make sure this is a priority and start filling the buckets of others!

What's your advice on school leadership that works...?

The 13 habits of experts...

2011-12-11T14:45:00.001-08:00

As part of the Poplar Bluff Junior High School book club, we decided to read "Fires in the Mind" by Kathleen Cushman. Though the book was not quite what I expected, it nevertheless had some great takeaways. One of the many takeaways was Cushman's part on "the habits of experts." As educators, we are constantly learning and growing, and I can personally say that most times I do not feel like an expert. The term "expert" is defined as:

ex·pert/ˈekspərt/

Noun:

A person who has a comprehensive and authoritative knowledge of or skill in a particular area.

Adjective:

Having or involving such knowledge or skill.

Synonyms:

noun. specialist - connoisseur - adept - judge - master

adjective. skilled - skilful - skillful - proficient - adept

The 13 habits of experts:

1) - Experts ask good questions...

2) - Experts break problems into parts...

3) - Experts rely on evidence...

4) - Experts look for patterns...

5) - Experts consider other perspectives...

6) - Experts follow hunches...

7) - Experts use familiar ideas in new ways...

8) - Experts collaborate...

9) - Experts welcome critique...

10) - Experts revise repeatedly...

11) - Experts persist...

12) - Experts seek out new challenges...

13) - Experts know their own best work styles...

After looking at and reflecting on this list of habits, I realized that Cushman defines expertise not in the traditional way many of us are accustom to. Cushman doesn't focus on what you know or the skills that you might have, but rather as how you use information and approach a particular situation or issue. She focuses on the "growth" mindset rather than the "fixed" mindset. The way Cushman describes the term "expert," makes me much more comfortable than the traditional dictionary defined way. If these are the habits of experts, then I want to be this kind of an expert...

What are you doing with your "rocks?"

2011-12-03T05:58:00.000-08:00

Last week my school district was visited by a team of educators from the Hallsville R-IV School District. Since my district is in year two of implementing Professional Learning Communities, we are interested in hearing from other districts on how they got started and their advice as we move forward.

Though there was a lot of great information and advice shared, there was one particular conversation that really stuck out in my mind. As we talked about moving forward with PLCs, the topic of resistant and unresponsive staff came up. As with any new initiative or process, success or failure ultimately lies with those who are actually implementing and seeing the initiative through.

I think if you have ever worked in a school system, you know that there are those staff members who never seem to be "on board," and wish to view everything in a negative and pessimistic way. These so called "rocks" can derail any initiative well before it even gets started regardless of how good it may be. These "rocks" can become permanent roadblocks to growth in any system, and if not addressed both delicately and appropriately, will slowly eat away at the heart of any organization.

@shannoninottawa wrote a great blog post titled, "If we don't water the rocks..." and she makes a point to focus on trust and finding out why those rocks are resisting. Shannon insists that if we don't "water the rocks," then we are choosing "the easy way out and nobody learns and nobody moves forward."

As part of the #edfocus book club chat that takes place every other Wednesday, we read Anthony Muhammad's "Transforming School Culture: How to Overcome Staff Division." The book categorizes members of an organization into 4 different categories: the believers, the fundamentalists, the tweeners, and the survivors. Muhammad really emphasizes the importance of knowing who you are, as well as who your colleagues are in terms of these 4 categories. Here is a great blog post written by @cmcgee200 that relates to this book and a situation that happenend to him; "Don't forget your place."

What are you doing with those "rocks" at your school? Do you take Shannon's approach and work with them to understand them and their reasons for resisting, or do you move on and use your limited amount of time and resources on those who are more willing? What do you do with those "rock" students...do you only help those who are easily taught, or do you commit the extra time to really find out what's causing the resistance?

Time, energy, and resources are limited... use them wisely.

Are we ever truly alone...?

2011-11-27T16:02:00.001-08:00

A school district of 1,000 students or a school district of 30,000 students is extremely complex. From the simplest procedures all the way to the most complex and intricate procedures, many hands are involved in every decision and ultimately help make sure the "average" school day takes place...if there is such a thing as an average school day.

Before I even wake up on a given morning there are people working to make sure the buses are safe to transport students, there are people doing repairs all throughout the district, there are people coordinating before school programs, there are people arranging subs for sick teachers, and there are people preparing food to feed our students upon arrival to school. My point is simple; as an educator I would not be able to do my job if these often "forgotten and under appreciated rockstars" were not doing their jobs. When you work for a school district it is important to remember that we are all working toward the same goal. We are here to create a safe, positive and encouraging environment, that promotes lifelong learning so as to prepare our students to be successful democratic citizens.

So, the next time you use your empty trash can in your classroom, you enjoy the nice air conditioned or heated school in which you work, you push the "on" button on your computer and it turns on, and you teach students who arrived at school on time, please remember the people who are responsible for making this happen. A school district is a complex and delicate structure that requires the expertise of several different people to run efficiently and effectively. Be aware, be thankful, and be appreciative of those who help us do our jobs, by doing theirs...

So, in this time of the year when many of us are thankful and cheerful about what has been and what will be, please remember to recognize and appreciate those around you who help make it all possible.

Be sure to pass this message along by showing your appreciation and gratitude!

Decisions, decisions, decisions...

2011-11-19T16:03:00.001-08:00

http://goo.gl/CScOk

As an assistant principal I am required to make a lot of decisions on a daily basis. Sometimes I am provided all the necessary background information to make the proper decision, other times I am expected to make a decision with very little or limited background information. Sometimes the decision must be made immediately and there is no time to gather further background information, other times I have the opportunity to investigate and give the decision the proper time it deserves. I make a lot of decisions on a daily basis, and no matter what happens, there will always be those who agree with my decisions, and those who disagree with my decisions.

Here's what I've heard:

If everyone agrees with your decision, then it's probably not the best decision...

If everyone disagrees with your decisions, then it's definitely not the best decision...

If some agree and some disagree with your decision, then you've probably made the right decision...

Here's what I've learned:

We will never all agree on what the right decision is...NEVER

What one educator thinks is best for students isn't always what another educator thinks is best...

It's very rare to have all the proper background information and necessary time before making a decision...

Here's what I'm doing:

Trying to listen and ask a lot of questions; the more information I have the better...

Focusing on making decisions that will effect the greatest good for students and colleagues...

Accepting the reality that each decision won't be well received by everyone, nor will it be hated by everyone...

As educators we all make tons of decisions on a daily basis, and as a result we are questioned, judged and evaluated on the basis of our decisions. What's your philosophy on making decisions? What strategies do you employ when making decisions that will affect others? How do you respond to the decisions that directly affect you...especially those you might not agree with?

The Five Dysfunctions of a Team

2011-11-13T14:29:00.001-08:00

“Not finance. Not strategy. Not technology. It isteamwork that remains the ultimate competitive advantage, both because it is sopowerful and so rare.”

http://goo.gl/LLzV3

The Staff

Jeff Shanley – former CEO, now head ofbusiness development, a natural networker who was effective at raising moneyand recruiting talent, but management was a different story.

Michele “Mikey” Bebe – head ofmarketing, known as a brand building genius, but the least popular person onthe Decision Tech team.

Martin Gilmore – head of engineeringand the designer of the Decision Tech flagship product. His lack of engagementhad become an irritation to the others on the team.

Jeff Rollins (JR) – a prototypicalsales person who rarely followed through on commitments.

Carlos Amador – a very engaged,thoughtful contributor. Though his customer support role was not “fullydeveloped,” he took responsibility for product quality.

Jan Mersino – as CFO, she was a keyplayer at DecisionTech – a company with plans to go public.

Nick Farrell – his undefined roledidn’t match his impressive title – COO. Given the company’s slow start, he hadlittle meaningful day to day work. He saw himself as the only executive on theteam with the ability to take over the CEO role.

Part 1 –Underachievement

-What were the main weaknesses that Kathryn immediately noticed with her new team? How would you describe a typical meeting atDecisionTech before Kathryn’s arrival?

-What are the characteristics and qualities of a “good” and effective meeting? How can we make sure we have “good” andeffective meetings here at our school?

-Can you associate yourself or somebody you know with any of the characterspresented thus far in the story?

Part 2 – Lighting theFire

-Pg. 30 – Email versus face-face conversation – when is one okay and not theother? Are you guilty of this?

-Pg. 44 – “Great teams do not hold back with one another; they are unafraid toair their dirty laundry. They admit their mistakes, their weaknesses, and theirconcerns without fear of reprisal?” Howdo we create an environment where you can voice your concern without fear ofreprisal?

-Pg. 65 – “It sounds like your strength and weakness are rooted in the samethings.” Do you agree with this statement,and if so, how can we use this information to our advantage?

-Pg. 79 – Revenue, expenses, new customer acquisition, current customersatisfaction, employee retention, market awareness, product quality were listedas the team’s “scoreboard.” Is this applicableto education? How often should we checkthe “scoreboard?” Daily, monthly,biannually, annually……?

-Pg. 81 – “Your department cannot be doing well because the company is failingand if the company is failing then we are all failing and there is no way thatwe can justify the performance of our own department.” Is this true in education? Is this true at our school?

-Pg. 84 – “Could you start saying us and we instead of you?”

- Pg. 92 – “It’s the lack of conflict that’s a problem.” Do we have conflict in our staffmeetings? PLC?

- Pg. 95 – “They just need to be heard, and to know thattheir input was considered and responded to.” Are your opinions and ideas heard? How do we establish an open arena to discussour ideas at our school?

Part 3 – Heavy Lifting

- Pg. 137 – “When a company (school) has a collection ofgood managers (teachers) who don’t act like a team, it can create a dilemma forthem, and for the company (school).” Dowe have this at our school? In your department?

- Pg. 153-159 – What did you think about Mikey’sdeparture from DecisionTech? How do wedeal with somebody who is obviously good at their job, but detracts from theoverall effectiveness of the team?

Part 4 – Traction

- Pg. 175 – At one of the last off-site visits Nickproclaimed that the biggest issue that needed to be addressed was the avoidanceof accountability, which ultimately leads to low standards. How do we prevent avoidance of accountabilityat our school? Within our departments? Within our classrooms?

- How can we hold our colleagues more accountable withoutcreating conflict? Is it our job to holdour colleagues accountable? If we arecreating conflict for the betterment of the school is the conflict justified?

- What is your reaction to the idea that the larger theunit, the smaller the leadership team needs to be? Do we have small leadership teams at our school? Are these small leadership teamsmore effective than one overlapping leadership team? Why or why not and how?

http://goo.gl/K28DK

- Do you see yourself as any of the characters presentedin this book? Can you still contributeto the success of your team even if you posses less than stellar teamqualities?

- What specific skills and strengths did Kathryn possess indeveloping the leadership team at DecisionTech?

- How do we develop the skills and strengths that Kathryndemonstrated for her team?……applicable to schools?

- How and why does a book like The Five Dysfunctions of a Team continue to be on the bestseller-list after 7 years of being published?

- What were your key take away points from this book andwhy/how are they significant in your life or work?

Do we have enough time...?

2011-11-13T12:30:00.001-08:00

Tick tock goes the clock. Tick tock and the school day is gone. Tick tock and the decision is made and we are moving on. Tick tock and the opportunity is lost. Tick tock and we had our chance to leave an ever-lasting impact...

Time is something we can't ignore. Time is something we can't get more of. Time is the enemy we all must endure. Time can never be defeated, and how you use it makes all the difference...

http://goo.gl/Dz3Nn

Regardless of our capacity in a school or a district, time is constantly on our minds and in our sights. Time is the one thing that is for certain. We all have 24 hours in a day, and we all only get 60 minutes per hour. Deciding how we use our time is perhaps the most important decision we make on a daily basis...

- Will you spend the extra time it takes to speak with a child to find out why he/she has been struggling lately? (what will your other students be doing at this time...)

- Will you take the long way just so you can say "thank you" to that colleague who really helped you out by going the extra mile? (will you need to get up earlier than usual for this to happen...)

- Will you read the page/blog post/article that was given to you by a colleague who felt it was relevant to what you are doing? (will you still have ample time to prepare for this week's classes...)

- Will you notify the parent of a student who has shown great improvement recently? (how do you decide which parents to call and which parents not to call...)

- Will you complete all the necessary paperwork/documentation that is being requested of you? (which of your other duties will receive less time while you complete these tasks...)

- Will you put the needs and requests of others before yours? (how will you decide which requests to fulfill and which needs of yours to ignore...)

As educators we all lead busy lives and we all have more on our plates than ever before. As our responsibilities and expectations increase, the only thing that remains constant is the amount of time we have. This post is not meant to be a pity party for educators, but rather a reminder that the choices we make every day on how we utilize our time have an impact much longer than we might realize.

Every time we make the decision on what to do or which task to complete first, we are making a decision that involves time. Guard your time and prioritize your time. Focus your time on what must be done to effect the greatest good, and never take your time for granted. Most importantly, recognize that when you decide how to use your time, you are also deciding what you don't have time for.

How do you prioritize your time? How do you decide what you don't have time for? Are you willing to accept that in order for you to fully devote yourself to a set of tasks, you must also be willing to sacrifice those tasks you don't have time for...?

Do we have enough time...?

How Full is Your Bucket?

2011-10-29T08:23:00.000-07:00

At Poplar Bluff Junior High School we started a professional studies book club that meets on a monthly basis. The second book we chose to read was "How Full is Your Bucket?" by Tom Rath and Donald Clifton. Here are the notes I provided the book club members to help fuel and guide our discussion:

Chapter 1: Negativity kills

- How do you respond to negativity? What strategies do you employ to keep negativity out of your life?

- Do you ever find yourself being overly negative? Do people view you as a positive or negative influence?

