From Theory to Practice

pjhiggins Twitterpoll: If you could have your administrators read one book this summer, what would it be?

This question comes from one of the administrators who has become part of my PLN over the past year. Now, before I go into how I responded, some of the replies were:

ssandifer @pjhiggins wikinomics

chrislehmann @pjhiggins Moral Leadership — Thomas Sergiovanni

Now, there are a few topics that I believe are becoming essential for administrators to have a working knowledge about:

Data and data management

Economics and global influence

Leadership and the leadership role

Assessment and Curricular Planning

Technology Integration

Students, parents and school community relations

Helping All students reach their potential

Conflict Resolution

Now, the list could be endless but I think that these topics, although very broad, will give an administrator some guidelines. One cannot possibly be up-to-date on all the topics of education but it is important to have a grasp of those things that significantly affect education. Some people might argue that there are other topics that could be added and they’re right. Some might disagree with the way I’ve set this up and so be it. The point is that there is no one book that will “be” the book to read. It might give us some insight into a particular area of education or school or economy or society or…. but it won’t be definitive.

So, what is my suggestion for a book or two to read through the summer? Well, my answer to the question was:

@pjhiggins “You’re a Good Man, Charlie Brown” (Charles Schultz) or “Scientific Progress Goes “Boink”  and “The Days are Just Packed” (The last two are Calvin and Hobbes books by Bill Watterson.)

What the? probably just ran through your mind. This is suppose to be for school administrators. What in the world do these books have to do with that? Well, nothing and everything. These are comics and, on their own, have nothing to do with being an administrator. However, they are about children, written in such a dynamic manner that they capture the angst of that time in a manner that I have yet to see done by any of the many books that I have read. In fact, it is during times when I’m very unsure of what I’m doing and where things are going that I often turn to these books, or others by the same writer, that I find inspiration for where I am going.

It’s from these images and stories that I find more real ideas than from many of the “expert” books that I have read. It’s the fact that these two writers are able to so magnificently capture the angst/joy of childhood and youth in a way that allows one to see beyond just what is there.

Life is a Comedy (of errors?)

As a young administrator, I was going to fix the schools of their problems. Yes I was. I had the answers and once people saw that I had them, everyone would listen, we’d bring about sweeping changes and I’d climb the steps all the way to the Division office in a few short years. Really. I mean, I’d spent 10 years honing my craft in middle year classrooms, working with incredible teachers, learning from them and beginning to explore how connecting students and curriculum was so important. I was ready.

Apparently, the rest of the educational world wasn’t quite ready for me and I was definitely not ready for what was follow. Let’s just say, I had a bit more than my eyebrows singed in my first years as an administrator. Now in my 8th year, I understand that I know very little, I have very little power and school administration is not even close to what I thought it was going to be. I was, in truth, completely clueless.

Don’t squirt lighter fluid on a burning fire

Truth be told, my learning is increasing each year as I see relationships that need to be explored and then look for information and ways of learning about the different parts of the relationships. As the school year screams along, I try to keep up with different ideas and thoughts regarding education. I also try to keep seeking out ideas and thoughts from outside education, looking for ways to blend and merge, to create an experience that is less “unreal” so students can experience “the real world” well before they exit from school.

In doing this, I sometimes find that I use to squirt lighterfluid on bonfires which, if you’ve been camping, can be quite interesting depending on the size of the fire, the amount of fluid and the distance from the fire. I’ve since learned that this type of activity does nothing but create a much larger fire that usually singes hair off your body. (note - a person looks stupid with no eyebrows or eyelashes!) Instead, I’ve learned to that fires do not need any additional fuel from me and my job is to make sure they stay under control and are put out.

