Giving thanks

This weekend is the Thanksgiving holiday in Canada. It’s a time to sit back and be thankful for all that we have living in one of the greatest countries in the world. Given this, I thought this would be a good time to reflect on what has been going on since school began and to do some reflection.

The first month and a half of school has just blown past. I started a new position at a new school in August and it’s been a bit of an adjustment. Besides being in a new school, I have to commute for about 40 minutes each way. The drive, which is mostly highway driving, gives me plenty of time to think and ponder the many things that go on each day. I’ve moved from a smaller K – 12 school to a larger highschool in a different community from which I live. To add to the mix, my one daughter is accompanying me as we have transferred her to on of the elementary schools near the highschool. She has made the transition extremely well and has adjusted to life in a new school. In fact, given how her life has been the past few years, it is so awesome to hear her talk about what she does with her friends and all the activities that she is doing. Each day we get to spend time talking about the day and what has gone on in the time we drive to school and home. As a parent, it’s so great to have time to spend one-on-one with any child and this time together has allowed me to share stories and laughs with my 4th daughter. It’s built in parent-child time that many people don’t have and for that I am very thankful especially since she hasn’t had such a great time at school these past few years.

Being at a new school has strengthened my belief that it doesn’t matter where the school is or the size of the school when it comes to creating a positive school climate. What matters is the attitude and caring of the adults in the building. People seem to expect that, in a larger school, there isn’t the time for all students. From my experience, that’s not true. Instead, it’s the attitude that the adults/teachers in the building bring with them each day. If people arrive with a negative attitude, it doesn’t matter the number of children in the building, the attitude is still there, being shared with everyone. In fact, the smaller the populace, the more likely that the negative attitude will spread. And children, being the sponges that they are, will absorb that attitude and actualize it. Students reflect what they see in the adults around them. So, I’m thankful that I’ve been able to move into a position where, for the most part, there is a positive attitude about the school and the students which is reflected in the care and concern the staff has for the students. Some days are trying, as are some people, but a positive outlook goes a long way at overcoming the stresses and frustrations that everyone has no matter where they are or what they do. I’m thankful for all the great staff with whom I work.

In my new position, I’m no longer the principal. Although it has been a bit of an adjustment, I’m enjoying my more supportive role, helping teachers and students, working with the other administrators to create a positive climate for the school. Not everything is roses but it’s a nice change. I’ve learned that no person is an island but being a principal is very close. As vice principal, I have a changed role that allows me to do a number of different things because I don’t have the administrative responsibilities that a principal has and I’m developing a different skill set within more supportive role. I’m thankful for the role I have within the school.

As many of you know, I’m a firm believer in the use of technology to support the learning of students. My new role allows me to do that in a much greater way than when I was a principal in a smaller school. I’m helping staff to see that there are technologies that will help them to enhance their teaching and give students different opportunities to demonstrate what they know. In the short time I’ve been in the school, I’ve been able to get small things going that, I hope, will be the building blocks for bigger things. So I’m thankful for the opportunity to share with the teachers on a new staff, some of the things I consider to be important in schools in the 21st century.

Really, as people who live in North America, we have so many things for which we can be thankful. As a husband and father, I have countless things for which I am thankful, from a loving supportive wife to 8 awesome children who have taught me more about life and living than I can mention here. I have met some extremely wonderful people in the 7 communities in which I have lived and taught and the internet has allowed me to meet so many more people whom I consider to be “friends”.  As educators, we have the chance to reach out to touch, and be touched, by so many. We do have much for which to be thankful.

Happy Thanksgiving!

Oh how the mighty have fallen

Have you noticed a preoccupation by people to bring down people who are in positions of authority – willing to believe any bit of dirt or gossip. They’ll jump on a mistake, making sure that everyone knows that it has happened. Whether it’s people in celebrity positions or just those people in our society that are in positions of authority, people seem to take extra-pleasure in watching those in authority suffer for what they have done.

I examine this because I’ve once again experienced it myself. Now, what happened isn’t really important but I made a mistake, again! However, it wasn’t life altering and it was between me and someone else. Now, I know there is always fallout for mistakes and I’m willing to face the music. Hey, when you are an authority position you need to willing to admit you make mistakes. Making a mistake is human. It’s the gossiping and tale-telling that goes along with it that I don’t understand. Why do people take it upon themselves to make sure that everyone knows you messed up? I guess I just don’t understand.

Gossip has always been something that, as an administrator, I’ve had to deal with and rise above. I’ve had enough stories in the past 5 years I’ve wondered what people will do now that I’m leaving and going to another school. Who will people have to blame? In this particular case, what I did was just stupid but when I caught one of the staff of the school gossiping about it with other people a few times during the day, I began to wonder why? What’s the purpose? I mean, I’m moving on so what’s the point? Does it make them feel better? Does it justify their opinions? Does it make them feel better?

I don’t know. I don’t see the thrill in reliving others mistakes – glorying in their problems and, as an administrator, I definitely have the opportunity to see many mistakes by many different people – students, staff and parents. Even if I could, which I can’t because of the whole confidentiality piece, discussing over and over someone’s mistake just seems to be the wrong way to do things. Maybe once you’ve had to constantly try to find positive solutions and help people who have made mistakes, you realize that no one wins in such situations. No one gets ahead by making someone look bad.