Chapter 2: Positivity, negativity, productivity

- “It’s true that most of our negative experiences will not kill us, yet they can slowly but surely erode our well-being and productivity.” Pg. 15

- How often do you receive recognition and praise? How did you feel afterward? Do you deserve recognition and praise for doing your job?

- How do we prevent overly negative people from spreading their negativity?

- “It is possible for just one or two people to poison an entire workplace.” Pg. 25 - Do you believe this? As a member of an organization, do you feel comfortable giving one or two people that much power?

Chapter 3: Every moment matters

- Remember a time when you got good news, praise, or recognition that filled your bucket…how long did it take before a negative person emptied your bucket?

- As educators, do we focus on the strengths or weaknesses of our students? Do you agree with Rath’s belief that we should concentrate on what people do well, rather than what they do not do well?

- “Positivity must be grounded in reality.” Pg. 45 - Is it possible to give too much praise? Do we ever give insincere/artificial praise? Is there a difference between insincere/artificial praise… and lying to avoid confrontation or hurting one’s feelings?

Chapter 4: Tom’s story: An overflowing bucket?

- Is being born a negative person a valid excuse when emptying the buckets of others? If our natural disposition is to be negative, can we change?

- “I was able to strive for greatness in my area of natural talent.” Pg. 55 - Do we help our students find situations and circumstances where we know they will be successful and excel?

- Do the people you spend a majority of your time with help to fill your bucket?

Chapter 5: Making it personal

- “Recognition is most appreciated and effective when it is individualized, specific, and deserved.” Pg. 62 - How can we make sure we provide individualized, specific, and deserved recognition for all of our students?

- “The recognition & praise you provide must have meaning that is specific to each individual.” Pg. 66

- How would Rath respond to a teacher of the month award? Are these awards effectively recognizing and praising teachers in an individualized, specific, and deserving manner?

“You can have everything in life that you want if you will just help enough other people to get what they want.” Zig Ziglar

Chapter 6: Five strategies for increasing positive emotions

1. Prevent bucket dipping: Ask yourself…am I adding to or taking from the bucket?

2. Shine a light on what is right: Do you concentrate on success or failure (strengths or weaknesses)?

3. Make best friends: Friends help add to and build up your bucket.

4. Give unexpectedly: Small unexpected bucket fillers can have a huge impact.

5. Reverse the golden rule: Put the needs of others before yours…take care of their bucket, and they will take care of yours.

What Great Teachers do Differently...

2011-10-27T07:55:00.000-07:00

Todd Whitaker is a great educational thinker and an experienced Educator. He has written several books, and his thoughts seem to resonate with Educators from all levels in all positions. Here are my book club notes from his book, "What Great Teachers do Differently." Todd is also on Twitter (@toddwhitaker)

1. Why look at great?

- What are the characteristics of “great” teachers?
- Most administrators believe they would be better teachers if they ever returnedto the classroom…why?
- Should we have the opportunity to observe the “great” teachers at PBJHS –how do we determine who is “great?”

2. It’s people, not programs

- School districts put a lot of emphasis on new programs and initiatives? Do school districts put the same amount ofemphasis on developing teachers into “great” teachers?
- Can you think of any examples where two identical programs were being ledby two different leaders with two different levels of success? Why was one program more successful than theother?

3. The power of expectations

- Are student expectations clear in your class?
- Are teacher expectations clear at PBJHS? Do teachers need clear expectations?
- What strategies do you use to make sure there is transparency, as well asclear expectations in your class?

4. Prevention versus revenge

- What are the most successfulclassroom management strategies you use? Why are they the most successful?
- Do all teachers really have thesame “bag of tricks?”

5. High expectations – for whom?

- Are your expectations higherfor your students than for yourself? (think about the lens and mirrorprinciples from Maxwell’s Winning with People)
- How do you know if your expectations are too high or too low? Is it possible they can be too high?

6. Who is the variable?

- When something goes wrong in your class (behavior, homework completion,quiz scores) who do you blame?
- Passing blame also passes power… are you prepared to give your power away?

7. Ten days out of ten

- How can we make sure we treat all students and colleagues with respect andcare?
- How do you cope with a bad day in the classroom? How do you hide your true feelings from thestudents?

8. The teacher is the filter

- How do you set the tone in your classroom? Do you realize how powerful your attitude is?
- “When the teacher sneezes, the whole class catches a cold.” Pg. 56 Do youagree with this?
- Do you agree with Whitaker’s take on the teacher’s lounge?

9. Don’t need to repair – always dorepair

- Building strong relationshipswith staff and students is essential to being a “great” teacher.
- Is the “highway patrol example” applicable in the education setting?
- Do we always reinforce appropriate student behavior in our classrooms?

10. Ability to ignore

- How do you determine which comments or behaviors to ignore, or not to ignore?
- Is it appropriate to ignore one student and recognize the behavior ofother students to teach what behaviors are acceptable?

11. Random or plandom?

- Do you plan to use all 50 minutes of class every single day? Does this require more work on your part?
- What strategies do you use to be proactive instead of reactive in terms ofclassroom management?
- What did you think about the faculty meeting example? Do you see this at PBJHS? Positive/negative effect?

12. Base every decision on the bestpeople

- “Great” teachers worry aboutwhat their best students think. Shouldwe only worry about our best students? - Are you guilty of using blanket statementswith your students?
- Why do most teachers/students/administrators use blanket statements?

13. In every situation, ask who isthe most comfortable and who is least comfortable?

- When dealing with students andstaff members do you consider the ramifications of your words on others?
- Do you feel comfortable in your current position? Do the “great” teachers at PBJHS feelcomfortable?
- Do your great students feel comfortable when you are addressing an issuewith your class?

14. What about these darnstandardized tests?

- Whitaker sees some value instandardized testing… how can we use standardized testing as a tool in ourclassrooms?
- In your particular class, doyou feel that standardized testing is emphasized more than actual learning?

15. Make it cool to care

- “Great” teachers teach all students to care,and as long as the teachers are acting in the best interests of the students,they can do no wrong… how can we make this applicable in the classroom setting?
- “The heroes are not the contract negotiating team that got the teachers araise, but rather the teachers that had an impact on the lives of theirstudents.” Pg. 119

16. Clarifying your core

- “Every teacher has an impact. Great teachers make a positive difference.” Pg. 126
- Are you prepared to accept theresponsibility of making PBJHS a “great” school?

“Students care about great teachers because they know great teachers careabout them” Pg. 122

What I've learned...

2011-10-23T12:54:00.000-07:00

Last Friday marked the last day of the 1st quarter of the 2011-2012 school year at Poplar Bluff Junior High School. It also marked the end of the first quarter of my career as an administrator. The past 9 weeks have been quite an experience to say the least. I have helped get some great things started and I have also made several mistakes, but most importantly, I have learned a tremendous amount about relationships, leadership, support, and what it takes to keep a school moving forward.

Here are some of the main things I have learned so far...

- There is nothing that is not my job or part of my responsibilities...absolutely nothing...

- The student who you hammer hard with a punishment will most likely forgive you and not hold a grudge; taking time to rebuild that relationship is key to creating a positive school culture...

- It's impossible to be an administrator without upsetting someone or making a mistake on a daily basis...

- Too much of a good thing can be a bad thing; don't overwhelm your staff by breaking off too much to chew at one time, even if it is great and will help students...

- If a teacher is doing something awesome in their class and they invite you to participate or witness the event, stop whatever you are doing and make time to stop by. It doesn't need to be the whole class period, but a few moments of an administrator's time can go a long way...

- The life of an administrator is a life of interruptions and putting out fires. The joys of an administrator are helping others to solve their problems while enabling staff members to do their jobs more efficiently and effectively...

- Building and establishing strong and enduring relationships is absolutely crucial to the success of a school...

- Communicating expectations and procedures is easier said than done; some staff members don't want or need it laid out for them, while others need every single step with a justification. Either way, creativity, autonomy, and freedom are jeopardized by too many procedures and steps...

- Trying to learn the names of all 750 students at PBJHS is difficult, but it can be done and it is definitely worth the time and effort...

- There is not enough time in the day to keep up with my Google Reader and blogging while still doing my job...

- I have definitely chosen the right job and profession...

What have you learned so far this school year...?

Providing support...

2011-10-16T10:08:00.000-07:00

http://goo.gl/HX0Ik

Whether you are a teacher, a building administrator, or a central office administrator, we all require various amounts of support to effectively do our jobs. Just as we need support to do our jobs, we are also all responsible for providing various levels of support to those with whom we work so they can complete their jobs. A teacher provides support to his/her students, a building administrator provides support to his/her staff, and a central office administrator provides support to an entire district.

Here are a few thoughts on providing and receiving support:

- If you are receiving adequate support from your colleagues, then you are able to do your job without hesitation and without having to navigate through crippling roadblocks...

- We can all power through periods of time without a lot of support, but a lack of support for an extended period of time will guarantee a decline in results and overall success...

- Support for one is not support for all. We all require a personalized level of support that helps us meet the demands of our responsibilities...

- The moment you feel you are not receiving the level of support you require or want, is the moment you should increase the level of support you are providing for those around you; a culture of support breads more support...

- Support must permeate throughout the entire organization on all levels; a lack of support on any level can and will jeopardize the efficacy of the entire organization...

- How one responds to the support he/she receives or doesn't receive will ultimately dictate the level of support given or not given in the future...

- Not acknowledging and appreciating the work of others is the most dangerous form of lack of support; those passionate and driven want and need to know they are serving the greater good of the organization...

- You don't always have to act to show your support; sometimes it just takes listening and considering the thoughts and beliefs of those around you to show your support...

- Support is one of the most important steps in establishing an organization that thrives on trust and relationships; without support you will never have trust or strong relationships...

- The truest level of support will only shine in times of despair and struggle; it's easy to show and provide support when things are going well, the true test is when things are going poorly...

What are your thoughts on support? How does your school or organization provide support?

What do you see...?

2011-10-02T13:40:00.000-07:00

If you do bus duty in the morning do you see it as an opportunity to greet each and every student with a smile to ensure their day at school starts off right, or do you see it as just another short straw that you have drawn...?

If you know a colleague who is struggling do you see it as a chance to help him/her with their struggles because we work as a team, or do you turn your back on them and ignore their struggles while being thankful it's not your problem...?

http://goo.gl/Lojxv

If you have a conversation with a colleague and you disagree, do you see it as an opportunity to learn about another perspective or do you concentrate all your energy on proving that your perspective is correct...?

If you make a mistake do you see your failure as a chance to learn and grow or do you see your failure as a defining characteristic that will always follow and haunt you...?

If you experience success in your classroom with a particular activity do you see it as your professional responsibility to share it with your colleagues or do you see the activity as something you must protect and hide from others...?

If you get stuck doing something that isn't your job, do you see it as an opportunity to learn about another role in education or do you see it as a burden that shouldn't fall on your shoulders...?

If you are selected to do lunch supervision do you see it as an opportunity to build and strengthen student relationships or do you see it as wasted time that comes with the job...?

If you have a student who is unmotivated in your class do you see it as a chance to help the student find the root cause of the issue or do you see the student as another lazy and unmotivated kid...?

If you are assigning work to be completed outside of school, do you see the other time commitments and constraints your students may have or do you see homework as more important than family and/or interests and hobbies...?

If you discover that a student is passionate about something that is not related to your content, do you see it as an opportunity to connect and relate your content to his/her passion or do you see his/her passion as something that is getting in the way of his/her learning...?

Does what you really see match up with what you really want to see? Does what you really see match up with what's best for your students?

Every day before you go to work think about what set of lenses you are wearing, and remember that from time to time it's not necessarily a bad idea to throw out your old lenses for a set of new ones...

Administrator to administrator...

2011-09-25T13:29:00.000-07:00

My building principal and I will be leading an administrator training session this week for the administrators in my district. We will be covering some of the ways we are using technology, some of the ways we are being proactive about our building's image in the community, and some of the ways we are providing timely and relevant professional development opportunities for our staff.

Using iPads:

We created a walk-through form using Google Form to gather data on our building. Google Form allows us to use our iPads to conduct short informal walk-throughs while also compiling all of the data into usable charts. Here is the link to our walk-through form: PBJHS walk-through form.

Additionally, we have been using our iPads to take pictures while doing class walk-throughs to help archive and share some of the great things going on at PBJHS. We have also used iMovie on the iPad to create these two videos that we shared with our staff and community.

Public relations:

We also decided we wanted to be proactive when it comes to informing our community about things going on at PBJHS. Consequently, we created a Facebook page as an avenue for getting news and information out to our community. Additionally, we started a Twitter account that is linked to our Facebook page so any new Facebook posts go directly to our Twitter account as well.

Professional development for staff:

Lastly, we started a professional development blog to share links and useful information that could help our teachers. Each Tuesday we share 5 different blog posts on our PD blog. These posts cover anything and everything related to education. It is our hope to embrace a more collaborative culture that thrives on self-reflection and sharing among staff members.

Additionally, we started a professional studies book club that focuses on both professional and personal growth. We are meeting this Wednesday to discuss Jon Gordon's, "The Energy Bus," and up next we will be reading Tom Rath's, "How Full is your Bucket?" We are looking to read Kathleen Cushman's new book, "Fires in the Mind," and Daniel Pink's book "Drive" late this semester.

We also recently surveyed our staff and determined that many teachers would be interested in attending after school PD sessions that are led by both teachers and administrators. We are still in the process of developing this while aligning our focus with our building's needs.

As an administrator or teacher, how are you using technology to improve your school's image while also providing professional development for your staff?