Cartoon Heroes

When things get really intense with my job, which is about every few hours, I’ve learned that if I take myself too seriously, I will make mistakes. That’s when a few moments to refocus and recenter is so important. My inspiration at these times is a Calvin & Hobbes cartoon. No matter the situation, it makes me smile and reflect. The theory is always useful but it’s the transfer to everyday situations and individual moments where it really counts. Sometimes it isn’t always easy to do and sometimes, it’s downright gut-wrenching. It’s times like that, when the two worlds are colliding and I’m searching, I spend a little time seeing what the comic philosophers have to say. It’s not that I’m looking for one specific answer. Instead, I’m looking at people and humanity through different lenses. In fact, most of my heroes come from those pages - heroes that may not save the world or always be stronger, faster and stronger. They’re my heroes because they point out our human follies and virtues in ways that are accessible to everyone.

So, my suggestion for reading during the summer might include a few “educational” books but it definitely will include those comic philosophers who will remind me of the importance of staying in touch with all aspects of being human. I’ve so much to learn. When I first stepped into administration, I had so many answers. Now, I have so many questions and, as an administrator, it’s all about the kids - all kids. I’ve felt like many of the characters in those pages. So, if you excuse me, I have a coffee table that needs some nails and a ball team that needs a pitcher.

Transformative administration

Our school just finished DEAR reading time - 15 minutes of each day dedicated to reading. My book of the day is Transformative Assessment by W.James Popham. I’m just comfortably started the book and enjoy the dedicated time I can have to just read. Today I read a great line:

Instruction should not be an Ouija-boardlike game in which teachers guess what to do next.

I’m thinking that this could apply to so many areas of what we do in schools. In fact, as I’ve read, listened and reflected this year, it seems we need to really take the guessing portion out of what we do. We have enough knowledge about learning that we really don’t need to any guessing.

Over at Leadertalk.org, there have been a couple posts regarding dealing with teachers who are, for whatever reason, not doing as well as they should be in the classroom. The first was by Scott McLeod and dealt with dealing with teachers that were not meeting expectations. This was also the basic idea of Greg Farr’s post.  I read through these posts, thinking about what my role as an administrator, what I am currently doing and what I need to do. I look at how our school is functioning, what is going on in the building, how  people are feeling and a whole host of other factors and assess what areas need addressing.

Needs to be addressed

Now there’s lots of information on Transformational Leadership but this isn’t going to be one of those. In fact, this is going to be how administrators need to be willing to transform themselves, assessing what is happening around them and honestly evaluate areas that need to be changed, develop ways of doing that change and seeking advice in going about that change.

Just as classroom formative assessment helps teachers to address what is happening regarding the learning in their classroom, administrators need to be doing school formative assessment, adjusting what they are doing to help the learning that is taking place in their school. Just as teachers need to adjust to the students in the room, helping some more than others, partnering them, praising them and giving them constructive criticism to help them improve, administrators need to do the same.

Both Scott and Greg, and all the people who responded in the comments on those posts, addressed an issue that is sometimes hard for administrators to get a handle on - the teacher not meeting expectations. Now Chris Lehmann, in his commented noted that:

what of the struggling teacher? What of the teacher who is open to help, who is learning the craft, but has not mastered it yet?

I’ve known many, many teachers whose first year… even second year… were nothing short of train wrecks, but who were at nurturing schools with administrators and colleagues who helped them improve and became excellent, excellent teachers.

We have so many teachers in our systems whose potential remains untapped… let us not write them off before we have done all within reason to help them to become the teachers we need.

I agree with Chris, so does Gregg by the way. What about those struggling new teachers who need that help? It is important to help them and move them along, giving them access to tools, resources and other assistance to improve what they are doing. It is crucial to support them as an administrator and help them to become reflective professionals. But what about those teachers who are going through some sort of mid-career crisis? Those who seem uninspired or unmotivated? Or the teacher with only X number of years left? Or, or or or? What is an administrator to do?

This is where I see administrators being crucial in helping these teachers to move along, one way or another. They need to have the necessary tools to be able to be truthful with these teachers and offer them their support, not to get them out of teaching but to help them transform themselves. This is where reflective administrators can be examples for teachers, being willing to examine what they are doing and, if it isn’t benefitting the students, be willing to make the necessary changes very similar to teachers who change their instruction after they do formative assessment and identify areas their students need support.