Yes, I made a mistake. It was something that was said that I wish I could take back but I can’t. When I make a mistake, I realize that I have to take the fallout from it and be ready to endure whatever happens without defending myself or my actions. Wrong is wrong. But I don’t understand the pleasure people get from spreading bad things about others. As I overheard one of the people that was being told of my mistake “Well that’s just unforgivable. There’s no place for such things.” She’s right, in some ways. However, was it necessary to tell everyone about the incident when it was only between two of us? I was already having trouble saying goodbye – it was all I could do to endure the rest of my time. I guess maybe these people haven’t had to deal with mistakes or done wrong things or felt the impact on their lives of what such discussions will do. Needless to say, I’m still coming to terms that anything I did will be wiped out by this one mistake – which is part of facing the music that we who lead have to do.

As people mourn the death of Michael Jackson and media reflect on his impact on music and society, I was intrigued how so many articles had difficulty with how to portray him – musical genius or another fallen mighty. Even in death the fascination of the fallen pulls people as much as the genius. I guess I’m wondering why the fascination. Is it that we need to see others hurt or enjoy that others will have more misery than we do? Does it make us feel better to see those in authority positions fall and suffer? Has this become part of our culture?  Having dealt with more than my share of people who have had this happen to them, I worry that we underestimate the damage these acts. Do I think that I don’t need to be held accountable? Not in the least – I expect it. Is it necessary to ensure everyone knows a mistake was made? Only if the outcome one wants is to make someone suffer.

Ah well, I guess it’s part and parcel that comes with the making a mistake and maybe I’m making too much out of this. But isn’t it funny how we wouldn’t want our students involved in something like this – we know how much the gossip and hurt would create and yet, without hesitation, we’ll partake as adults if it gives us the upper-hand and feel completely justified for doing so, drawing others to our cause in much the same way that the children do and are admonished for when it happens. I guess that, as adults, our reasons for doing so must be much better. Yeah, that’s it. As adults we have a much clearer understanding of this authority thing and, really, some people need really need to be dropped a peg or two.

As one of the staff commented to me as I was leaving “I hope you find what you’re looking for” I didn’t know what to say. Can anything be said? I guess, like always, I have to take comfort in the fact that through all that happened while I was administrator, I was able to continue to keep the focus on students and learning and, in the end, that’s what its all about!

Are blogs going the way of the Dodo?

Summer holidays have officially begun, thank goodness and I’m spending some time figuring out what exactly I might do this summer and what I would like to accomplish in the realm of my own development. My last week of school was less than inspiring with a number of things happening that reaffirmed my thoughts about people enjoying watching those above them suffer but that’s a different post. Today I began with looking at my Google Reader and was amazed that, really, given the lack of attention that I’ve given it, there weren’t as many posts there to read through as I would have guessed. This might have several causes, one being that it is the end of the year and a busy time so people don’t write as much. Still, I wonder if we’re seeing the amount of blog writing dropping because other social networking, like Twitter and Plurk, are replacing that mode for some.

If you’re like me, I found the last few months tough to write. I was busy and just not feeling like sitting down and writing. I was, however, keeping up with my social networks, exchanging thoughts and interactions with a my connections through various social networks. I found that, although I didn’t have time to write too many posts for my blog, I did have time to check in and see how people were doing on Plurk and Twitter. I was able to keep up with what people were doing and how things were going.

In doing this, I was kept up on what was happening and the different things that were going on in the world of technology and learning. I read a few blog posts but spent more time communicating via different tools than I did reading blogs. Now that it is summer, I know that I’ll be able to spend some time getting caught up with some of my blogroll reading – I did take time to star a number of items to read. People will be busy doing summer things (like going to conferences which I don’t get to attend!) and just doing R&R things and then getting ready for school. However, once the new school year begins, will it again happen that the micro-blogging tools will once again become the primary tools while blogs will be again be left behind? If that is the case, do we need to begin examining how we can use the micro-blogging tools in our classrooms, adding them to our tools for teaching? Do we need to bring some of the popular learning methods that we do, like the online-conferences and the unlearning conferences to our classrooms?

Blogging still has its place, even in my schedule and life but it isn’t nearly as important as it once was because of the other social networks that I use to exchange ideas and thoughts with others. I like process of the writing that I am able to go through but, during a hectic schedule, there isn’t always time. Eventually, will the blogs go the way of the dodo and be replaced with micro-blogging aggregators that bring together the thoughts of many on a subject? Or do will blogs continue to exist having a crucial place in exchanging ideas and thoughts?

It was bound to happen

Well, I almost made it through the year without making a stupid mistake for which I need to apologize. I won’t go into details because, basically, it wasn’t one of my better moments. Needless to say, it was just something that fell out of my mouth without me thinking about it.

As an administrator, I’ve made a few major faux pas that have required me to go back and apologize. It isn’t always easy but it’s necessary since that is one thing I tell the students. Admitting a mistake is the path to healing and bringing closure to a situation. It’s something that has worked for me in my personal and professional life and has allowed me to learn and grow instead of stagnating. It’s through our mistakes that we learn and it’s through our learning that we grow and improve.