5 inspirational leaders

2011-09-18T12:29:00.000-07:00

As I continue my journey as a first year administrator, I continually find myself on the lookout for both great tweeps and great leadership blogs. Here are a few that I would like to share with you:

Jeff Delp (@azjd) - K-12 Principal: Jeff has been on fire lately when it comes to his blogging. The thing that most impresses me with Jeff's writing is that he is constantly writing about the real issues we are facing in education. He does not just write about the bigger philosophical approaches to education, but rather the real world scenarios we are facing in schools. Here are a few of my favorite most recent posts by Jeff: Chasing homework, Re-engaging the disengaged: 5 strategies, and Challenge your assumptions.

Chris Wejr (@mrwejr) - Elementary Principal: Chris has been a major player in the "what motivates students" debate. Also, he has pushed the envelope when it comes to rewards and extrinsic motivators in schools. Lately, Chris has been bouncing around with this blog posts, but he has definitely been a huge influence on me and many others. In particular, I have really enjoyed these latest posts by Chris: One day events don't solve everyday problems, They need teaching...not punishment, and Parent communication: TO vs. WITH.

Dan Rockwell (@leadershipfreak) - Leadership Guru: Dan writes a new post on leadership on an almost daily basis. Though his posts aren't specific to education, he does an excellent job of making his posts relevant across many professions. I also find a lot of relevancy to what he says when dealing with colleagues and even our students. Dan's posts are 300 words or less, and his blog most definitely deserves to be in your RSS feed as a daily dose of inspirational leadership. Here are a few of my favorite posts of late: Great leaders are great haters, The leadership secret, and Polite meetings are a waste of time.

Aaron Biebert (@biebert) - Leadership Guru: Aaron like Dan does not write specifically for educators, but I find a lot of his posts to be quite inspirational and motivating nonetheless. I have been following Aaron for the shortest amount of time when comparing these 5 leaders, but I am constantly impressed and encouraged by his words. Here are 3 posts that have really got me interested in reading more of what Aaron has to write: The magic of user friendly leadership, 6 reasons why "conflicted" is good for your life and organization, and Leadership: Here there be dragons.

Krissy Venosdale (@KTVee) - 3-6 Gifted Teacher: Though Krissy might not blog or tweet directly about "leadership" trends or perspectives, she is without doubt a leader in her own right. Krissy provides a constant stream of great ideas and even better perspectives that both inspire and motivate me. If you are looking for a boost of inspiration or energy, then you need to look no further than Krissy. Here are 3 great posts Krissy has written of late: Letting go of rules, Where are you going?, and Making mountains into molehills.

Check out a blog post I did back in May about 5 other educational leadership superstars: Educational superstars

High expectations...

2011-09-11T15:42:00.000-07:00

A conversation that has come up recently in several different places has really caused me to reflect. At my school, on Twitter, and in my Google Reader, it appears the discussion of "high expectations" is not quite as simple as it may seem...

http://goo.gl/emlii

I think most Educators have high expectations for themselves and for their students, but what I have really struggled with of late is if or whether we should personalize our expectations for our students. Should we "standardize" high expectations and expect all students to follow the same set of expectations, or should we "personalize" the expectations to meet our students at their own individual levels and abilities...?

Jeff Delp (@azjd) wrote a great post titled, "Achieving the impossible," where Jeff describes how some schools in economically depressed areas are still able to overcome their shortfalls and ultimately succeed. The first way to accomplish this feat is to have high expectations for all students. Perhaps I need to read the book that Jeff is referring to, but I really began to think about the impact on our students when we hold them to a high standardized set of expectations.

Imagine these two students:

Student A comes from a stable home with two educated parents who are able to provide 3 healthy meals a day, a nurturing academic environment to complete out of school assignments, and are vocal advocates for their child.

Student B comes from a broken home with one uneducated parent who is not able to provide 3 healthy meals a day, requires the child to babysit siblings while the parent works the night shift, and does not have the ability or knowledge to be a vocal advocate for their child.

- Is it fair to hold both these students to the same level of standardized high expectations, or should we personalize the expectations to meet the needs of each individual student at their current levels?

*If we personalize the expectations for each student, student B will get additional resources and leniencies that student A will not.

- If we do personalize the expectations, are we adding to and encouraging the achievement gap that exists while simultaneously performing an act of "soft bigotry?" Soft bigotry is defined as not holding disadvantaged children to the rigorous standards that other non-disadvantaged students are expected to do.

What are your thoughts...?

We all have voices...

2011-09-07T16:27:00.000-07:00

Before school started I took the opportunity to ask some teachers and staff what they were looking forward to in the 2011-2012 school year. Here are 2 videos I made on my iPad using iMovie (which I highly recommend as a great app!)

I also took the opportunity to ask students what they liked about PBJHS so far this school year. Here is what they had to say...

I really enjoyed making both these videos, as well as having the opportunity to speak with so many teachers, staff members, and students about their thoughts on our school. What a fun experience!

This is also a great way to share and open up with our parents and community on our school Facebook page!

This I believe...

2011-09-05T12:21:00.000-07:00

I was inspired to write this post as a part of my last class in my doctoral program. The assignment is to write a very personal and reflective piece on education based off of my beliefs and life experiences. Here is what I believe...

Over the course of a lifetime and career we all experience the highest of highs, and the lowest of lows. So much of what we do in our lives comes back to our goals, expectations, hopes and dreams. The biggest difference between those who accomplish their goals and those who do not...are the paths they choose while developing their vision.

http://goo.gl/nuh3H

As humans we all crave and need a certain kind of energy that fuels us toward our next task. I have no doubt that most humans have goals and dreams, what I am concerned with is their fortitude and their level of persistence to allow these dreams to come to fruition. For every goal and dream there is a path, and the larger the goal and dream the more difficult and complex the path. The most difficult part of any journey is making sure we have the perseverance, dedication, and focus to see the journey through...

Just like many things in life, it sounds pretty simple...but I can assure you, it is easier said than done. How can we make sure we have the required perseverance, dedication, and focus to reach our goals and dreams? Through my own experiences and by talking with others I have come to the conclusion that it requires a vision. Each person must develop and refine his/her own vision, and if one is growing and developing, the vision will be in a constant state of flux and change. Since the vision will always be in a constant state of change, it continually provides us the needed fuel and drive to push on toward our goals and dreams. It is because of this pattern of growth and change that we are able to maintain a certain level of focus to keep us on target.

For me, I have concentrated on developing my philosophies of education (yes plural). While doing this I have constantly found myself searching and reaching into areas unknown to me. This has fueled my curiosity and dedication to improving as an educator, while giving me the opportunity to share and collaborate, thus refining my instructional leadership skills. By working to improve, refine, develop, share, and strengthen my vision, I have enabled myself to maintain the level of energy required to accomplish some of my initial goals and dreams. It is a long journey, however with a vision and the desire to grow alongside your vision, you too, can travel the road less traveled toward your goals and dreams. The road less traveled is not less traveled because people choose not to take it; it is less traveled because most people never reach it...

** Develop a vision...and go where others were unable **

Seeing eye to eye...

2011-09-03T10:58:00.000-07:00

Yesterday I had the opportunity to have a great discussion with one of the teachers at my school. We started this conversation during his conference period, and the discussion continued for about an hour after school ended.

Our discussion covered several different topics that are typically considered to be the "sacred cows" of educational discussions. Throughout this conversation we both brought up many good points, and the conversation definitely caused me to reflect and think about my educational beliefs and the way I approach my job as an Educator.

http://goo.gl/G96Rl

Perhaps the most important part of this experience was that there were a couple times when we did not agree. We had a philosophical difference in our beliefs based on past experiences and personal beliefs. Even more importantly, at no time did the conversation become personal for either of us. We talked as professionals and kept our focus on doing what we believe is best for students.

Though our perspectives are slightly different based on our current roles, we both were able to recognize the importance of having these difficult conversations that get Educators fired up. We both spoke passionately about what we believe and why we believe it, and in the end we shook hands and thanked each other for a great conversation.

I ended this conversation by saying that "if we aren't growing, we are falling behind." I truly believe that we need to have these difficult conversations that leave us vulnerable; conversations that are going to make us a little uncomfortable in an effort to grow and improve. It was a great end to a great week!

Here are a few questions to ponder as you get the 2011-2012 school year underway:

1) - Can you have conversations with your colleagues while making sure they don't become personal; can you keep the focus on doing what is best for students?
2) - If you are a teacher, can you have a candid and open conversation with the administrators in your building?
3) - If you are an administrator, can you have candid and open conversations with the teachers in your building?
4) - Do you see discomfort, disagreement and difficult conversations as a necessary route to growth and improvement?

and building new bridges...

2011-08-28T16:06:00.000-07:00

http://goo.gl/FkZVT

Brian Nichols (@bjnichols) recently wrote a great post titled "removing roadblocks." Brian outlined 3 ways leaders are unknowingly putting up roadblocks that are ultimately preventing their organization from growing. All 3 roadblocks that Brian mentions are unfortunately too often true. I am going to try to take Brian's post a step further by suggesting 3 ways to not only remove the roadblocks, but to build new bridges to undiscovered destinations...

1. Taking the time to provide support and encouragement...

The colleagues with whom I have had the pleasure to work that really helped to push me as an Educator were those who were able to help me meet my needs. These colleagues encouraged and motivated me to take risks while pushing me to question the status quo. When leaders provide a high level of support and they help to establish a culture that embraces collaboration and teamwork, members of that organization will have the opportunity to innovate and create. The results of this kind or atmosphere are limitless as long as the necessary support, encouragement and autonomy are provided.

2. Keeping things simple and avoiding rules and procedures for everything...

Rules and procedures are everywhere in our society, and there are several instances where I am happy we have rules and procedures. However, when leaders establish rules and procedures for everything, I fear the only results are confusion and a lack of importance. Additionally, when leaders create rules and procedures for everything we end up stymeing any hope of creativity and innovation. When leaders keep things simple and are not overly restrictive, they are helping to create an environment where people have the ability to navigate uncharted waters.

3. Being there when others need you to be there...

An atmosphere where autonomy is embraced can be great, but an atmosphere where isolation and complete individuality are accepted can also be a negative. Leaders need to walk the fine line of providing space and autonomy while simultaneously providing relevant and timely guidance. When we work in isolation for extended periods of time it can push us even further apart. An environment where leaders are present to support those with whom they work will have the directions to find those undiscovered locations.

How are you or your leaders helping to build new bridges in your school or district?

What strategies have been successful, and what strategies have not worked so well?

My first "real" day as an administrator...

2011-08-24T16:38:00.000-07:00

http://goo.gl/zfT7o

Today was the first day of school...

I had the opportunity to speak with several hundred different students.

I watched dedicated & committed teachers smile because they are excited for the year.

I was asked at least 15,539 times to help a student find the location of their next classroom.

I stayed extra late with a student so he would not be alone while we waited for a parent to arrive.

I reassured several concerned parents that we would take care of their son/daughter at school.

I spoke to a student who told me everything there is to know about tornadoes and storms.

I witnessed the 3 secretaries at PBJHS work in unison while literally "running" the school.

I was reaffirmed that learning the names of as many students as possible is absolutely crucial.

I got to eat about 17 Cheez-its and drink a V8 Fusion for lunch.

I think I helped to solve more problems than I created.

I witnessed shared leadership by several staff members which is totally awesome!

I showed a few pictures of my baby Maddy to some students.

I tried to create an environment where students feel safe, comfortable and welcome.

I realized that being an administrator is truly an awesome job...

Stay tuned for day 2 :)

I don't have all the answers, and I'm OK with that...

2011-08-21T15:14:00.000-07:00

About a week ago I wrote a post on homework in schools. I used this post to outline my basic beliefs on homework, while emphasizing the importance of continuing the homework discussion in order to move education forward. As all Educators know, homework is one of those topics that tend to get people fired up and excited. This is a good thing, because that means we have many Educators who are passionate about their educational beliefs.

Yesterday, I took it a step further and posted the exact same post on Connected Principals. I did this because I always seem to get a different audience when posting on my blog versus the Connected Principals blog. My original post on my blog got 10 comments, and the Connected Principals post got 12 additional comments.

http://goo.gl/VKuBr

By no means do I claim to be an expert when it comes to homework philosophies; I don't even claim to be a half-expert when it comes to homework, but I am however very interested in this topic. Even after the two posts, I still don't claim to be an expert on homework, but as a result of these two postings I feel I am much better equipped to have the "homework" discussion.

I have been able to read the comments and respond to 22 Educators from all around the world, while also continuing this conversation by getting both Educators and parents involved. I have taken a topic that is considered to be a "hot topic" and I have put it on center stage for anyone to read. Some may disagree with what I have said, some may agree, but most importantly there are now hopefully more Educators and parents having this discussion because of my posts.

Most Educators who blog don't have all the answers... some of us have very few in fact :) What we do have is a voice and a vehicle to have discussions that might lead to those answers. That is why I blog and tweet... I can discuss, share, collaborate, and learn from Educators from around the world while simultaneously increasing my educational foundation.

Did I find the "homework" answer with these two blogs posts? No, certainly not, but I have encouraged and embraced a collaborative approach to discussing the very issues that we are dealing with in our schools on a daily basis. If one Educator continues this conversation at his/her building as a result of these posts, then I know my time spent writing these posts was time well spent...

The 6 secrets of change...

2011-08-20T13:51:00.000-07:00

I just finished reading "The Six Secrets of Change" by Michael Fullan. If you are a building or district leader interested in growing your school or district, this would be a valuable book to read.

"Probably the two greatest failures of leaders are indecisiveness in times of urgent need for action and dead certainty that they are right in times of complexity. pg. 6"

1) - Love your employees "The key is in enabling employees to learn continuously and to find meaning in their work and in their relationship to coworkers and to the school/district as a whole"

- The quality of the education system cannot exceed the quality of its teachers pg. 23
- Empowering those at the bottom beats punishing them from the top pg. 25
- Loving your employees is about helping all employees find meaning, increased skill development, and personal satisfaction in making contributions that simultaneously fulfill their own goals and the goals of the organization pg. 25

2) - Connect peers with purpose "The job of leaders is to provide good direction while pursuing its implementation through purposeful peer interaction and learning in relation to results."