Another way that administrators can be transformative is in their approach to changes and new ideas. My experience is that there are three ways administrators approach incoming changes: 1. Resist 2. Wait, evaluate, adopt 3. Jump in. The first and third are ones that, although popular with particular teachers, are not good for the school as a whole. The second allows for the staff to become somewhat comfortable with the change before things begin. In fact, as an administrator, I’ve learned that unless it is an emergency, the second approach is very practical for most decisions. Taking time to evaluate, find some data and do some thinking, is essential in making changes that are less disruptive and receive better reception from staff. This doesn’t mean all staff will like the changes but it does allow for a period of transition.

The technology thing

This is one area that I feel many administrators do not do as well as they could. In fact, my experience, although limited to what I hear and read through my PLN, is that many administrators are poorly informed about technology and resist or poorly informed and jump in. Too few are willing to take the time necessary to learn about different technologies, inquire about educational benefits or have enough information to at least discuss these with people who are dead against them.

Administrators must be the educational leader at the school and being unwilling to explore and question, discuss and inquire does not set the stage for being a leader that is willing to support and help those teachers who are struggling. I too often hear about teachers being moved or transferred because an administrator feels threatened by the “power” the teacher has with other staff or the way the teacher questions his/her ideas or whatever. It’s a sad day, indeed, when administrators in schools cannot see that they are to be the supporters of teachers who doing great things, helping teachers do great things not being power-brokers.

Administrators must begin to leverage the power that technology can give them - see that it can help them with organization, time-management, paperless work and staff communication and all types of things if managed correctly. It can also give them options that they didn’t have before like attending a web-based conference or class, using a video conference for meetings instead of driving or sharing documents without plugging up the email. It can also free up time which will allow administrators to get into the classrooms and build relationships with students and teachers.

Misleading title

The title was misleading on purpose. It set up the idea that there was going to be a discussion on the skills and traits of transformative administration. Instead, I wanted to focus on what this type of leadership does for the students, teachers and school and some of the key ways that it can also help the administrator. I know that it has sure helped me in building my PLN, gathering information, finding answers to different questions and other things. It has allowed me get connected with parents, students and staff. Best of all, it has allowed me to get in tough with the important things for me and allowed my passion for learning to grow and trickle out and affect others. I’ve come to see learning as a never-ending process that we have somehow turned into a grind for students and teachers. Exploring different ways to bring that passion back is something that motivates me and I’ve realized that the new technologies give me an advantage - something that I’m trying to pass on to other administrators. My work has just begun.

In order to fly, you have to let them go!

Today was another monumental day at school. For the first time, students were brought together to create the policies and consequences which they will follow in the upcoming year in the areas of attendance, lates, cellphone use and leaving school during the day. Areas, which up until now, had been the sole domain of the teachers and, usually, the principal.

When I arrived to take over the principalship almost 4 years ago, attendance was an issue particularly relating to students arriving for school, and class, late. It was particularly bad in grades 11 & 12. Being my first year, I watched and tried to figure out some way that this might be addressed so that the problem might be reduced to occasional occurrences not daily happenings. Over the next three years, I drew up different policies but they just didn’t work as a result of a number of reasons on all sides. This year, instead of coming up with a new policy, I tossed it back to the teachers telling them that they needed to solve how to handle the lates in their classes. That didn’t work. We continue to deal with a number of students who, for no other reason than they can, arrive late for classes in the morning and after lunch and, for some of them, in between.

As an administrator, it was starting to feel like the problem was unsolvable - the will just wasn’t there. Then, through a series of unfortunate events, I was left feeling that, if we weren’t able to deal with these issues, we certainly wouldn’t be able to deal with the bigger issues of drugs, student mental health, bullying and all those others that land in our hallways. So, I took a leap of faith and went to the people with whom these policies needed to work - the students.