Over the past 5 years where I’ve been at the same school, I’ve learned to think more and say less and it’s a key to me improving at what I do. As I move on to a new school I hope to have learned enough hard lessons that things like this are part of my past. The way I look at it, if I can make all these mistakes in one place and then move on to apply my learning in a new situation the grief and stress I’ve been through will be well worth it.

As an educational leader I’ve grown sooooo much at my present location. Circumstances and personality have combined to put me in situations where I’ve made mistakes and then had to humbly seek forgiveness, not that I’ve always received it but, I’ve learned, that’s not my problem. People who want to hold on will hold on no matter what I do and will find something to hold on to if I don’t give them a good enough reason.

The past few years have been very hard on me and sometimes it seems that I was losing my mind as I worked through so many different situations. I’ve been in the perfect training ground as a principal, dealing with many different things that few of my colleagues in other, larger schools haven’t had to work through with their staff, students and community. Having said that, I’ve come to see that one of my great gifts is the ability to move change along, do the hard things and put things in place so that they can move forward. Many people won’t/don’t see that but as I reflect on what’s passed, I am aware that I’ve been able to stay the course despite what has been going on.

So, with this last faux pas under my belt, I look forward to what lay ahead knowing that my experiences will give me a great wealth to draw from and all these mistakes will be useful as I enter a new stage in my career. I’m confident that what is to come will be a positive change and allow me to grow as a leader in so many ways. I look forward to working with teachers on the technology side, helping them with integrating different tools into what they do and enhancing their strategies to reach even more students.

And now some rest. I’m physically and emotionally exhausted. I need to spend time with my family, surrounding myself with my children and soaking in their energy and love, rejuvenating my spirit and soul. Although we can learn from the past, it can’t be undone or changed so, as I left the school, I left behind all those things that I’ve carried with me for the time I’ve been there. What’s done is done. Stay tuned as, once again, I get myself back in line and begin to do some of the things I enjoy and share them with you. It’s been a while.

It’s just a bag of dinosaurs

As I begin to wind down at my present school, I’m noticing a few things about people that I will definitely need to remember and transfer as I make the leap to a new, bigger building. As I see it, sometimes educators get so caught up with the little things that we forget to step back and look at things from a much broader perspective. This past week there were a few things that reminded me that we need to really make sure we are getting excited about things that will matter not just something to create a crisis about this moment.

Point in fact, one of our younger students lost a bag of items from a reading backpack. Said bag was turned in but, unbeknownist to me, I gave it to a student who I thought owned it. Last week, more than a month later, it became a crisis of huge proportions as this bag was now the center of a massive hunt as 3 or 4 adults tried to figure out where it had gone. When I indicated that I gave it away, the crisis ramped up for now someone was going to have to pay for them – first the student and then the teacher – when in reality it was going to cost us about $6 out of our “rainy day” fund to replace the items. However, it was a major crisis as people ran around as if the sky was falling.

I recently had a student lose some work they were working on and that created a crisis. How could this student go back and rewrite the information after doing it once? Everyone was feeling bad for the student, except me, as I saw this as a learning lesson and, really, n0t a big deal. Heck, I’d spent more time doing budget plans and other documents and lost them. Nothing to be done but remember to SAVE often and get back at it. Yet, you’d have thought that this was a major crisis – it being an exam and all.

As we get closer to the end of the school year, I see more and more of how people handle the bumps of life and, unfortunately, many educators need to be reminded that, for the most part, many things are between a 1 and 2 on the 10 scale. A colleague of mine reminded me of this when they didn’t get a job for which they interviewed. “Really, it’s not a big deal. No one died or was hurt and I still have my job. It’s all relative” Now that’s the right attitude.

And when they leave…….

As educators, we need to help students understand that much of what happens that is a disappointment is something that is temporal and they will move on. For the most part, if they learn to deal with it in a constructive and positive manner, something will be learned and it will, hopefully, be avoided in the future. I become perplexed by how some issues become as big as they are and how people create a crisis when there really isn’t one there. Maybe they don’t have enough stress in their lives or something.

Students will need to deal with the unexpected and constant change as our society continues to evolve at breakneck speed. Being able to distinguish between the high importance needs and those that are small inconveniences will be crucial. This doesn’t mean we ignore what they see as problems but it does mean we help them to develop the skills necessary to begin to distinguish between highly important and low importance. If we allow the to treat everything as high importance, we will definitely create a situation where we have youth who are burnt out before they’ve had a chance to experience much of life. Really, we have to distinguish between what’s an important issue and what’s just a bag of plastic dinosaurs.

Moving on

It’s been a long time since I’ve had the inclination to put something on my blog. Life has been so hectic and I just haven’t had any real time to put the things I’ve been thinking into print. It’s not that I don’t have topics to discuss or anything but with a new baby arriving 7 weeks ago,  having to replace a teacher at the  beginning of June and deciding to take on a new position, I’ve not been able to take the time to do justice to some of the things I want to discuss.

This post isn’t about any of those things either. Instead, it’s about making the decision to move from my current location to a new job within my present school division. I’ve decided to move from my principal position in the K – 12 school I’m at to a vp position in a larger, 45o student 8 – 12, highschool in the community 45 minutes away which will mean a hole host of changes for me, maybe even changing my life completely.