- Successful organizations engage peers in purposeful interaction where quality experiences and results are central to the work pg. 46
- People who are always making sure their boss sees them, who direct their efforts up the chain rather than to their colleagues, are the ones who don't work out pg. 46
- "Bad" competition (you fail, I win) is replaced by "good" competition (how do we all get better, but I still want to improve as much as I can - friendly competition) pg. 48
- Leaders have to provide direction, create the conditions for effective peer interactions, and intervene along the way when things are not working as well as they could pg. 49

3) - Capacity building prevails "Capacity building entails leaders investing in the development of individual and collaborative efficacy of a whole group or system to accomplish significant improvements."

- Groups are high capacity if they possess & continue to develop knowledge & skills, if they attract & use resources (time, ideas, expertise, money) wisely, & if they are committed to putting in the energy to get important things done collectively & continuously pg. 57
- Capacity building trumps judgmentalism pg . 58
- In the intrinsically complex and uncertain world of today, problems get solved when people believe that they will not get punished for taking risks pg. 60
- People have built quite successful careers - describing the hill, measuring the hill, walking around the hill, taking pictures of the hill, and so forth. Sooner or later, somebody needs to actually climb the hill...pg. 63

http://goo.gl/al5na

4) - Learning is the work "Effective organizations see working and learning to work better as one and the same."

- Effective organizations address their core goals and tasks with relentless consistency, while at the same time learning continuously how to get better and better at what they are doing pg. 76
- You can achieve consistency and innovation only through deep and consistent learning in context pg. 86
- Professional development programs or courses, even when they are good in themselves, are removed from the setting in which teachers work. At best they represent useful input, but only that pg. 86
- If you want great people to do their best work, the logic goes, then you've got to create the right working conditions the moment they walk through the door pg. 89
- Deep learning is embedded in the culture of the workplace in successful organizations pg. 89

5) - Transparency rules "When transparency is consistently evident, it creates an aura of positive pressure - pressure that is experienced as fair and reasonable, pressure that is actionable in that it points to solutions, and pressure that ultimately is inescapable."

- Transparency is an openness about results; an openness about what practices are most strongly connected to successful outcomes pg. 99
- We need to work on developing transparent cultures in which it is normal to experience problems and solve them as they occur - effective cultures embrace transparency and the use of data as a core part of their work pg. 101
- The long-term survival of an organization is dependent on public confidence. Call this external accountability pg. 102

6) - Systems learn "Systems that learn have people who are learning new things all the time, and their sense of meaning and their motivation are continually stimulated and deepened.

- A reason why organizations do not sustain learning is they focus on individual leaders pg. 107
- Organizations learn by developing many leaders working in concert, instead of relying on key individuals who approach complexity with a combination of humility and faith that effectiveness can be maximized under the circumstances pg. 109
- Leaders need to be aware that the world is becoming more dynamically interrelated, as well as learn to cope with uncertainty pg. 113
- Leaders who operate from a position of certitude are bound to miss something, likely to be wrong more than their share, & almost certainly will not learn from their experiences pg. 117
- The best way to keep a secret is to share it pg. 126

Here is a great PDF with additional information about "The Six Secrets of Change."

My thoughts on homework...

2011-08-12T18:58:00.000-07:00

I recently wrote a blog post titled "5 conversations to improve your school right now!" The 5 topics I recommend each school to discuss are:

1) - Homework in schools
2) - Cell phones and technology in schools
3) - School public relations
4) - Teacher and administrator relationships
5) - Meetings

http://goo.gl/PhCqr

John Spencer (@johntspencer) is an Educator I have a lot of respect for, and after reading my post he challenged me to share what I really believe about homework. I have some very strong feelings about homework, and I honestly believe each and every school should take the time to evaluate their homework policy, as well as the way students are assessed. Here are my thoughts:

- More times than not homework adds little value when itcomes to student learning...

- There is pressure from society to continue giving homeworkbecause that is the way it has always been done...

- Assigned homework rarely has any true relevancy orpurpose for students, thus completion rates are negatively affected...

- When a student receives a zero for not completinghomework, he/she is NOT learning about responsibility and "the realworld."

- Grading homework on completion typically inflates gradesand ultimately distorts overall content mastery...

- Homework should be an extension of the learningenvironment that provides students the opportunity to explore and discover...

- Homework can be a valuable tool in schools, but I believetoo often homework is misused and ultimately detracts from the learningenvironment.

- More homework does NOT equal more learning...

- Students should not spend all night every night doinghomework... I don't know many Educators who work 8 a.m. until 10 p.m.... whyshould students be subjected to that...?

- The natural love and curiosity of learning are destroyedby too much irrelevant and unproductive homework...

- A school without homework and grades would be a school where student learning and success increased...

- Not enough Educators are having this difficultconversation about the role of homework in schools...

What are your thoughts...? Let's keep this conversation going in an effort to move the homework discussion forward.

Teachers, my commitment to you...

2011-08-07T18:19:00.000-07:00

As I prepare for my first year as an administrator, I continue to be humbled and amazed by the many intricacies of the administrative job (and school hasn't even started yet!). I have spoken with many current administrators, and they all say the first year as an administrator is by far the most difficult.

http://goo.gl/KlYTf

Though I have been spending a lot of time speaking with administrators, I have also taken a significant amount of time to speak with teachers, both in my new building as well as with former colleagues. Overwhelmingly there has been one common message from teachers, "Don't forget what it's like to be in the classroom."

As I am sure you know, there are some teachers who think that administrators are pure evil. Likewise, there are some administrators who think teachers are insignificant and have it way too easy. I don't believe either statement, but I am aware that these beliefs exist. Consequently, I am going to make a commitment to all my teacher colleagues to not forget what it's like to be in the classroom. Here is how I plan on doing that:

1) - I commit myself to listening much more than speaking. I will actively seek out teachers and ask them how things are going, and what I can do to help.

2) - I commit myself to teaching a lesson at least once a quarter. I want to get back in the classroom, while also providing a deserving break to a teacher.

3) - I commit myself to continuing to learn and grow as an instructional leader. As an administrator, I believe I was hired to help enhance the learning environment which in turn will increase student learning. I need to continue learning and growing to remain relevant and applicable.

4) - I commit myself to sharing content specific resources with my colleagues. By doing this, I will be thinking of ways to apply these strategies in a classroom setting, thus keeping my teaching skills refined and sharp.

5) - I commit myself to modeling effective delivery methods during PD sessions, PLC sessions and faculty meetings. By modeling these strategies I can stay relevant, while also providing concrete examples for teachers to use in their classrooms.

6) - I commit myself to finding and encouraging the strengths of all my colleagues. By modeling this behavior I can set an example that we all should be doing in our classrooms.

7) - I commit myself to getting into classrooms on a daily basis. One of the easiest ways for me to stay relevant and current on classroom trends is to be present. I need to observe and be witness to what is going on.

8) - I commit myself to focusing on the "we" rather than "them" and "us." We will never be as strong or effective as we are together, thus collaboration and teamwork are my top priorities.

These are my strategies to make sure I don't forget what it's like to be in the classroom. What strategies have you used or what strategies would you suggest...?

5 conversations to improve your school right now!

2011-08-07T10:46:00.000-07:00

5 things to improve your school right now (mp3)

1) - Homework in schools...

2) - Cell phones and technology in schools...

3) - School public relations...

4) - Teacher and administrator relationships...

5) - Meetings...

Can Facebook help your school...?

2011-08-06T15:13:00.000-07:00

Chris Wejr (@mrwejr) recently wrote a great post on why "your school needs a Facebook page." As I reflect upon his post, as well as the newly created Facebook page for my junior high school, I wanted to add a few comments to the discussion...

http://goo.gl/uBmRB

Some of the advantages:

- The "school image" is hurting; we need to take school public relations to the next level
- Most parents, teachers and students are familiar with & comfortable using Facebook
- 750 million people are on Facebook; there is no faster way to connect with your community
- News about your school or district can be far reaching, relevant & timely
- You can take an active role in controlling the image of your school or district
- It will give parents, students and community members something to talk about
- Individual teachers can share some of the awesome things going on in their classes
- Information & online discussions can be controlled & monitored
- It's an opportunity to bring social media into the educational setting

Some things to be aware of:

- Your building principal, superintendent, or school board might not be comfortable using Facebook in an educational setting (here is the letter I sent to my superintendent)
- Somebody will have to manage the page and be responsible for doing frequent updates
- New laws are being developed that impede the growth of social media in schools
- It is only a matter of time before there is an inappropriate comment or personal attack
- If updates are not done frequently, you will cause more harm than good
- It needs to be clear what the expectations for the page are
- You can't give up & shut the Facebook page down the first time there is a complaint or inappropriate usage

If your building or district uses a Facebook page please leave a comment with the link. It would be great to compile a list of schools that use Facebook as examples to show others who have not yet taken the leap. Additionally, what other advantages or disadvantages do you see when using Facebook in an educational setting?

How well does your team collaborate...?

2011-08-05T15:55:00.000-07:00

My new district is in year 2 of implementing Professional Learning Communities. Fortunately, my principal and I both come from districts where PLCs were further along in the implementation process, so we bring a little experience to the district. Each school in the district has a PLC leadership team made up of around 10 teachers and the building administrators.

http://goo.gl/x4vd2

Over the last two days our leadership team had the opportunity to meet with central office administrators and and other building PLC leadership teams. This was a great experience because we were able to further our PLC understanding, as well as develop relationships among the team members.

Lots of things were discussed, but one of the main factors that will determine how well PLCs operate in your building or district is the ability of your teams to collaborate efficiently and effectively. If your teams are unable to use data in a collaborative approach in an effort to enhance student achievement, then your teams won't have much success with PLCs.

As part of our training:

we had some difficult conversations that made people feel uncomfortable...

we discussed issues that most Educators avoid due to the potential of conflict...

we pushed each other to reflect upon our classroom practices and beliefs...

we were honest and we put ourselves in a state of vulnerability...

We also had the opportunity to watch these two videos exemplifying the stark contrast between good collaboration and bad collaboration. Please enjoy, and think about how you and your teams work collaboratively. The difference it makes is the difference between sustainable growth or simply wasting your time...

Bad collaboration

Good collaboration

A vision of shared leadership...

2011-08-01T17:31:00.000-07:00

I am in the process of reading my second book as part of the #edfocus book club, which meets on Wednesdays at 8:30 CDT. The first book we read was "Focus" by Mike Schmoker, and we are currently reading "Leaders of Learning" by Richard DuFour and Robert Marzano. As you probably know, DuFour and Marzano are key players in the Professional Learning Communities model, and as such this book ties a lot of its points to the implementation of PLCs at both the district, building and classroom levels.

I don't want to try to say it better than DuFour and Marzano so I am going to take a few statements from the book on "shared leadership," and what building principals should look for when selecting team leaders:

1) - Their influence with their colleagues - The acceptance or rejection of an idea often depends less on the merits of the idea itself than on the person who is supporting it. In most organizations there are some members who are so highly regarded and respected that their support helps convince others a proposal has merit. The people best suited to leading a team are these "opinion leaders."

2) - Their willingness to be a champion of the PLC process - Organizations are most effective when leaders throughout the organization speak with one voice regarding priorities and align their own behaviors with those priorities. The most effective team leaders demonstrate their belief in the PLC process by modeling their own commitment to a focus on learning, collaboration, collective inquiry, and results orientation.

3) - Their sense of self-efficacy and willingness to persist - A recent national survey of teachers revealed they believed the two most important factors for improving student achievement were more funding and better support from parents. This tendency to look for solutions outside one's own sphere of influence is a major barrier to improving schools. Effective team leaders do not look out the window waiting for someone else to improve their situation - they look in the mirror. They demonstrate their belief that the collective actions of the members of the team can have a significant, positive impact on results. This belief enables them to rally rather than retreat when faced with setbacks because they assume that negative events are temporary glitches rather than the permanent state of affairs that pessimists see, and that setbacks are due to specific causes that can be identified and fixed. They stay the course.

4) - Their ability to think systematically - The most effective team leaders see the interconnections between the work of their teams and the improvement of their schools and districts. Whereas ineffective leaders will view the work of teams as a series of disjointed tasks to be accomplished for a checklist, effective team leaders are able to connect the dots. They bring coherence to the collaborative team process.

If you are looking for a great read on district and building leadership, then I would suggest reading "Leaders of Learning." Additionally, if your school is considering, beginning, or underway when it comes to implementing PLCs, then this book is a must read for all the members on your leadership teams.

As a district or building leader, what strategies do you use when developing a system of shared leadership, as well as what characteristics do you look for when selecting team and committee leaders?

We can't afford to wait any longer...

2011-07-28T15:59:00.000-07:00

We are losing the war. We are losing the war because we are being defeated in battles on all fronts. We are continually on the defensive, and because of our unwillingness to attack we are on the backs of our heels.

http://goo.gl/vLaf1

This war I speak of is the war of public relations....

Today I attended my first ever administrative meeting with all the central office administrators and building level administrators in the district. As one of the "new people," I spent a lot of time listening and observing. As I started to reflect on the 2 hour meeting, there were 2 different events that really stood out:

1 - Each administrator took a few moments to share something positive about his/her staff and/or students. I found this to be a very useful activity since it allowed each of us to hear some of the great things going on in the district. Additionally, it modeled an excellent activity that could be done at the building or even classroom level to share and celebrate some of the great things going on in our schools.