Today, after lunch, I had the students in grades 9, 10, & 11 assemble in the library. I then explained my plan. They were going to set the boundaries for the following areas: students being late, students skipping classes, students leaving campus without signing out and cellphone usage. I explained that for three years these problems had continued without there being any real improvement. We’d tried a number of things and none of them worked. I needed them to identify what was acceptable in these areas, give boundaries for students and suggest consequences that students would have if they didn’t comply. I explained that these things we were talking about were mostly part of the Education Act, except for the cellphone use. These were areas that were part of the law and needed to be addressed. As with cellphones, we needed to come up with something that worked for them and for teachers. I spoke about how this was something that few students in schools get an opportunity to do and, depending on how things worked out, could be the start to many different issues that were part of how the school functioned. I trusted them, I explained, and was willing to give them the chance to demonstrate that they could do great things, “they could fly”. I then turned them loose with chartpaper and markers. 65 minutes later the last group handed in their ideas.

I’ve only had a few moments to go through their ideas but I can tell you that they took this very seriously and, without an exception, have come up with some great ideas for each area. Combining the ideas of the groups will result in something that is very clear to the students and very powerful. The one area that really struck me was the use of cellphones. Without an exception, each group agreed that they wanted to be able to use their phones during breaks but, once in class, they were to stay away unless called upon (calculator or agenda) and no texting was to take place. They gave consequences that were straightforward and reasonable, for the most part.

This type of thing happened for the other areas although there were some that were a bit “too strict” and some a bit “too wide-open”. However, it was clear that the students were wanting to be part of creating a solution. After this was done, I didn’t have time to talk with staff and won’t tomorrow because I’m at an all-day meeting. However, I’ve had some conversations with students and all of them have stated that the only way that this will work is if EVERY teacher follows through and doesn’t allow exceptions for particular students. This was mentioned for each of the grades that were represented. They wanted what they did to have meaning but know that all teachers must be using the guidelines. They expressed frustration with what they saw as double standards and were using this opportunity to voice their frustrations. They don’t want me to be the only one who goes about trying to implement their ideas.

They’re right. All teachers must be willing to embrace the chance these students have taken. I thought I was the only one taking a chance but, really, they were also taking a chance - a very big chance. They were willing to seriously consider what might be done about these things and they want those people who have the authority to follow through to do just that - to honour the work that they have done.

As a parent, I am always so proud when I see my children do something that I know has caused them some great inner struggle. Well, today I was very proud of these youth. They demonstrated that, given the opportunity and guidance, they can discuss, debate and deliver on a task that, up until now, has been difficult for staff to agree upon and follow through.

It’s been that kind of year

This year our school has taken the first steps toward having students being functioning members of the learning community and not just the beings that show up after we, the adults, have decided what should happen. They have had equal input into our school Code of Conduct, they have representatives that sit on our School Community Council who give us advice on particular ideas and they have now taken the first steps toward creating a true learning community, where all partners are part of the process. The crucial part will be getting teachers to work alongside the students - being there to help and guide them, assist and question them and, if need be, provide the discipline that is needed to help them. We’re a long way away from some of those schools that make headlines and are model schools and only time will tell if we can take what we did today and improve upon it. But, I am encourage and excited about the possibilities, seeing such things as our School Representative Council becoming more than a body that plans pep rallies and spirit days but instead being a place where such things as class trips are discussed and planned, electives for senior classes are explored and major decisions about how students act and interact are drafted.

We’re not done!

To add to this, on Thursday evening there is a meeting scheduled for staff, parents and students to discuss what types of electives they would like to see offered for our seniors. For the first time, instead of deciding what we will offer, we are going to have parents and students give us their ideas about what they would like to see happening at the school. Another huge step toward bringing all members of our learning community into the learning process. We’ll see how that turns out!

Where’s the fire?

This week has been busy and it’s only Tuesday. It is the annual music festival in our community and I have 5 children participating in several categories plus my wife is doing a duet with one of the girls. It is also drama festival week which means our highschool drama troupe is hard at work practicing for their upcoming performance at the regional drama festival. The dance group that shares our multi-purpose room is preparing for competitions this weekend, two girls going. Too add to this it’s tax time, staffing is in full swing, teachers are a bit stressed as report cards for our seniors go out next week and our computer system isn’t working correctly so mark transfers are not working.