You see, I’m all about growing and learning, not allowing moss spores to even land, never mind grow. I’m about expanding myself, putting myself in new situations in order to improve. Anyone who has read any of my previous writings knows that I’m a person who is looking to improve myself to be better so that I can help the students. Each day is an opportunity to grow and learn. So, after 5 years at my current location, I decided to go in a different direction.

Location wise, it is about as good as it gets. I only have to commute about 40 minutes. I won’t have to worry about selling my house or all those other things that go with moving. I won’t be living in the same town in which I am an administrator, I’ll be able to have Tim’s coffee everyday and I can enjoy just being a parent in the community in which I live, something I have never been able to do! My own children will not have me as their principal for the first time in many years, some of them the first time ever. My wife won’t be the principal’s wife and we can, in all essence, just live here. But that’s not why I decided to move.

In my present position, I’ve had to do a number of changes, something that has caused some people to be less than happy with me. I’ve come to accept that, being an administrator, I won’t be liked by all nor will people be able to understand the unique perspective I have of how things work or the inter-connectedness of so many things. Feedback from many parents is that things have improved under my time here and the changes have been positive and have helped to create an atmosphere where the focus is on students and their learning and growth. But that’s not the focus of this post either.

Moving on

Taking on new challenges and moving things in a new direction seems to be where people see my strengths. Having not been one to shy away from tackling situations is not a deterant to me. This current move was not, in fact, even in my consideration even when it became available. Instead, I was asked if I would be interested in such a move. At first I wasn’t. But after some consideration and  discussing and listening to what a few select others had to say, I realized that I was hesitant to move because I was more scared of the change than of the actual position. I have grown comfortable in the position that I am in. The mission and vision of the school are becoming more than just words on a paper – they are being lived out each day in the halls and classrooms of the school. I was comfortable and the path I was on was starting to become a rut. When I realized that, I knew it was time. It was time to search out new opportunities and new challenges, to meet new people and engage new parents, students and staff.

Many people have asked how I will handle being a vp instead of being a principal. Truth be told, I’m not sure. However, I do know that I have learned to view leadership as more than a title or position. It is the abilities and strengths one has and how they use them, not what position you happen to have after your name. It’s about how you engage and honour other people and work towards achieving the goals set before you. At times you are the leader while at other times, you are allowing people with strengths different than your own to lead while always keeping in mind the goal.

I’ve come to realize that I have weaknesses that would be determental to progress if ignored. To be successful at achieving the goals and mission of the school, I need to allow others with strengths in those areas to lead. And, when that isn’t possible, as sometimes is the case, I must learn, grow and develop through watching and talking with others who do have those strengths.

Positive Mindset

I’ve  come to realize that having a positive direction and focus is essential to making any type of change. Many times, I have read about the constant negative impact of this or that change, listened to how people are unhappy with how this was decided or how that was done while not realizing that, in fact, so many decisions and events are beyond our control and to be frustrated and upset about that lack of control is, in fact, counter-productive, creating a sense of futility and chaos that incapacitates people to the point of inaction and “ruttedness”! Negative things become self-fulfilling as people create the perfect opportunities to be able to say “See, I told you so!” It’s not that I think all lemons are indeed good enough to be made into lemonade. Instead, it’s realizing we have the opportunity to continue toward our mission and goals only by focusing what is within our locus of control and not wasting energy on what isn’t.

My new assignment has me doing some different things, teaching different subjects and I’m excited about that. I’ll be in a new place, meeting new people and taking on a new role. Being a vp will be a new leadership role for me. I’m hoping to be able to do more with technology integration and working with teachers in that capacity, trying out new things and expanding my own teaching. I’ll also be taking on a few new roles in the division and that is exciting. As with all moves from a place familiar and comfortable, there will be seperation anxiety but the fear is gone. Instead, there is a calmness that has settled in as I know that this new path, although a bit rough, will be filled with adventures for which the worn path I am leaving has well prepared me. Stay tuned as, once again, I go boldly forward into yet another wonderful adventure.

There is always more….

March and April were very busy months and it doesn’t look like May will slow down at all. There are deadlines to meet and, it seems, more and more evaluations and reports to do all the time. In this time of accountability, the growth of accountability reports has become a norm for educational administrators. Along with it, is the requirements to show, using the data collected, that goals are being met and new ones identified. Don’t get me wrong, I think being accountable is good. As professionals, it is necessary to demonstrate what has been accomplished. In fact, I believe that it is a necessary thing to do. Just as we expect students to demonstrate what they have learned, we need to be able to show what the students know and are capable of doing. It’s necessary. 

What’s needed and what’s necessary

As my wife and I expect the arrival of our 8th child, at any time now, I think about how people don’t seem to be able to comprehend how we are able to provide time for each of our children or give them enough attention. What I find is that, with the addition of each child, we, as parents, have had to make decisions about our time and how we do things and then, if necessary, eliminate something. For me, I don’t watch any tv. I watch a movie once in awhile but I don’t spend any time in front of the tv watching sports or any of the shows. At this time of year, during the NHL playoffs, it can be a bit tough since hockey is one of my favourite sports but I’ve learned that radio or internet broadcasts are just as good. In fact, I’m amazed at all the things I can do during the time I listen to a game. I’ve developed a real love of listening to sports, whether it be baseball, football, hockey or even soccer. During this time, I can do things with my children, like build a play center, play board games, read books or a multitude of other things. I’ve had to make accommodations because what I was doing would not work – there wasn’t time to do both things. So, how do we find time to be with all our children? Well, we make choices about what we need to do and then, when necessary, change what we are doing since there isn’t time to do all the things. 