2 - My Superintendent made a point to highlight the importance of school public relations, and unfortunately as it currently stands we all have room for improvement here. His comment was simple and straight forward, "we need to do a better job of getting some of the great things we are doing in our schools out to parents and the community." He mentioned several ways to do this, and many of his suggestions are in one of my recent blog posts titled, "10 ways to build the community school."

I know posts like this aren't new to many Educators in the Twitterverse and blogosphere, but we have got to do a better job of working with teachers and building and central office administrators on ways to improve our public relations. We have got to take the fight to the public and scream as loud as we can about the many great things going on in our schools. We need our parents and community to be inundated by positive news. We need the great and positive stories to find our parents, rather than having them only hear the negative news. We need to go on the offensive and become our own public relations machine.

As we approach the start of the 2011-2012 school year, I challenge you and your colleagues to discuss and contemplate new and improved ways to share the awesome things taking place in your schools. Right now there is only one voice being heard by parents and the community, and unfortunately that voice is not coming from Educators. We can no longer afford for our parents and community to only hear one side of the story...

My new "10 picture tour"

2011-07-21T12:30:00.000-07:00

Cale Birk (@birklearns) wrote a great post titled, "My 10 picture tour." The more I thought about this post, the more I realized what a great idea it was. So often we make connections with members of our PLN, but we really have no idea what their school or work environment looks like. I think this is an excellent way to help Educators really get to know each other, which in turn can only improve our sharing and collaboration.

I couldn't write this post without mentioning Katie Hellerman (@klhellerman). Katie has challenged us to take our "digital" relationships to the next level, and I believe this is definitely a step in the right direction!

Please enjoy my NEW 10 picture tour:

Welcome to Poplar Bluff Junior High School!

Our students of the month display

The newly renovated gym

The district's main football field is adjacent to the junior high

The trophy and award case!

1 of 2 flat screen TVs in the cafeteria :)

The sign for our Jr. Beta Club

My office

Thank you for the "tweet me" sign @cmcgee200

Our 4 eMINTS carts taking a breathier for the summer

Feel free to check out my first "10 picture tour."

10 ways to build the "community school"

2011-07-18T12:10:00.000-07:00

Something that we take for granted far too often is the power of "the school community." Whether we always recognize it or not, schools play a vital role in our society, and as such their involvement and significance to our communities can't be easily dismissed.

http://goo.gl/0o9Ru

Many times throughout the school year our facilities are used to host a plethora of activities from all different sectors of the community. Schools have and will continue to provide safe and centralized facilities that many communities have become accustom to when it comes to scheduling and planning local events. Though it may be faint, there is a hidden opportunity here when it comes to changing and ultimately improving the image our society has of schools.

The sad and unfortunate reality of the times is that as Educators working in education we are in desperate need of a new and improved "image." I am not saying education is broken or that we need to change everything we are doing, but I am saying we need to do a better job of sharing the great things our schools are doing. Additionally, we need to take control and be proactive when it comes our own public relations. The time for sitting back and reacting to the negative news is over; it's time to embrace the opportunities and attack with our own positive PR campaigns... here's a good place to start:

- invite parents to orientation and open house nights; provide food if it means you will get a larger turnout (establish a clear and achievable focus for the night)...

- encourage teachers to communicate with parents about the direction of the class, as well as some of the awesome activities/projects that might be coming up...

- take pictures and make videos to compile archiveable resources to share with community members (make sure to follow all FERPA laws)...

- start a Facebook page to share relevant information and celebrate great things going on in your school (Twitter & Google+ are also options)...

- encourage your parents to visit your school as often and as frequently as possible (make visitations for your parents easy and simple)...

- greet & acknowledge parents when you see them in the community; it means a lot to them...

- when disseminating information and resources make sure you are updating frequently and consistently...

- ask your parents and community how they want to receive information; their opinions matter!

- think about how you are involving your parents in their child's education; do they really have a voice and are there opportunities for them to provide input...?

- consider the role your school plays as a vital part of the community; what and how could your school help and improve the community...?

Please share how your school is tapping into the power of the community while also sharing some of the awesome things your school is doing...?

Actions speak louder than words...

2011-07-11T17:09:00.000-07:00

One week from today will be my first "official" working day as an assistant principal. In an effort to prepare for this new endeavor, I have been doing a lot of reflecting and thinking. Additionally, I have been trying to learn anything and everything I can that might help me to be successful in this position. Though I don't think it's common for an assistant principal to have a "school entry plan" or any formalized plans of action, I have spent the last month or so reflecting and figuring out ways to implement new programs.

- I was fortunate to have the opportunity to Skype with @dwight_carter 's administrative team and @l_hilt to gain great insights from experienced administrators. This is an excellent example of the power of PLNs.

- I spent time talking with & meeting local administrators as I contemplated "my 10 goals as a 1st year administrator." This allowed me to reflect, as well as get tons of great feedback & comments from experienced administrators on the upcoming year.

- I began designing a professional studies book club to help Educators at PBJHS grow both professionally and personally. It is my hope to use the book club as a way to enhance relationships and reinforce the concept of teamwork in an effort to improve student achievement at PBJHS.

- I sent this request to my Superintendent to allow us to use Facebook and Twitter as tools to enhance communication with parents, as well as to share the many great things going on at PBJHS. We were granted permission.

- I prepared a list for my Assistant Superintendent on the benefits of an iPad, and how this tool would help my building principal and I do our jobs more efficiently and effectively. We were successful and received the iPads within two days.

- I created a professional development blog for PBJHS teachers. It is my hope to have a centralized location of PD resources that are archived and accessible anywhere with internet access. My plan is to share my top 5 weekly resources in a blog post on the PD blog. Additionally, I hope to model effective blog use in an effort to get my fellow colleagues blogging.

- I designed a handout (which is not completely finished) for our 7th and 8th grade orientation nights. I really want to embrace transparency and share information about our school.

- Lastly, I refit this short motivational video for our first back to school faculty meeting. I hope this video inspires, motivates, and ignites the passion of learning and teaching in all my fellow colleagues at PBJHS.

I know there is no guarantee that any of these initiatives or programs will be successful or openly accepted, but I at least know that nobody will say I am all talk and no action. I honestly feel that each one of the before mentioned items can and will directly impact student achievement. Lastly, it is my hope to model lifelong learning and taking risks in an effort to improve education. Hopefully my actions are at least as loud as my words...

The islands of excellence...

2011-07-07T17:00:00.000-07:00

http://goo.gl/Vp2Od

Early this year I read The Learning Leader by Douglas B. Reeves as a part of my doctoral studies. I found the book to be extremely well written, as well as extremely valuable for anyone looking to gain a more in-depth understanding of school improvement.

As districts and schools look to both district and building leaders, it is difficult not to notice the "Islands of Excellence," as well as the islands of weakness within our districts and buildings. We all know where the "Islands of Excellence" are, and we all know which Educators are on the "Islands of Excellence." On the flip side, we also know where and who are on the islands of weakness. The difficult task as district and building leaders is to identify ways to expand the "Islands of Excellence," while simultaneously shrinking the islands of weakness.

When speaking with district and building leaders the most difficult part of expanding the "Islands of Excellence" always comes back to exposure. We all know that when we see great things happening, our first response is to share and spread the good word. This can have both positive and negative effects on a district and building staff. On the positive side, sharing and collaborating with other Educators is probably the most beneficial way to improve both a district and building. You would be hard pressed to find a more effective and powerful means to school improvement that does not center around sharing and collaboration.

On the negative side, when an "Island of Excellence" gets too much exposure and attention, there WILL be Educators who will form an alliance against this island purely because they feel threatened or left out. At times we have to resist the urge to share ALL the success stories of the "Islands of Excellence," even though we do this with the best intentions. District and building leaders have difficult jobs, and this is just one more example of the realities we see in our districts and buildings.

http://goo.gl/B5UkQ

So, whether you are a teacher, a building level administrator, or a district level administrator...take some time to reflect upon how you treat and handle your "Islands of Excellence," and your weak islands. Additionally, think about which island you are on. If you are on an "Island of Excellence," then consider some ways to attract some new members who could increase the size of your island, or even perhaps start their own "Island of Excellence."

I believe 100% in self-reflection, and consequently if you think you could possibly be a member of a not so excellent island, then perhaps it is time to take a swim, and expand your horizons. There is one thing I can guarantee...any "Island of Excellence" would be more than happy to accept you as its newest member...as long as you show you are willing to turn from the dark side!

My best year yet...

2011-07-02T08:04:00.000-07:00

I am not writing this post to gloat or toot my own horn, but I would like to celebrate the milestone of 100,000 pageviews on my blog. Though the number 100,000 seems like a logical milestone, I really would rather celebrate the journey of my personal and professional growth over the last 12 1/2 months. I know there are many much better Educators and bloggers out there, but this has been quite a year for me as an Educator.

http://goo.gl/XvLwd

I find it ironic, but as I looked at my first blog post on June 14th, 2010, the title jumped out at me, "A chance to grow." Though the blog post had nothing to do with blogging, I had no idea how much blogging would help me to grow and develop as an Educator.

I have written 118 blog posts (including this one) in a little more than a year. I have spent countless hours writing and reflecting on my educational experiences, and I don't regret it for one second. The journey and time spent have pushed me to new heights as a more well-rounded and knowledgeable Educator, which in turn has hopefully benefited my students and colleagues.

Something worth noting for any Educators contemplating starting a blog; during my first 6 months of blogging I only had 9,000 pageviews. The remaining 91,000 pageviews occurred during the last 6 months. I know many Educators who start blogging get frustrated when they feel nobody is reading their posts, and it only adds to the fire when they get very few if any comments from other Educators. By no means do I consider myself to be an expert on blogging, but I do know it takes time and patience.

Though I have only been in education for 6 years, I feel very confident that this past year was my best professionally. I won't give blogging all the credit, but it definitely played a huge role in helping to shape and evolve my thoughts as an Educator. Good luck and happy blogging!

I encourage you to check out some other posts I have written about blogging:

Is blogging really worth it?

I am an educational blogger

10 reasons to get Educators blogging

Top 5 blog posts of 2010

Where is the value added?

The value of a PLN...

2011-06-27T19:19:00.000-07:00

Today I had the wonderful opportunity to Skype with Dwight Carter's administrative team, and I must admit that they definitely didn't disappoint! I have been following Dwight's blog and twitter feed for about a year now, and I very much so appreciate him taking the time to organize his administrative team to speak with me. If this is not a testament of the power of a PLN, then I don't know what is...

Reflection being a crucial and essential quality of any great Educator, I feel it is necessary to share the main points from our discussion:

- Discipline is not about punishing students; it's about changing behaviors and helping students to learn and grow...

- Using faculty meetings to share and celebrate the great things going on in your school is much more effective and productive than simply disseminating information that can be shared through email...

- It would be a mistake to not recognize the vital and essential contributions of support staff; they ultimately make the school go round...

- Establishing and growing strong relationships with colleagues and students will always be the most important thing you do...

- We all need time away from the job; do yourself and everyone around you a favor by having a healthy non-professional life...

- Getting into the classrooms to see the awesome things going on in your school will pick you up on your down days, and even more importantly, students and teachers love it...

- Whatever you do...have fun and make sure humor is a daily part of your life...take a moment to laugh :)

I would also like to thank Lyn Hilt (@l_hilt) for skyping with me last week, as she also provided some great advice and insights.

10 videos that WILL ignite a discussion - Part 5

2011-06-25T08:04:00.000-07:00

This is part 5 of the "videos that WILL ignite a discussion" series. I have been using these videos during PD sessions, as well as during Power Lunch sessions to spur discussion and reflection. As Educators, it is crucial that we are constantly in a state of reflection and evaluation, and with the help of these videos Educators are able to engage in thoughtful and productive conversation. Please take a moment to check out the videos in Part 1, Part 2, Part 3, and Part 4 as well. Thank you and enjoy!

1) - Motivation - Be great, powerful beyond measure

2) - TEDxASB by Scott McLeod (@mcleod)

3) - The squirrel rights song

4) - Positive discipline

5) - Why blog? by David Truss (@datruss)

6) - Smile or die

7) - Social media revolution 2011

8) - Best practices in social networking for educators by Eric Sheninger (@NMHS_Principal)

9) - Change agent

10) - The 21st century learner

Character, digital citizenship & autonomy in schools...

2011-06-22T12:16:00.000-07:00

I will be presenting at the 17th annual Character Education Conference in St. Louis, MO this week. I am extremely fortunate because I will be presenting with two great Educators; J.P. Prezzavento and Chris McGee. They were both instrumental in preparing this excellent presentation on character, digital citizenship & autonomy in 21st century schools. Though each of these topics are worthy of their own individual presentation, we aim to show the connectedness of all 3 themes and how they all overlap. It is our hope to inform, empower, and show Educators that we can achieve the principles of character through proper digital citizenship and student autonomy. Comments are welcome, enjoy!

What does this mean...?

2011-06-18T19:33:00.000-07:00

http://goo.gl/xFd8W

We are all aware of the discussions surrounding education reform and ways we can improve education. These discussions can be both energizing and demoralizing. These discussions have divided our society on how and why we should be changing our educational system. I don't have any intentions of addressing any of these issues in this blog post, but I do however want to share some numbers with you.

365 days per year / 24 hrs per day / 1,440 mins per day

Students spend 13 years in school from age 0-18

Age 0-18 / 365 days * 18 years = 6,570 total days alive

6,570 days * 1,440 minutes per day = 9,460,800 total minutes alive from age 0-18

350 minutes per day in a classroom for 180 days per year (total 13 years in school)

350 minutes per day * 180 days per year = 63,000 minutes in a classroom per year

13 years in school * 63,000 minutes per year = 819,000 total minutes in a classroom

819,000 total classroom minutes / 9,460,000 total minutes alive = 8.7%

If my math and calculations are correct, it would seem that from the age of 0-18, the average student in the United States will spend roughly 9% of his/her life in a classroom. That means 91% of a child's life from the age of 0-18 is NOT spent in a classroom. In my opinion, as an Educator and as a citizen of The United States, this is extremely pertinent information that is undoubtedly relevant when discussing the measures and the means of education reform.