However, none of the above has to do with what I want to write about except to say that thanks to an interview process that had me driving, I was able to listen to a great interview of Christian Long by Alex Ragone . What was great about the interview was how Christian kept returning to the whole idea that this schooling thing isn’t about the school design or the books or the technology. It’s about the human relationships.

As I go from one activity to another, I watch my own children interacting with all sorts of different people - the piano teacher just before they play, the others players, the adjudicator, their dance instructor or drama coach or ….. In each instance, I’m seeing youth interacting and doing things that many adults would be incapable of doing - connecting with an audience through a medium of choice. In fact, tonight as I watched my daughter play a character coming from a broken home where she was the caregiver to a small baby because her mother was incapable, I was moved. I was moved, not because it was my daughter but because of the connection she made. This happened with all the main characters - a play about girls - who performed. In each case, the vignettes brought the auditorium witnesses to point of magnificent silence; they made a connection. It was powerful in the way only drama done by young actors can be powerful.

As I listened to Christian this afternoon, he reminded me that it’s the connection - the human relationships that exist - which are the most important connections in school. This was reinforced in Stewart McLean’s Vinyl Cafe episode entitled Wally (you’ll have to download via itunes to listen) - which describes the events that take place when a beloved school janitor is made redundant. It’s worth the listen if for nothing else than the message of the banana muffin. It’s all about the relationships. I know teachers who will never do what that janitor was able to do.

Relationships

Whether it’s our best friend from school or someone that we have met along the way and to whom we have developed a bond, deep human relationships are very important to us. We may continue to develop these relationships through various means but it is our f2f interactions that really cement and make them. For youth, this is also true. I’ve watched as my own children have continued friendships long after moving. They may keep in touch over the net or whatever but it is the f2f ones that really impact them, cementing the relationship that was started many years ago.

As I listened to Christian describe what he learned going back to the classroom, I was reminded that we are not so much in a business of giving information, that’s Google’s job now. We, as teachers, are once again being asked to delve beyond the layers of information and make connections, relationships, with students that will push them to explore new ideas, challenge their own thoughts and understanding of the information and encourage them to develop a voice for themselves so that, when it is time, they can reach out to that audience and touch them.

Why the rush to Informationalize?

In our content saturated world, there seems to be a discongruency between the demand that students “know” something in order to move through the data demanding systems which have developed, or are developing, and, then upon leaving, their need to use a different set of skills that they have not been asked to seriously develop in schools; presentation to an audience and use of information to deliver a message - original in nature. There is this preoccupation to pump information at students, asking them to demonstrate they know the information but not asking them to use it for any purpose, other than testing, or to express it in any various ways, except on a test or assignment. They aren’t asked to convince anyone or deliver a pitch very often. They are often asked to defend their ideas - 5 paragraph essay format. Oral presentations are not really valued or taught yet many of these students will be required to work and thrive in fields that require extensive use of language and oral presentation skills. Just think of Miss Whatever State - she could have had some more help with that.

Where, exactly, is the fire?

We are aware of many different reports that demonstrate that to achieve all the goals and outcomes that are currently in the various curricula in any given place, educators would need much more time and, therefore, they end up choosing what they deem as important or what the textbooks deem important. We rush and push students, some whom are not ready for what we are asking them to do, to “learn” information that, at this point in time, is accessible to almost everyone in order to pass a test. Then, when they are done “at school” they leave and begin to relearn how to learn through experimentation, trial and error, modeling, mentorship and a host of other methods, the skills and tools that will be necessary for what they are doing. Yet, we spend little time on presentation of ideas and creating new from the information that we have.

How am I going to stem the fire?

In some cases, I don’t know if I can. However, we do have the opportunity to build in these skills through the methods we choose to have students gather information and present what they have understood and how that understanding has changed, or reinforced, their thinking.