No Learning Transfer

As educators, we strive to have what our students learn transfer to new situations. We want them to take their learning and be able to use it to solve new problems, to look at situations and see what it is they can apply from the knowledge they have gained. This isn’t happening at present when it comes to the model we are using with educators. When a new requirement for teachers or administrators is added, there isn’t a pause to adjust what is being done in order to allot time for the new requirement or adjustments made to what is presently being done in order to allow for integration. Instead, the present system is cumbersome with teachers and administrators trying to find time to do more without being allowed a chance to adjust, accommodate and make changes that will allow for the new demands. 

With each additional child, my wife and I have had to make adjustments and make decisions about what are “not negotiable, what can be altered and what needs to be cut loose”. Such a scenario is: not negotiable – time for me to exercise and be active, what can be altered – the time I take for such activities and the times which they occur, what needs to be cut loose – activities that take a great deal of time – golf and hockey. There just isn’t the time in my schedule for such activities with children. My solution is that I have to redesign what I do, re-evaluate my exercise needs and  make the appropriate adjustments. Now, do I wish I could golf and play hockey? You bet. In fact, I usually get a few rounds of golf in during the summer and play a few games of hockey but I cannot play either regularly. Instead, I look for other opportunities – like I coach most of the year. It allows me to be active, to some degree and be involved in sports. I also am able to sometimes coach teams on which my own children play. Double bonus!  I have numerous examples of how our lives require adaptation and change in order to meet the present needs. I cannot add any more hours to the day.

Educationally Speaking

In educational circles, there is a hesitancy to do an inventory of what is essential, what can be changed and what should be cut loose. The demands and requests grow but there isn’t any real thought given to what needs to be adjusted. With the changes that we are seeing all around, there is a growing pressure to add to the expectations of educators from various sides. The technology users want teachers to use technology in a way to enhance learning. There are pressures from government for indications that what is happening in schools is making a positive impact. There are pressures being put on all levels of education by different societal groups to demonstrate that what is happening in classrooms will prepare students for a future that isn’t all that clear. With all this taking place, the accountability factor has created a situation where there hasn’t been time to decide what is essential, what needs modification and what should be cut loose. 

It isn’t that people don’t deserve to have information and accountability is necessary but there needs to be more done to create a balance. Especially now, when we are seeing changes taking place at an ever increasing pace, just expecting people to “work smarter” or “prioritize” isn’t working anymore. Having a large family, I know that I cannot just “parent harder” but, instead, must examine what is essential and make priorities, modify other areas that still need to kept but cannot remain the same and then cut loose those things that just won’t work anymore. Until I started doing this, the feeling of being overwhelmed was constant. There just wasn’t any way to do it all. Once I realized that it wasn’t possible to just add more things without something giving, it became much easier. Now, with child #8 about to arrive, I know that things will be changing and I’ll need to make decisions, some of which won’t be easy but not making those decisions will just create greater difficulties. 

In education, there is enough information about what works in schools. The studies and articles that examine what needs to be done to make changes are available yet, for some unknown reason, we continue upon a path that has become so well worn that the ruts are deep, so deep that they might indeed be mistaken for graves. There is no pause to examine what is happening,  just more added to the cart, so much so that teachers are overwhelmed, administrators are overwhelmed and, from what I’ve seen, central office is overwhelmed, with everyone trying to demonstrate they are capable. It’s not a situation conducive to growth, change and renewal. It is difficult to do any of this in the present educational environment yet it is absolutely necessary if there is going to be growth and change. You cannot use the same parenting style with a 2 year old, 10 year old and 17 year old. Each child requires that your approach be suited for them. In order to do this, you need to take time to identify what will work and what you must discard. Stumbling blindly ahead just won’t work – I’ve tried this. Instead, I had to seriously examine what I thought I knew about parenting and make changes. 

Always learning

The learning does not stop, as parents we don’t know it all and at times, we don’t seem to know much at all! I do know that without constant reflection, discussion and renewal, things would be much more difficult. Trying to do it all isn’t possible. Being able to make decisions about what is essential and important is necessary so that we don’t become overwhelmed in the face of the endless possibilities that we face each day. Over time we have had to make adjustments and changes but by being clear on what is important and essential, we have been able to face the challenges and pressures that have come along. 

As an administrator, it seems apparent that in education there is the need to do the same. With the pace of change increasing, schools need to change the path they are on, change how they interact with what is new and become better at shedding what is no longer working. It will be difficult but we can no longer ignore what is taking place or add more to what educators are doing or the ruts will truly become much more than just ruts.

It’s all part of the job, isn’t it?

This could be a rant and rave about a few different things. I could use my energy to discuss several things that have been on my mind regarding a number of negative factors that have been eating away at my time and my energy. However, as an administrator, I’ve come to realize that no matter how much energy I expend trying to bring about positive growth and help the students and teachers and become more positive, I cannot counter-act the negativity of those who refuse to do anything but look for the negative. To them, I will always be insensitive, uncaring, a bully, a control freak and all the other things which can’t be written in a space such as this. They will see only what they want to see and interpret what I do in only one way – negative.

