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.