Currently I am in the process of examining the manner in which we deliver electives to our students. One of the first things I am suggesting is that we meet with our future grade 10, 11 & 12’s to discuss what they would like to see. I know that larger schools may not have this option but it is one thing we can do and should do. We can then have very direct and open dialogue with parents and students about what they might want to see for options. A second idea is to allow students the option of having a project based class where some of the presentation skills and information gathering skills will be taught and used, not through a formal class setting but through project advisors who will work with students. This would also include having parents involved in some manner in a support role for the student, aware of the progress that students are, or are not, making. We are also discussing the way we offer classes - maybe moving to longer class periods and the option to have some blocked time for students in electives.

All of these and others are just ways for us to build the relationships in our school which, I believe, will enhance the overall learning that takes place. Good teachers can use whatever tools fits the moment because they have a connection with students. These are the teachers that we all remember from when we were in school. It wasn’t really their content mastery or the tools they used - it was how they touched us and the relationship we developed. It was the delivery of the content, their passion, the way they pushed us or a million other things. It was “a” connection.

I still believe learning how to use Web2.0 tools is essential for teachers and doesn’t let them off the hook for knowing how to use these tools and incorporate them. What it does mean is that this is all about human relationships and knowing when and how to leverage those relationships with various tools only enhances and builds the relationships. We teach people. Younger, sometimes smaller but none-the-less people. Each of them deserves a positive relationship with an adult - a banana muffin toting janitor. Doesn’t matter the tool, it matters how we use them to enhance the relationships.

Who’s responsible for school morale?

School morale - the ambiance and atmosphere that permeates a building when you enter. It’s reflected in the way the students greet one another and how teachers interact with the students, teachers and parents. It’s part of how visitors feel when they enter the building and staff feel when they exit on Friday afternoon. It consists of thousands of interactions and reactions between individuals as they spend their days together. It’s elusive but tangible. You know when the morale in a building is good and when it isn’t.

It’s been my pleasure to work in a number of schools with great morale. They were places where, no matter what was happening or what was coming at the teachers, they looked to the positive, and to each other, to work towards creating a great school. It was our desire to do the best we could for our students, working and sharing our school lives, that helped us to live, love and laugh. Each of these staffs suffered through tragedies but we supported and helped one another.

At present, as an educational leader, I can see that the school where I am is not what it could be. There is a tenseness in the air - a sense of foreboding, almost like people are giving in to the pressures that surround them. It was brought to me that, ultimately, the morale of the school is my responsibility (and fault if it is negative). Now, as educational leader, I see that I have a part in creating the atmosphere in the school but am I solely responsible? If so, what are ways of looking to improve the morale of the people in the building? If not, what suggestions do you have for looking at the problem and coming up with a solution? Any feedback is very welcome.

Why are you a principal?

Last week I had the pleasure of hanging out at the teachers’ convention with Rob Wall, a teacher, techguy, Posse member and all round good guy. We had some great discussions about technology, kids, teaching and other parent stuff. On Friday, as I was dropping Rob off, he asked me “Why do you continue to be a principal?” or something like that. We had been discussing the various things that go on at schools and I was lamenting about some of the bigger issues that I was facing in the upcoming weeks.

Truth be told, I can’t remember my answer but it was something like:

I became a principal because, as a teacher, I wasn’t able to affect changes like I wanted. I knew that I wanted to help children and being a principal would allow me to help them in a different way. I remain a principal because, despite some of the things that go on, I think I’m the best person for the position and I want to make a difference because, at the end of the day it’s all about what’s best for the students. I don’t believe anyone else could do as good of a job as me.

Now, that may sound a bit big headed but since our discussion, I’ve been mulling that question over, turning it around and around because it is something that is at the core of what I believe as an educator. You see, to be an educator for any other reason really doesn’t make sense to me. For one thing, you sure could do better in the financial realm if you were in a different profession. Given how the demands on educators have continued to grow, there are less demanding fields of work where not everyone is an expert. Teaching is not for the faint of heart.