So, to save my sanity and continue to focus on the positive and remember that it’s the students who need to be the center of my focus, I’ve had to come up with ways to counteract this negativity and keep it from growing within the school. Here are a few strategies I’ve been using to help myself so that I can continue to be the educational leader that the school, students and teachers need.

1. Get into the classrooms and observe and interact. This has been one of the best ways I’ve found of overcoming the negativity from these people. By going into the classrooms, observing what is happening and interacting with the students, I see how much positive is really going on. Because I have the privilege of being able to do this, I can see  how positive students are about what they are doing. Yes, some of them will complain but, for the most part, the majority of them are positive, despite what they might say to the contrary.

2. Review the areas of growth that have occurred in the past year. Each year we set goals as a staff in areas we would like to see growth besides just academic areas. For the most part, we improve each month in these areas, exploring ways to help each other to be better at what we do.

3. Objectively examine the complaints. This I find really helps me to focus on how small the group that is negative really is. In fact, by doing this, I realize that the number of people who are negative is very small compared to those parents who are very positive about what is happening at the school. Of course the latter don’t call the Superintendent or write the Ministry but they do tell me or someone on staff how great they think our school is and the improvements that they are seeing in what we are doing.

4. Go to my PLN and talk. I don’t give any details but I do express my frustration at how events unfold. It never fails that someone will say something to help me focus on the positive and remind me that, ultimately, we can’t make everyone happy.

5. Do something which I know will help someone in the school. Whether it’s a teacher or a student, this helps me to not become embroiled in the negative thinking. Rationally, I know that these people who are negative are in fact negative about many different things. However, it is easy to allow one’s emotions to take charge so, to counter that, I focus on doing something positive, to help someone. It breaks the cycle of negativity that definitely could start.

6. Read about something positive that is happening. There are many good things happening in education. Heck, there are many great things happening right in my school and in many schools in my division and elsewhere. By not buying into the negativity of others, I am able to move onward and see that there is much that is positive. And, realize that there are probably negative people who are part of these communities too!

7. Document the problem and then move on. Each day I document the activities in the school and the conversations and interactions that I have with students, parents and other people. After something negative, I try to document what took place, focusing on the topic and not the emotions that were involved. This helps me to separate how I may feel with what happened and to reflect on what I did. I will use this later on to reflect on what I might have done differently or what might be going on that is bringing about the negative reaction. Of course, you can’t always make others happy but you don’t have to be dragged into their negativity.

8. Interact with the staff. Like getting out into the classrooms, I take time to talk with staff and focus on the positive that is taking place in the classrooms throughout the school. It really helps to share a laugh and discuss how wonderful and great this or that has been going.

9. Go for a drive before I go home. I find this really helps me to not take the negative things home. If I go stratight home, sometimes I haven’t had time to debrief myself. So, when I get home, there is still residual negativity floating around me. I also will go workout or go for a run. Lately, with all that has been going on, I’ve been missing those things but I make sure that I take time to not allow the negative to be carried home.

I can’t stop people from being negative and doing some of the things they do or saying the things they say. Working in a small community, it doesn’t take long for one or two negative people to find others who will gladly join them in their misery. I use to allow myself to be dragged down by them. Now, I realize that no matter what I do, these type of people will always find the negative – they will not like how I do just about everything but that would be true no matter who sat in the principal chair. That doesn’t make what they say any easier to take but when someone has a complaint, I hear what it is and do reflect to see if their criticism is legitimate and if I’ve indeed been in the wrong. If that is the case, I will seek out to offer an apology and correct what I can. Even with people who are chronically negative, I will wait to see if they have a legitimate complaint but, if after reviewing what they have to say, I may just have to accept that there is nothing I can do and allow it to go, no matter what it is. As educators, we don’t have the luxury of rebuttle but we do have the opportunity to rise above what is happening. The road little traveled is often more difficult to navigate but the rewards are far greater than following along with the crowd. Students, more than ever, need an example of someone who is willing to do what is right, seek out to do the best despite the opposition and stand firm on their decisions. It isn’t easy but, by trying to be this way, one avoids going down the easy path and, hopefully in the end, there will be those who see what you are doing and support you because of it.

The Perfect Fit?

My new class this semester is a grade 12 Social class. One of the topics we are discussing is the idea of models and how they work, why we have them and reasons they change. In the class, we discussed the one model they are all familiar with and know very well; SCHOOL.

The present model in which we function has served us well for many generations and has served society. However, it has become apparent that the model is not doing as well as it once did. As a class, we began to discuss the model and examine it as being a model. We broke it down into different aspects of the model framework: patterns, people, perception and environment. As we went through these different aspects, we began to look at what things we could change to improve the model. I then assigned this to students, who were free to work together to discuss and then come up with their own model of learning.

It Wasn’t That Much Different

As I went through the assignments, what became very apparent was that these students are already shaped to think inside the model. Instead of exploding the model and looking at it from new perpsectives, students were still focused on classes, bells and the delivery of knowledge. They did discuss the environment and “rules” that they would like to see changed. However, they didn’t really expand beyond where we are presently. In fact, when I began to throw out some ideas of changes, some of the students were even resistant.