What does this mean to you...?

For the love of learning...

2011-06-18T08:12:00.000-07:00

Last night my wife and I had a great dinner with two of our friends. While the wives conversed, my buddy (@mrbrownhistory) and I inevitably ended up "talking shop" (he is in education as well), and as I reflected upon our conversation I was happy we did.

We were talking about new and innovative ways to restructure the classroom so more accountability and responsibility were placed on the shoulders of students. We envisioned a classroom where students and their journey toward their own individualized learning were the focus. We envisioned a classroom where the teacher was no longer the center of attention, and the role of the teacher became more of a guide or facilitator. We envisioned a classroom that didn't just focus on content, but used content as a way to enhance and develop transferable skills that would put more relevancy into education. We envisioned a lot...

http://goo.gl/4Hj0O

Then, this morning I read this great post by @stevemiranda, titled "The students who were happy when I handed them a textbook." This post describes a scenario where students were unresponsive and disillusioned at best when it came to learning...unless they were given explicate directions for bookwork and worksheets. This is something I personally have experienced and blogged about in my post titled, "How do you define learning?"

In the Twitterverse and Blogosphere it is nothing new to talk about more individualized learning and autonomy in the classroom, but that's not enough. We know many students will thrive in an environment where they have more say and control over their learning, but we can't ignore or forget about those students who have had the love of learning beaten out of them. We can't forget about those students who don't know how to learn on their own. We can't ignore the fact that as many students get older and progress through the educational system they get more reliant upon us to provide each and every step for them.

Most importantly, we can't forget or ignore the fact that for every student we prepare for a 19th or 20th century world, we are robbing them of the opportunity to be successful in the 21st century world in which we currently live. Children love learning the moment they are born, and at some point in time that love of learning is stolen from them. Let's do our best and make sure we keep that passion and love of learning alive and strong, and help those who have lost it, find it again...

My 10 goals as a 1st year administrator...

2011-06-12T09:15:00.000-07:00

Over the last couple of weeks I have been utilizing the power of my PLN to garner advice and feedback as I begin my transition into the role of an administrator. I am completely humbled and amazed at the level of support and encouragement I have received. This is a true testament to the commitment and dedication so many Educators have to improving education. Check out these amazing comments on my "The Journey Continues" post, and also check out this entire blog post, "Advice to New Administrators" by @hatcherelli.

Even though my assistant principal journey has already begun, I won't officially start until July 20th, which fortunately gives me some time for my "list." As all great Educators do, I feel it is important to outline some personal goals and aspirations. This list of 10 goals will be on my desk as a daily reminder of what I am aiming to accomplish:

1) - I will help to create a shared vision for students, staff and community members. I will take the time to gather input and knowledge from as many stakeholders as possible.

2) - I will utilize my supervisory time to build and establish relationships with students and staff. I will talk with students and staff and ask them about their lives in a sincere and caring manner. I will take an active interest in learning as much as I can about them.

http://goo.gl/LMnmX

3) - I will have high expectations for students, staff and myself. I will help to empower others to take control of their own learning and development by establishing an environment built on accountability and responsibility.

4) - I will support and encourage those with whom I work. I will work to embrace a sharing and collaborative school culture that takes risks in an effort to do great things.

5) - I will listen more than I talk. I will use my two ears more than I use my one mouth, and I will try to learn as much as I can from others. I will make it a priority to get into classrooms to observe on a daily basis, and I will learn by listening and observing.

6) - I will communicate with and involve parents and community stakeholders as often as possible. I will work with teachers and staff to keep parents informed and up-to-date with what is going on in our school through the use of weekly newsletters, our school website and social media outlets.

7) - I will share the power of my PLN with my colleagues. I will take the time to meet with anyone interested in learning more about using social media as a means toward professional growth. I will model being a lifelong learner for both students and staff.

8) - I will base every decision I make on what is best for students. It is difficult to not get caught up in everything that is going on, but I will make every effort to put students and their needs first.

9) - I will have a healthy balance between my professional and personal life. Though I anticipate the high level of time commitment required for this job, I do not want my job to consume my entire life. My family, friends and colleagues will all benefit from this healthy balance.

10) - I will figure out a way to get in the classrooms to teach. If this means working out a schedule to teach a class so a teacher can observe another teacher, or if this means just giving a teacher a break so I can teach, then so be it. I love teaching and I am sure I will miss it; plus, it's a great way to model effective instructional strategies for younger teachers.

What goals would you add...?

What my students taught me...

2011-06-09T12:16:00.000-07:00

If you are a regular reader of my blog you know I will be leaving the classroom and continuing my career in education as an assistant principal. I am excited about this transition and I look forward to continuing my growth as an Educator. As you might also know, I firmly believe in the practice of daily reflection, and as such I will draw upon my experiences as a classroom teacher to aid in the transition toward my first principalship. Here are 10 very important lessons I have learned from my awesome and amazing students:

1) - When you think you have a student figured out and you know exactly how to deal with him/her, they will surprise you and make you question how you ever thought you had them figured out.

2) - The more you try to control your students the less control you actually have. Empowering and giving autonomy are far more effective than a totalitarian approach.

http://www.nctm.org/resources/content.aspx?id=23928

3) - Building and establishing strong relationships with your students is absolutely ESSENTIAL if you truly want to positively affect their lives and have an everlasting impact.

4) - If a student treats you like dirt and says something completely unimaginable, you have to remember they most likely really don't mean it on a personal level. There are so many influences in a child's life, and to take everything they say or do personally would be a mistake; keep things in perspective.

5) - Education has very little to do with me, and has everything to do with our students. The focus should not solely be on what I am doing, but rather it should be on what I am doing and how it is affecting our students.

6) - As Educators, we will have good days and bad days. Don't ignore the bad days, but don't dwell on them either. When you have a great day it is important to recognize it, but don't think one great day will last forever. We need to prove ourselves day in and day out.

7) - That small little conversation that didn't mean much to you meant the world to a student. Don't ever forget this!

8) - You are always being watched and evaluated. Nothing you do will ever go unnoticed. Be the positive role-model and example you wish to see in your students.

9) - Students don't want to be told what to do all the time, but they do want to be guided and pulled in the right direction. Great Educators are able to walk the fine line between giving too much, and not giving enough.

10) - Sometimes you just need to take a step back and laugh about what just happened. Not everything needs to be so serious and intense all the time; make time to have fun and "keep it real."

Rethinking school discipline...

2011-06-03T08:04:00.000-07:00

At the start of next school year I will be embarking on my first assistant principalship. I have observed lots of current assistant principals and I have spoken with even more; a big part of the assistant principal's job is to handle discipline.

As a German teacher for 6 years, I recall only having to write up (give a referral) to 7 students. That's not bad, a little more than 1 per year! I also recognize that I had some really awesome students who ELECTED to take my class. No students were being forced to learn German from the crazy guy with blond hair who used fly swatters in class.

As my role changes next year, I have been doing a lot of thinking about how to handle discipline, as well as what my discipline philosophy is. As a classroom teacher I never wanted to write a student up unless it was absolutely necessary. I felt that if I wrote a student up I was "passing the buck" and ultimately missing out on an opportunity to build a stronger and more positive relationship with that student.

On the other hand, I know some teachers who don't hesitate to write a student up because they feel it is the principal's job to handle discipline issues, not the teacher's job. Then there are those teachers who want the "book" both literally and figuratively thrown at some students, and if the book doesn't work they want the "hammer" dropped with King Leonidas from the movie 300 type force.

Now, I know there are certain circumstances and situations where the book and hammer need to be deployed, but how many times do we see the same students over and over getting the same kind of discipline repeatedly? If the discipline consequences didn't work and were ineffective the first 3 times then it might work the 4th time right, I think not! Treating students and school discipline as "black and white" scenarios just don't seem to be working...

If a student skips school we probably shouldn't give the kid out-of-school suspension for 3 days. If a student is late to class or unprepared we probably shouldn't put the kid in in-school-suspension for 3 days. I know these scenarios seem funny, but they are happening ALL THE TIME in our schools.

Too often I think our discipline policies are reactive, rather than putting structures and steps in place to be proactive. Additionally, I find there needs to be a healthy balance of teacher/administrator collaboration on ways to address discipline in an educational setting. I also think we are working in isolation too often, when in fact we need to be working together to help out some of our most needy students. EVERYBODY IS ON THE SAME TEAM!

Yesterday I read this great article titled, "More schools rethinking zero-tolerance discipline stand," which led me to writing this post. Perhaps I am being naive and I don't fully understand what it means to be a disciplinarian, but there is a tiny part of me who thinks we might be missing a great opportunity to help those students who really need us the most by "rethinking" the ways we address discipline.

I look forward to your comments!

The Savvy School Leader: Part 2

2011-06-01T08:01:00.000-07:00

This is part 2 of the book, "Seven Secrets of the Savvy School Leader," by Robert Evans. You can find part 1 here. I highly recommend this book for anyone currently in or aspiring to be in a school leadership position. The book is relevant, applicable and provides some excellent examples of ways to improve and handle school leadership.

The Fourth Secret: Bite off what you can chew

"Savvy leaders work hard in the service of their goals but they know that there is a large-and widening-gap between ideals and needs on the one hand, and realities and resources on the others."

"High-performing systems show that their leaders provide direction that is clear, strong, and unambivalent-not dictatorial, but definite."

"A leader's vision is the magnetic north that sets the compass course; the leader must be at the forefront of framing the change and making it comprehensible."

"Leaders of successful organizations target their energies, centering their time and effort on a short list of key issues, even if this means ignoring others."

"Savvy leaders do for teachers what the best teachers do for students; they make it safe to try, they honor effort, and they celebrate meaningful growth, small and large, whenever it occurs."

The Fifth Secret: Be your best, bold self

"Savvy leaders invite and inspire followers by clarifying their commitments and maximizing their strengths, by being the best of who they are."

"Savvy leaders know that exceptional organizational performance requires assertive leadership, not pleasing everyone."

"Savvy leaders avoid the bloated vision and mission rituals that predominate in schools and build instead a true, shared sense of purpose."

"They provide a binary leadership that is both top-down and bottom-up. They garner support, build coalitions, inspire commitment, and help school communities deepen the commitment on which improvement depends."

"Savvy leaders know it is always easier to build on a strength than to attack a weakness."

The Sixth Secret: Nourish to flourish

"In one way or another, virtually every successful school leader has been a good "recognizer." (Recognition means "praise" and "validation")

"Savvy leaders know intrinsic rewards such as having exciting work, seeing students achieve, and fulfilling competently a task one views as important, are consistently more powerful engines of performance than salary."

"Savvy leaders recognize that if we truly want schools to become learning organizations, their leaders and the people to whom their leaders answer, need to avoid perfectionism, to see some level of error as inevitable in an endeavor as complex as schooling."

"The way to make sure that recognition is effective is to make sure it is authentic; a savvy leader gives specific examples of specific people doing specific things or grappling with specific challenges."

"The behaviors and habits that lead to progress and to exemplary performance can't simply be demanded; they have to be fostered. Savvy leaders know that no school can flourish unless everyone in it, not just its students, is well nourished."

The Seventh Secret: From savvy to wise; look out for number one

"Savvy leaders have learned that you must take care of yourself so that you can take care of others, that if you only give to others without giving to yourself you will eventually give out."

"Balance, that is, involves not just making choices at work regarding which tasks deserve priority and which can be delegated, but making choices about work, about how much of oneself will be invested in the work itself."

"Savvy leaders practice assessing where they are, not just in terms of where they wish to get but also in terms of where they started and the constraints upon them."

"Leaders need to seek out occasions when they can gather as peers to share their own recognition, acknowledgment, and feedback."

"Savvy leaders acknowledge that their own lives are more than just their work, noble though it is, and that their lives, including their work, are journeys; works in progress, and that so too are the lives of their teachers and students."

Check out the first 3 secrets here.

The journey continues...

2011-05-27T15:10:00.000-07:00

I was anxious. I was just 21 years old and I was going to be teaching German to high school sophomores, juniors and seniors. I hadn't even finished my student teaching when I accepted my first teaching job. My first day on the job was two weeks before Christmas break in the middle of the school year. The students were really behind and would require a significant amount of time to get caught up. The situation was not ideal to say the least, but it was an opportunity to make a huge difference in the lives of these students. The journey began...

The last 6 years teaching at Seckman High School have been great, and I am extremely thankful that I was offered this opportunity. There were "down" days, but I can confidently say there were many more "up" days. Great strides were made both personally and professionally, and I contributed to building a German program that is now over 280 students strong (1,800 total students in the school).

My building Principal, @mrgrimshaw, provided the ideal environment in which to work. I was supported, encouraged, and given the opportunity to push myself and grow professionally. I was encouraged to take risks and do what was needed to help my students. I was provided a light so I could see along my journey, but never was I given the map. My opinion was valued and my voice was heard, but most importantly he put the needs of his students and staff before his. He has embraced a school culture that is built upon trust and autonomy. He has modeled effective school leadership in a way that I one day hope to more fully understand. The journey took a turn...

If you are a regular reader of my blog you know that I have been interested in obtaining an Assistant Principal position. I recently was offered the job as the Assistant Principal at Poplar Bluff Junior High School; I graciously accepted this offer. The excitement and jubilation were huge, but unfortunately reality was not too far behind.