To help children is the core of what it means to be in the educational profession. To serve others knowing that much of what you do will go unnoticed is a reality with which educators live and teach. Like other fields of service, educators are a cornerstone of any society no matter what form they take within that society. They have the incredible task of passing on the knowledge of the society. It is a daunting task and often not appreciated.

Now, as a principal, I’ve learned so many things and grown in so many ways as a person in order to meet the expectation I set for myself of helping children to be their best. Sometimes it is a wonderful thing, like when a student tells you how much they have been influenced by you. Other times, it can be very difficult as you walk that line trying to help someone without pushing them away but knowing that you can’t drop your expectations. Trying to find something that will connect in order to pull forth the positive that you see within that person can be very difficult and trying. Sometimes, you have to draw that line in the sand and stick to it.
As a principal, I’ve learned that being liked by everyone is not possible. In fact, there may be people who don’t like you because of the stand you have to take. It is during those times, when you are sometimes alone, that the core of what you do needs to be clear as it will be tested. If that core is not solid, you will have a very hard time withstanding some of the things that take place as you take that stand. Over the past few years, I’ve learned that not everything you deem to be important is seen the same way by others around you and to take a stand on everything will really just wear you out. You will become a statistic. However, you will need to stand firm at times and that is when your core is so important.

Being able to reflect on “What is best for the students?” and make your decision based on that is vital, I believe, to being an effective educational leader. There will be times that you will not be leading but will be required to be a strong supporter and allow others to use their talents. During these times, people need to know that you will give that support without conditions. During the times when you must lead, knowing what your core belief is vital to how you manage and work through the situation.

Why am I a principal? Honestly, some days I’m not sure. As an educational leader, it sometimes feels like I’m trying to herd chickens in a tornado. What’s the point? I’m going to end up bruised, covered in feathers and other stuff and more chickens will just come to replace them. It’s at those times that I really have to reflect on the core - what’s best for the child? Making a decision during those times and standing firm will be a test. Thus far, I’ve been able go to that core and it has stood firm. Do I always make great decisions? Nope. Do I sometimes make BIG mistakes. Oh yeah. Learning to admit mistakes, take time to reflect and honestly say your sorry to a child is one of the most humbling experiences I have ever had. (I’ve done it more than once.) Knowing that, as a child, they may not let it go is difficult and will test your core when you have to look past the defiance to see the person before you.

Why am I a principal? I’m not sure. I didn’t even consider becoming a teacher until I was married and needed to find a career that would support a family. To this day, I’m not sure why teaching was where I ended up. Many people say they always wanted to be a teacher. Not me. In fact, in school I pulled some pretty nifty stunts, well they were nifty when I was doing them. Now, I often rely on that experience now when dealing with students - knowing that some of what they do is just adolescent judgment which is just not completely developed.

Why am I a principal? I really can’t give more of an answer than I gave to Rob. Truthfully, I’m not sure. It’s a combination of many different things. I sometimes wonder if I really have the talents to be in this position and if what I’m doing is really making any difference. Really, it is ironic, in a kind of twisted way, that I ended up where I am, doing what I do. Many of my school friends still laugh and just shake their heads. “Really, a school principal?” Big chuckle and much head shaking.

Why am I a principal? Because…. that’s who I am. Rob, thanks for asking.

Let’s meet them at the door

I’ve been really busy of late with all the things that go on in the life of a parent, principal, coach and community member. My senior boys basketball team is showing signs of becoming a real contender - which means that we have to play more - with more nights away. I’ve also been working very hard on getting some of the policies for our school ready - reworking areas that just don’t seem to fit. I’ve been expanding my use of various web2.0 tools including such things as Jing, VoiceThread, Animoto and other tools. Now this is because I’m hoping to do a session at the upcoming Tlt Conference in Saskatoon in May. I am focusing on tools that can help administrators to become more familiar with what is available and begin to use the tools in their own lives. I’m hoping to use Jing to create a Jingcast of some of the tools I hope to use plus add to my admin wiki some of the things that I am learning and working on during this time.