We’ve moved on from that discussion and those assignments but it really made me wonder why these students hadn’t tossed out the current model. So, my curiosity made me go further and I went back to ask why students hadn’t exploded the model. For their part, it was the idea of change, the idea of the unknown and the uncertain that really kept them in the present model. They didn’t know how a new model might work and are comfortable with this model with a few minor changes. In fact, when I suggested that we move the model away from the 2 month summer break idea, they rebelled. “How will I earn money to go to university?” “What will be able to keep up my car payments?” “Three weeks isn’t long enough to rest!” They had many more  reasons for sticking with the current model for just the holidays. 

How did we do this? We’ve a group of young people who, in the short time at school, have become so use to the model that the thought of changing it too much really made them uneasy. Now, I know this may not be a typical reaction by students but it does make me wonder if it is just the adults who would have trouble with a new model of school.

We’re All Learning

Learning is something we continue to do. Sometimes it small increments that we don’t really notice and sometimes it’s the “aha” moments. It doesn’t matter how old we are or our profession, our gender or race, religion or political thoughts, learning is something that we all do.

At a few different blogs  and other online places there has been a renewed discussion regarding the whole “immigrant/native” thing. I bring this up here because students, in the discussion, didn’t see the technology they use as adding to their learning. In fact, it was only by discussing the features of their cellphones and what they were capable of doing with them, that the whole matter became a serious part of the discussion. What was more important to them was the time at school, the quality of the teachers, the assignments and their being relevant, the school environment (no more hospital colours!), the furniture and access to better and newer texts and information. (I’m not making this up!) They wanted to be able to use their cellphones and such but not for learning but for communicating – keeping in touch with others. Yes, the students have the access to technology but, like many teachers, they don’t use it in the learning arena for learning. Their use is just as limited as many of the adults around them. They may have been born surrounded by it but, regardless of what the proponents say, they still need to learn how to use it to its greatest advantage. Like all things, there are those who are exceptions but my experience is not that students, growing up “immersed in the digital technologies” know any more about using it beyond simple communication than the adults around them.

Instead, I see this as a great opporutnity to actually crack the model of school and bring about learning changes as we introduce students to the power of these tools at the same time that teachers are learning how to move from being “knowledge holders” to being more of “knowledge enhancers”, assisting students to stretch and move beyond where they are at the moment. As educators grapple with inclusive classrooms and differentiated learning, they need to be moved out of the current paradigm of school but so do the students. Yes elearning is a great thing but, my experience, having been involved as a teacher and administrator for the past 5 years, is that you need to help the student learn how to learn using this method. You need to help them access their knowledge that is similar and then begin to transfer their skills. Yes they may be able to play videos for hours and be engaged but it isn’t the same as learning online and their are specific skill sets that students need to acquire to make their experience successful. In fact, I spend more time getting them to access their knowledge of online gaming, and getting them off the games, for the situation they are in than I do actually helping them with the learning they are suppose to be doing. And, yes, some students don’t have any trouble but they aren’t the majority. Many find it frustrating as they learn the technology whild trying to learn subject material.

A New Paradigm?

This experience has me wondering if we will indeed see changes in the present school systems as quickly as we think. I use to think that within 5 years we would begin to see significant changes. Now, I’m not so sure. My discussions are opening a whole new arena that, up until now, I was taking forgranted – they know about technology and will just slide right along. Yes, some of them will but some of them aren’t as tech savvy. For most, they know a great deal about very specific things, texting for example, but when it comes to using technology in a learning environment, in a new and different way, it doesn’t transfer. In fact, most of my students haven’t heard of twitter, plurk, slideshare, animoto, googledocs and many of the others tools that I use. They know very little about Facebook other than how to paste photos and add comments. Their understanding of online bookmarking and rss readers is nonexistant. Their ability to use Word or other software is very limited. In so many ways, they have so much to learn about technology and its uses that they are, ahem, immigrants themselves.

A Perfect Fit

If so many hadn’t bought into these notions, we would probably have a perfect fit. Teachers, unsure of the tools and students, unsure of the tools, both moving along a learning continuum. Sometimes the students would be ahead of the teachers with using the tools but the teacher, with the knowledge base they have, being able to guide and help the students to challenge themselves and expand their knowledge by asking them critical questions, probing and giving suggestions, helping the student to use the tools to further their understanding. It’s a perfect match!

So, back to the social class. We are using different tools but I am realizing that I have to teach the students how to use them as many find them frustrating since they are new and different from basic tools they use. I am toying with having them take part in a Flat Classroom Project but I feel they need to know a few more things. I know it would be a great experience but I am wondering if I have the time – as an administrator it is a very busy time of the year. (I really should be correcting instead of writing this post so I can work on administrative things tomorrow!) We are going to continue to explore this whole idea of “school” the rest of the semester, in different ways. Maybe, by then, I’ll have a more complete idea of how this transformation might be possible.

Do I need to draw you a picture?

Over the past few weeks I’ve been doing some reading, when I have a few moments, both online and the hardcopy book/magazine version. There have been a few different things that have me pondering and wondering about what we are doing in school and how things will change and when we’ll get around to looking at how change will affect what we do at school. 