I would be leaving a great school. I would be leaving great friends (@JPPrezz, @thompson_shs). I would be leaving great students. I would be leaving what I know as home. I am now back to where my journey started; I am anxious...

I am not anxious because I don't have the knowledge or leadership experience, nor am I anxious because of my lack of excitement. I am extremely excited and I can't wait to get started. Part of me wishes there was not a summer break so I could immediately get going. I am anxious, eager and ready to make a huge difference in the lives of my future students and colleagues.

If you are a current, retired or aspiring administrator, I would love to hear your thoughts on this topic, as well as any advice you would like to offer.

Thank you for your time.

The Savvy School Leader: Part 1

2011-05-22T12:41:00.000-07:00

Last week I read a blog post by @drtroyroddy titled "Suggested summer reading for teachers and parents." One of the books, "Seven Secrets of the Savvy School Leader", immediately grabbed my attention. I decided to purchase the book through amazon after reading a little more about the author and the book's content.

In this blog post I will share some of the more profound and enlightening quotes from the first 3 secrets. It is my hope to challenge and stimulate thoughtful reflection for both current and aspiring educational leaders.

The First Secret: When you go to see the wizard, take Toto

"The popular leadership fads typically have much less relevance to schools than to corporations," and once these fads "heat up in educational circles, they cool in the corporate world."

"Leadership is a matter of a whole person in a whole environment interacting in concrete ways with other whole persons in the immediacy and unpredictability of the moment."

"Even if it were possible to change leadership styles, this would only complicate and weaken leadership."

"Leadership that is based on techniques and styles is actually not leadership. It is manipulation, and it is ultimately self-defeating."

"The leaders of high-performing organizations are not would-be "stylemasters." Rather, they tend to be people of strong character with strong commitments who maximize their strengths."

The Second Secret: They'll never understand

"In leading, as in so much of life, there is simply no substitute for actual experience; those who haven't done it can't truly know what it is like."

"Routine work drives out non-routine work and smothers to death all creative planning, all fundamental change, and make whatever grand plans you will, you may be sure the unexpected or the trivial will disturb and disrupt them."

"Teachers become principals in part to make a difference, to right wrong and correct flaws that chafed them as teachers and to assert a vision of schooling as it should be. The first great shock awaiting them is discovering how little power they truly have."

"The higher a person rises (in an educational system), the less direct contact he/she has with the organization's staff and clients, the more attenuated and filtered his/her personal influence becomes, and the more subject to misinterpretation are his/her actions."

"The leader's actions send powerful messages, which, over time, shape the school community to its core."

The Third Secret: Change is what it means

"Human beings are pattern-seeking animals, thus change almost always causes ambivalence and resistance."

"Change and innovation threaten competence; Educators are required to abandon something they know how to do and adopt something they don't know how to do."

"A leader must challenge his/her colleagues to face the realities they have preferred to avoid."

"Change agents must demonstrate their caring and support, their commitment to work with staff to take the difficult steps in new learning."

"Leaders must help colleagues link the new with the old, to see the future not as disconnected from the past but as related to it."

"Teachers must be permitted time to complain. This opportunity can't last forever, but if it is denied altogether, resistance simply goes underground and undermines the necessary change."

"Pressure without support leads to resistance and alienation; support without pressure leads to drift or waste of resources." Michael Fullan

Hopefully these quotes will get you thinking and reflecting. Stay tuned for Part 2, secrets 4-7.

This has gotta be the Good Life

2011-05-15T05:38:00.000-07:00

Have you ever been watching a movie and heard a song that you immediately found on YouTube followed by a concentrated bombardment of the "replay" button? This exact scenario happened to me recently. On a side note; if you want to annoy your spouse I would highly suggest this strategy.

As I listened to the lyrics and to the song I was almost instantaneously in a better mood. For the record, I was not in a bad mood to begin with, but my rather indifferent mood was upgraded!

Now, I am not going to say that everything in life is rainbows and cute little puppies because that would be unrealistic, and I believe in "keepin it real."

Both as Educators and beings of this universe we can't always control the things that happen in our lives, but we can however control how we react and respond. "A bend in the road," by Susan Phillips, (which I HIGHLY recommend you read) really had quite an impact on my new personal goal of trying to look at life through a much more optimistic lens. I think we all could benefit from more optimism and positivity both in our personal and professional lives... #justsayin

So, the next time something doesn't quite happen as expected or life throws you a curve ball, take a moment and put things in perspective before reacting. Think about Susan's blog post and think about the "good life." Be the exemplary model of control and poise. Don't relinquish your power by letting the situation control you. Go to your "happy place," and once you have achieved your state of calmness, think about the lyrics of this song and address the situation...

"Oh this has gotta to be the good life

This has gotta be the good life

This could really be a good life, good life

The hope is we have so much to feel good about"

My top 5 superstars for Educational Leadership

2011-05-12T03:47:00.000-07:00

Dr. Troy Roddy has been blogging for only a short time, but his impact on the blogging community and school leadership has been huge. At "The Art of Education," Dr. Roddy blogs predominantly about school leadership and the ways school leaders can reflect and ultimately effect change at their schools. I have found Dr. Roddy's blog posts to be inspirational, motivational, and extremely pertinent for anyone looking to have a strong positive impact.

Mel Riddile is a secondary principal who continually gets me thinking and reflecting on school leadership. His blog posts are specific and objective-oriented, as well as being concise and to the point. Mel's blog, The Principal Difference, should be followed by ALL school leaders.

Follow Todd Whitaker on Twitter, and read some of his great books. Todd is a former administrator who offers great insight into the world of school leadership. One of my favorite things about Todd is that he will engage in a conversation with you on Twitter without hesitation. Great resource here!

As someone who is still fairly new to the social media scene, Dwight Carter has been extremely influential when it comes to providing a realistic and relevant approach to school leadership. Dwight is a high school principal who has been sharing his principalship journey. I am most impressed by Dwight's unyielding positive attitude and commitment to excellence; "Be Great." Mr. Carter's Office is Dwight's blog.

Lastly, I would recommend you follow Chris Lehmann. Chris is the principal of The Science Leadership Academy. Though Chris' blog posts are not always contained to school leadership, he does a great job of highlighting some of the major issues school leaders need to be considering and need to be aware of. Chris blogs at "Practical Theory."

What great Educators would you add to this list...?

The dark side of collaboration...

2011-05-07T10:41:00.000-07:00

One of the most important things we can do as Educators is to spend the time talking and collaborating with our colleagues. Whether these colleagues are in our buildings or are members of our PLN, the added benefits of sharing and collaboration are undeniable.

Here is where it gets a little complicated...

Imagine there are two math teachers discussing ways to cover a particular concept or learning objective. As the discussion develops, great ideas and potential solutions are being shared, but then all of a sudden there is a difference in opinions.

The two math teachers are both extremely dedicated professionals who want to do what is best for their students, but the path toward doing what is best for their students could not be more different. Each math teacher has a fundamentally different belief on how to best deliver the instruction, as well as how to assess and track student progress.

There is no doubt that some strategies and methods work better for some Educators than others. The problem is, what happens when we KNOW that one particular strategy or method is better for students, but because of the philosophical beliefs of an Educator that strategy or method will NEVER be used...

I fully support and believe in Educator autonomy. We all got into education to have a positive impact on the lives of our students, and the path we use to achieve this impact SHOULD and MUST be of our own choosing.

How can we do what is best for our students while embracing and encouraging Educator autonomy while also recognizing the different fundamental and philosophical beliefs we may have of education?

This is a question that has been plaguing me for a while, and by no means do I expect to find the answer any time soon, but I am however interested in hearing what other Educators think.

Thank you in advance for your thoughts and reflections :)

Don't be afraid to act!

2011-05-01T17:18:00.000-07:00

On Friday I was doing my weekly duty in the main lobby. I have come to really enjoy this duty because it gives me the chance to greet many of my students as soon as they walk through the main doors. The simple act of saying "hello" while using a student's name can go a long way when trying to grow and develop student relationships.

As I stood there on my duty I noticed a young girl standing in the corner. She was standing alone and her head was directed toward the floor. I didn't think much of it...

Several moments passed as I continued my barrage of hellos and good mornings to my students. My eyes once again met the young lady standing alone in the corner. I thought to myself, "perhaps she's waiting for her friends..." I thought about it a little this time...

Another few moments passed and I was able to greet several more of my students. Just as the previous time, my eyes yet again came across the young lady standing alone in the corner. It occurred to me that this young lady might not be waiting for her friends, but rather she may be waiting for the bell to ring so she may go to class, as if the bell was some "freeing" signal that would save her from isolation and loneliness. I thought about it a lot this time...

I decided I would go talk to her and keep her company. Now, I know I am probably not the coolest person in the world, but just maybe this small conversation with me could help this student get her day started on the right foot.

Our conversation lasted maybe 2 minutes, because almost as soon as our conversation started the bell rang.

I immediately felt disappointed. My opportunity to help and connect with this student who was in need was shortchanged because I failed to act. I failed to respond in a timely manner that could have provided a more in depth conversation. Was this young lady's Friday a much better Friday because of our conversation...? Probably not, but I can't be sure because our conversation was so short.

Please don't make my mistake be being hesitant, and please don't push the responsibility of acting on somebody else. If you notice a situation where you can help or make a difference, I urge you to step up and do what is right. Your actions may not be remembered, they might not be recognized, or they might not even be needed, but I would rather we all error on the side of overacting than failing to act...

I just want to be a kid...

2011-04-30T08:47:00.000-07:00

Two separate and unrelated events took place in the past week that have really got me thinking:

Event 1: I took my mom and dad to go see Disney's African Cats, which I can honestly say was a very awesome movie. Now, I am 27 years old, and as I am sure you can imagine, there were a lot of little people in the theater with moms and dads, and consequently I felt old.

As we waited for the movie to start, I began to listen in on a conversation between two young kids in front of us. They were both elementary age students, but I don't know exactly how old. As I sat there listening to their conversation, I witnessed the transition from a conversation to a session of uncontrollable laughter. So carefree, having such a great time, consumed by laughter and happiness, most likely not a care in the world...

Event 2: Maddy (my 2 year old yellow lab) and I were sitting on the porch enjoying some fantastic weather, and we had the opportunity to watch a spur of the moment soccer game. The kids immediately divided themselves into two teams, and the game was underway in a matter of moments. There was no discussion, there were no disagreements, there was only a focus on playing and getting the game started.

As the game progressed there were a few disagreements on the score, but as quickly as the disagreements started the focus shifted back to the game and having fun. No parents, no referees, no rules; it was just straight up soccer and having fun.

As I reflected and thought more about these two events I became more and more impressed by the outlook and mindset of young children. I have only worked in a high school environment, and the mentality in a high school is to be "cool" and "tough." I am still trying to figure out what it means to be "cool" and "tough," but I will save that for another post.

Young kids have it all figured out. Kids see things in a way most adults and young adults could not even imagine. Kids find enjoyment and pleasure in some of life's most basic endeavors. Kids move past problems and issues without thinking twice, and most importantly kids know how to forget and not dwell on the past. Kids are modeling for us how we should be living our lives... why have I not been paying attention?

If you work at an elementary school or have/had young children of your own then you know what I am talking about; if not, try to be more observant and relearn something from the little young kiddos who have so much to offer.

What do you think...?

What has happened between childhood and adulthood to account for these differences...?

Why have we forgotten how to have fun and just be kids...?

An open letter to teachers...

2011-04-25T19:07:00.000-07:00

Dear teachers,

We have a lot of respect for what you do. Your job is extremely difficult, and we understand the many difficulties that encompass being a teacher. Your ability to lead an entire class is frankly amazing, and more importantly, you always seem cool, calm and collected despite what might be going on. There are times when we would love to be back in the classroom; there are other times when we can't imagine going back. Your job is definitely not an easy job, but as administrators, here are a few things we would like you to keep in mind:

1) - When we ask you and your fellow teachers for opinions and feedback, we would really appreciate it if you would take us seriously and put some thought into ways we can improve our school. We know you have a lot on your mind, but if we are going to take the time to ask you, we are doing it because we value your opinion.

2) - We love visiting your classrooms to see the students growing and developing, but when we visit a classroom and the students are having a free day or are watching a movie unrelated to anything of any real value, we are disappointed and feel as if the students are being cheated. We all have bad days and difficult things going on in our lives, but please make it a priority to do something valuable for your students every single day.

3) - Professional development is something we really enjoy, but please don't rely on us to plan and develop every single PD day. We want you to have a say and a voice in YOUR professional growth, and as such we would love to hear your ideas and suggestions. We also really would like you to take our PD days seriously and go into each session with the mindset of, "what can I learn today?"

4) - Can you please stop writing office referrals and sending students to the office for not coming to class prepared or coming late to class. We are here to support you and help you do your job, but if we are constantly tied up dealing with small and petty issues like this then how are we going to have any time to tackle some of the larger issues? Please talk with some of your colleagues and see how they handle these issues...contact the student's parents...take a moment and talk to the student BEFORE sending them down to us.

5) - We understand the importance of being visible and in the halls in between classes, but our administrative team is not very large. We will try our best to be in the halls as often as possible, but sometimes things come up and they need to be dealt with immediately, consequently we need your help. We need you in the halls helping to cover the spots we aren't able to cover. It's a group effort, and you play a crucial role in our overall effectiveness.

6) - Sometimes a lesson doesn't take the entire class period, or the students get done quicker than expected, but please do not allow your students to line up at the door. Furthermore, please do not let your students stand in the hallway as they wait to leave your class. Your class time is valuable and should not be discarded so easily. If your students end class 5 minutes early every day it adds up to over 3 weeks of instructional time over the course of the year. Think what your students could learn in that much time.