Being rather overwhelmed with a number of different managerial tasks these past few weeks and having to increase my teaching time, I really haven’t had time to focus on the educational leadership side of what I do. However, this past week at our last Administrators’ meeting, we were asked to do a number of things that really have me thinking about school, learning and the whole paradigm shift thing. 

Portfolio - My Administrative Story

We’ve been asked to gather together different artifacts and categorize them under different headings to demonstrate various aspects of our leadership. Everything from shared leadership to continuous learning is part of this portfolio. Of course, being the keener that I am, I began to put my portfolio together a few years ago knowing that it is going to be essential if I were to search for a new position. However, I hadn’t put all the innards in their right places so last weekend I took some time and sifted through my collection of artifacts that I had assembled. What I found noteworthy was: I had a number of items that demonstrated continuous learning, contributions to educational learning, leadership and community, leadership and school and the various activities in my present school with which I have been involved. What was missing? Pictures. I don’t have a single photo of my actions and what I’ve been doing over the past 5 years. Actually, I have few pictures of my teaching and administrative  journey. Contrast this with the portfolio of a young teacher and their is a huge difference. 

So I lack photos. But in this culture of the picture, where everyone is snapping digital pics with their cameras or phones and then posting them or saving them, it would seem that photos are essential to telling the story of one’s life/career. Without the pics there is an empty spot where coloured glossies should be showing what was happening. Especially now when you can take, oh, 4000 pics on a single card and stash them on your harddrive or upload them to Flickr or Picassa, it is even easier to gather the visual story of one’s life and put it together for others to see. 

Is it Really That Important?

Are visual representations really that important in a portfolio? My small investigation into this has produced a resounding YES! In fact, they are as important as all the letters and other items since they demonstration interactions or actions that cannot be conveyed as easily in words. Saying you do community work and a set of photos showing you do community work do have a different affect. Not only that, but they create a longer lasting impression for the person that is viewing. 

The Shifting Paradigm

People are mostly visual – or so I’ve been told by a number of people especially my wife who has commented more than once “Do I need to draw you a picture?” Visuals help us in remembering things, in making connections and, if you are like me, reminding me of things to do. Funny how my wife telling me to take out the garbage three times isn’t nearly as affective as the visual of opening the shower to find the garbage bag. (And, no, I didn’t ask her why she didn’t take it out herself. If the garbage bag ends up in the shower, get the message and just take it out.)

So, while I’ve been waiting in hockey rinks this weekend, I pondered how this shift should be affecting how we do things in school and I came up with these things;

•  we need to take advantage of the visual tools of the web to help students create connections instead of giving them notes on the connections. There are enough mind mapping tools out there that the only excuse we have for not using them is they are blocked. 
• we should be getting students to incorporate more visuals into their storytelling and their demonstrations of knowledge. Let’s face it, a picture says so much and the right picture/chart/diagram can make clear something that is hard to put into words. With the number of creative commons available photos and such, students should be learning to bring the word and picture together just like we see in textbooks!
• bullet point slides are dead and we, as educators, need to take advantage of the tools available to pose questions that push students to think and challenge their present knowledge. All teachers should be learning the art of the presentation and then using it to engage students in questions that challenge them, are present and have some connection to their lives. 
• use visuals to help students make connections between their lives and what is happening in school. 
• be open to students’ desire to share their knowledge in a number of ways. This doesn’t mean that they don’t have to write well but, instead, we encourage them to give story to the visuals they select. 
• connect dots, create webs, draw inferences – use the visual to communicate with everyone in school – not just the parents. One of my favourite scenes from a movie is when, in Teachers, Nick Noltee has given a young student, Ralph Macchio, an assignment and allowed him to use a camera to take pictures and present the information visually in a slideshow. Really, that movie was before its time – I still recommend all teachers watch it as it captures all that could be but isn’t. Best teacher – Richard Mulligan – awesome!!
• draw on the visual to make connections – help to make things real by giving visual examples of history, literature, social problems, mathematical problems, science and the rest. And if we can’t find a visual, have students create it. 

We need more 365 programs in school

I’m not sure if everyone is aware of the 365 picture meme or whatever it is now but it has people take a picture each day and post it. Many people I know from my PLN are taking part and, from all accounts, it’s a great way to begin to take time to focus on the world around in a visual manner. Kind of a “Stop and smell the roses” idea. So, why aren’t we doing this in classes? Why aren’t we having students take pictures that reflect whatever we are studying and have them comment on them? Or, finding photos that they can use (CC available) and putting together conversations using different online tools and getting feedback? What’s holding us back from taking advantage of the mushrooming explosion of online photos that are available to the public or having students use their own to build knowledge, bridging between in-school and out-school. 

We need to begin to take advantage of these tools and this shift to the visual. For the first time we have inexpensive and easy access to visuals and images that could add so much to what we are doing in school. Combine these with the ability to record audio that goes along with the visuals and we have a powerful one/two combination that we are not using enough in school but is so vital in the social networks in which people are involved. Writing is powerful but, as we begin to explore the possibilities of the visual and audio, we need to embrace these and incorporate them. 

This Dilbert cartoon says so much!

                                                                             http://www.dilbert.com/2009-03-07/

What are we waiting for? What’s keeping us from surging ahead? Why does it seem there is denial that it is possible and available? 

I’m not sure but I know I’ll be seeing how I can do this more in my own teaching.