7) - Time is limited, and when we try to implement new programs we are doing so because we believe they can help students. Unfortunately, when we try to initiate a new program it seems as if a lot of teachers immediately disregard the program because they think the program will be pushed to the side and simply forgotten by next year. We realize it's difficult to implement several programs simultaneously, but they are aimed at improving the educational experience for our students. Please give our programs a chance before casting them to the side...our students could be missing out.

8) - When you were hired you were hired because we think you are the best, and because we think you are the best we want to get out of your way so you can do great things. We want to empower you, encourage you, and watch you take risks in an attempt to do some awesome things, but when we see you do the same thing every year we wonder if you really want autonomy. Additionally, we would be more than happy to provide you time to observe some of your colleagues if this time was used productively. Please be the awesome teacher you were hired to be.

Don't take this open letter as us trying to tell you how to do your job. As Educators we must all be open for suggestions and advice, and we hope that if anyone had any advice or suggestions, they would take the time to inform us. As previously mentioned, we understand all the parts of your job because we were once in your shoes, but we hope this letter provides a small reminder of how much your decisions and actions affect others.

Thank you for your time, and we look forward to your response,

The administrators

(Check out my "open letter to administrators")

An open letter to administrators...

2011-04-24T08:15:00.000-07:00

Dear administrators,

We have a lot of respect for what you do. Your job is extremely difficult, and there are lots of aspects of your job that we don't fully understand. Your ability to lead an entire staff and student body is frankly amazing, and more importantly, you always seem cool, calm and collected. There are times where we would love to have your job; there are other times where we couldn't imagine having your job. Your job is definitely not an easy job, but as teachers, here are a few things we would like you to keep in mind:

1) - When making decisions that are going to affect our classes or our students, we would really appreciate it if you would ask for our opinions and feedback first. We know you can't ask for feedback for every decision, but more often than not would be much appreciated.

2) - Will you please come to our classrooms more often. We are really doing some awesome, innovative and creative things with our students, and we would love to share our experiences and successes with you and our staff.

3) - It would really mean a lot to us if you would participate in our professional development days. As Educators, we all need to be lifelong learners, and the staff would be quite receptive if you were learning side by side with us. We know your presence can skew the way some Educators respond, but we feel that would only be temporary until your presence becomes common practice.

4) - Can you please refrain from blanketing the entire staff with a punishment/lecture when the problem lies with a small group of Educators, and not the entire staff. Just as we don't do this with students, it's not fair to do it with us either.

5) - Your time is extremely limited and you are always busy, but we would really love it if you were more visible in the hallways between classes. Establishing and building a school community are crucial to the school's success, and this is one of the easiest ways to show students and teachers we are all in this together.

6) - It would be much appreciated if you would include teachers, students and community members when developing the building's vision and goals. Additionally, it would be wise to revisit and redevelop our building's vision and goals, as society and the needs of our students are always changing. Lastly, we should really believe and follow through on our building's vision and goals.

7) - We love any new idea or initiative that can improve the education we offer at our school, but if we are going to add new programs would you please consider eliminating other programs that aren't quite as effective. Speak with students and teachers to determine which programs are really helping, and which programs we could probably do without.

8) - Lastly, the more autonomy and voice you give us Educators, the better we will perform. Allow us to do the jobs that you hired us for. Support us, empower us, and encourage us, but please don't control us. Tell us it's OK to take chances in an effort to do something awesome with our students. Provide time for us to see the awesome things other Educators are doing in our building. Please be the instructional leader you were hired to be.

Don't take this open letter as us trying to tell you how to do your job. As Educators we must all be open for suggestions and advice, and we would hope that if anyone had any advice or suggestions, they would take the time to inform us. As previously mentioned, there are parts of your job that we don't always understand because we have never been administrators, but we hope this letter provides a small reminder of how much your decisions and actions affect others.

Thank you for your time, and we look forward to your response,

The teachers

Check out my "open letter to teachers" as well.

Is blogging really worth it...?

2011-04-18T10:11:00.000-07:00

Ryan,

I really enjoyed your most recent blog post titled, "My Principal doesn't need to blog." I have a lot of respect for you, and I really enjoy following your blog and tweets. This particular post caught my eye and after putting some thought into it, I am ready to respond.

I am not an administrator, but I am aspiring, so I feel I have something to add to this conversation. Here are a few examples of administrators sharing valuable and useful information:

Patrick Larkin (@bhsprincipal) - Patrick works at a high school where they are preparing to go 1:1 with iPads. Fortunately for others, Patrick has allowed anyone following his blog to read his updates, thoughts, and reflections on his school's transition. Additionally, Patrick's high school hosts technology sessions for community members, as well as offers the opportunity to watch some of the more controversial movies related to educational reform.

Lyn Hilt (@L_Hilt) - Lyn has recently started a blog for her school titled, "Brecknock Happenings." Lyn is using this blog to help streamline communication among her staff, as well as inviting members of the community to see what is going on in the school. Lyn usually includes links and additional resources her teachers can use to improve their instructional practices. Additionally, Lyn is modeling one of the many ways blogs can be used in an educational setting.

David Truss & Dwight Carter (@datruss & @dwight_carter) - David and Dwight each shared posts about their #noofficedays (David's post, Dwight's post). Though the idea is not earth shattering by any means, it still brought attention to the fact that many administrators simply spend too much time in their office. I have personally shared these two blog posts with my building administrators, as well as several other administrators in neighboring districts.

Tony Baldasor (@baldy7) - Tony wrote an excellent post about transforming what a school or classroom environment should be like. I really enjoyed reading the post titled, "The Coffee Shop Dilemma," because it highlights the need of schools and districts to create environments that are appealing and suitable for our 21st century students.

Tom Schimmer (@tomschimmer) - Tom has just been a superstar when it comes to blogging. His posts are inspiring, enlightening, and most importantly, I am always in a reflective state after reading something he has written. Here is the link to his blog: "Learning-Leadership-Life."

Now, I would be willing to bet that while these great administrators were writing these blog posts they were forced to reflect and think about the programs and initiatives they were implementing, and as such they probably made modifications and adjustments. Additionally, though many of the comments were probably positive and in praise of such efforts, there were most likely a few suggestions and/or constructive criticism offered up through the comments.

I totally understand where you are coming from when you say a principal's time may be better spent doing "actual" hands-on principal type responsibilities; they are extremely important. Being visible in classrooms, establishing strong student & teacher relationships, embracing the wide range of school activities, as well as having time for your family, are all crucial to running an efficient and effective school.

However, think about all the great ideas that have been shared by these great administrators. I assume that most administrators wanted to get into administration to have a much larger impact. They felt having a positive effect just on the students in their classrooms wasn't enough. They wanted to positively affect the lives of an entire student body and an entire community. Well, here is their chance to help not just their school and community, but rather any administrator or Educator that comes across their blogs.

I have written several posts about why I blog and why I think it has helped me tremendously, and I believe I am doing all and even more than what my "typical" duties require of me as an Educator.

Ryan, I value your opinion and will most definitely continue reading what you write. You push me to think, reflect, and consider why and what I am doing as an Educator. For that, I thank you.

In closing, if and when I become an administrator, I will continue blogging. I will blog not just for my own sake, but also for those who are looking for advice and potential assistance when it comes to running a school. The ideas and pieces of knowledge being shared through blogs have enabled me to grow into a better and more well-rounded Educator, which in turn has helped me perform at a higher level when it comes to my "typical" duties.

You don't have to blog to be a great administrator or Educator, but I feel blogging just might be that missing piece between a great Educator, and a super great Educator. For the sake of myself and others, I hope administrators continue blogging so we can all learn and grow from their experiences.

- If you are reading this post please take a moment and check out Ryan's blog. Furthermore, I would like to thank Ryan (@ryanbretag) for starting this great reflective conversation.

What's your focus...?

2011-04-15T14:33:00.000-07:00

Dave Martin (@d_martin05) is an Educator who has really been pushing my thoughts and beliefs on education lately...and I love it! If you have not checked out his blog "Real teaching means real learning," you definitely need to.

Dave recently wrote a post titled, "Learning on a test day? You bet!" This post focuses on how you can assess your students while simultaneously giving them the opportunity to learn, collaborate, and share.

What an awesome concept!

I never put too much thought into it, but I have been using a very similar model with my German students for most of the year. The shift in my classroom has taken the focus off of grades and points, and now my students are focusing on learning, collaborating, and real world application.

The days of typical vocabulary quizzes and assessments are over. My students are now doing projects and collaborative type assessments. My 2nd semester final is going to a web based project where my students create their own set of standards and guidelines, and they do a presentation on something of their choosing that they are interested in sharing with others (all in German of course!). Check out some of the presentations my German students have created so far this year by clicking the German 2 and German 3 tabs on my Herr Tarte blog!

The most important takeaway I got from Dave's blog post is to simply step back and think about...

what are we really focusing on...?

If we are not focusing on learning, developing social and collaborative skills, real world application, and giving students autonomy and say in their education, then we as Educators need to make some adjustments. We need to help create an environment that supports student driven learning. We need to tell our students it's okay to focus on the learning, and to take a risk even if it means not getting the correct answer the first time. We need our students to be excited and enthusiastic about learning...not stressed or frustrated because they are worried about getting a bad grade.

What's your focus as an Educator? What are you doing to align your foci with your instructional and professional practices...? What are you doing that goes against the traditional norms of education to have more of an impact on your students...? I can't wait to hear how you are making a difference!

Will I see you in 5 years...?

2011-04-13T12:24:00.000-07:00

With all the educational reform talk, there is one particular issue that doesn't get as much attention as others. I have heard about this being an issue at the administrative level, but I have not heard too much talk about it at the teacher level.

Imagine for a moment that you and your family have a favorite restaurant with fantastic food and service. Lately, however the service and food have been sub-par at best. You begin to start thinking about the reasons for the decline in service and taste. Without knowing too much about the situation, I would be willing to bet that the restaurant has had some recent personnel changes, and turnover has been on the rise.

Mark Wagoner

Just like in any organization or system, when there are people constantly coming and going it can be difficult to provide a constant and steady level of service. Though I don't operate any organizations, I believe that personnel and turnover issues are one of the most important factors in the overall effectiveness of an organization...

There is a crisis we are facing in schools, and it's not just limited to the drop out rate of high school students. Almost 50% of teachers entering the educational profession will leave within the first 5 years. I personally don't see this number being accurate in my particular high school, but if this number is accurate on a larger scale, then there is a monumental problem that we have got to address if we want to improve education.

If Educators are cycling in and out of schools at close to a 50% rate every 5 years, how can we possibly formulate strong relationships with our colleagues? How can we develop a true district or building culture that represents all of the stakeholders? How can we constantly provide a high level of education for our students when half of us won't be there at the end of 5 years?

We have all heard of Educators leaving education because of increased accountability, difficult working conditions, low pay, layoffs, too much paperwork, and many other reasons. What we don't hear very often is what districts and schools are doing to keep Educators in the profession of education. This is where the power of the PLN comes in... :)

Please continue this discussion by sharing what your school or district is doing to keep new Educators in the profession of education. In particular, what programs or initiatives are being implemented to help ease the transition through an Educator's first 5 years of teaching. Also, what suggestions do you have for anyone wanting to establish an Educator growth and development plan focusing on teacher retention?

Thank you in advance for taking the time to read and comment on this pressing issue.

Additional reading: Public Education Faces a Crisis in Teacher Retention

Don't silence them...empower them

2011-04-11T14:30:00.000-07:00

Something that has been happening a lot lately in the blogosphere has really got me excited; challenges... From Pernille Ripp's (@4thGrdTeach) 10 picture house tour challenge, Katie Hellerman's (@theteachinggame) connection challenge, Cale Birk's (@birklearns) 10 picture school tour challenge, Larry Fliegelman's (@fliegs) #APR13 challenge, to my very own challenge...I am feeling the energy!

This is so awesome that we are able to get such a great group of Educators assembled to blog about information that will ultimately enhance our ability to share and collaborate.

To continue the streak of challenges, I wish to offer up one more challenge:

Whether you are a classroom teacher, a building administrator, or a district level administrator, I challenge you to relinquish some of your control in an effort to empower and develop those around you...

As a classroom teacher: Empower your students by giving them a choice in how they do their next big project. Allow your students to teach a concept to the class during your next unit. Ask your students for feedback on how you could improve upon a lesson or assessment. Ask your students to grade themselves on a set of standards of their own choosing. Take time to discuss issues surrounding education, and ways the students think it could be improved; it's their education after all...

As a building administrator: Encourage your staff to take part in developing a school wide vision. Empower your staff by asking them for feedback on current initiatives and programs being implemented. Pull several staff members (teachers & support staff) in your office and talk frankly about where they think the school is headed. Give your staff members more control and autonomy over their own growth and development. Be more of a facilitator, rather than an outspoken leader during meetings...

As a district level administrator: Develop building level administrators by inviting them to take part in district level discussions. Encourage and request both building administrators and teachers to assist in developing and refining the district wide vision. Ask staff members how they think the district could improve overall effectiveness. Provide students and parents the opportunity to provide suggestions and constructive feedback. Take time to visit classrooms and spend some time speaking with students about their experiences in the school district...

I really like the picture on this blog post. Of course, the dog could pull the kid and exert its dominance, but what would that prove? We all know the dog could and would win, but does that do anything for the little guy learning how to walk and handle a dog? Absolutely not. It's time to relinquish control...

So, please accept this challenge and empower those around you to reach new heights...give them a voice and a say when it comes to their education and/or their livelihood. I feel very confident that you will see a marked difference in your students and staff sooner rather than later. If you have time I would love for you to share your experience in a blog post, but if not I completely understand. A simple tweet about your experience would suffice. :)

Good luck and enjoy watching those around you develop and grow!