Tonight, after reffing and coaching a bball game, I was able to sit in on Alec Couros university class using Ustream. During this time, one of the participants, nnoakes, asked a really good question about the whole networking idea. George Siemens, who was guest presenting on Connectivism, had just mentioned some of the major educational bloggers in his presentation. The question posed was something like:

How does the network open up for new people as most of the people mentioned refer to one another in their writing and their own network includes one another.

I also wonder this. I recall a commment that once directed me to some advice on becoming more widely read. It included commenting on other bogs, writing regularly, keeping the topics current, referring to what you’ve read and so on. Well, I must say that it’s a lie, as far as I’m concerned. Many of the big names were there at the start and continue to grow their readerships because they were there at the start - and rightly so. Some have done some great work with connecting classrooms and including technology in their teaching and this has grown their readership. Some have interesting comments and make controversial comments which brings them readership. The rest, well, we write on, sometimes having a good post that draws attention from readers or we manage to be noticed by a blogger with a large reader list which brings in readers.

As the number of teachers who enter different networks grows, it will be interesting to see how things pan out. I know that I’ve seen the frustration in a number of bloggers who find it very disappointing that it is so hard to get comments or interaction. Having commented on a number of blogs, I know that it takes a great deal of time to do this. Some say it pays off in attracting readers. I’m not convinced. I’m not convinced that, like all other areas of our society, there won’t be just a few major players whose writing is followed by many while many of rest will continue with a very small readership, occasionally attracting readers because of this or that.

My reasons vary but mostly come down to this:  most of the big name bloggers are not full-time teachers or school building administrators and are outside looking in. There, I said it. There is only so much time in a day, there is only so much time to do reading and commenting and many are finding that to be committed to a network requires time that many teachers do not have. So, if you are a well known figure, you can pop in and out of twitter and leave a few posts and then not appear for a day or two and people will respond to you. The rest need to build and nuture our networks - commenting and building, building and discussing, discussing and sharing. Any time away and our network moves on - not really leaving us but not allowing us to just drop in.

Now, we do make some personal connections, especially if we can meet f2f with people from our network. This really adds to the relationships, strengthening the bonds but, like most teachers, the chance of attending a major national conference and meeting these people is, well, not that likely. Those who do get this chance, appear to build and strengthen their network in ways that are different than others. With many of well known names, they meet one another at these conferences to get reaquainted and reconnected. Their conversations have references and such that those not attending cannot share. It may not create an exclusive network but it does affect those who are involved. So for others trying to get involved, it becomes even more difficult as they try to make sense of it all.

Maybe we need to really go out of our way to help those just joining the community and network. Mentor them and introduce them to different educators. Really share ourselves with them instead of allowing them to find their own way. The idea similar to what happens with new teachers. Those who have mentors tend to develop in a much different way than those who learn by trial-by-fire. Education, unfortunately, is know for the latter and not the former. For so long, we have not opened the doors to new people but instead allowed them to make it on their own. Maybe, as we explore these new venues and tools, we need to toss open the doors and do more than just invite them in. We need to meet them at the door and help them find their way. We need to check in on them and see how they are doing and share cool ideas or tools with them. Those of us who have some experience, need to share that with others and maybe go beyond just our blog sharing. Maybe we need to meet them at the door, welcome them and help them with what they are doing. It’s one thing that does work in school.

Do I have the passion?

First off, let me congratulate Chris Lehmann for a very successful conference at SLA. From all that I have seen and heard, the Educon2.0 was an incredible success. It is obvious that Chris had done a tremendous job of facilitating this learning experience for all who attended.  As Tim, 0ver at Assorted Stuff  posts,

I’ve never seen a school, where there is such a sense of community and collaboration. Students and staff at SLA really seem to be equal partners in the learning.

Indeed, this is a goal that schools all over are trying to achieve. With the focus on improving student learning being at the core of what schools are about, it seems that Chris and the teachers at SLA are on to something. It is obvious from the various reading that I’ve done, that those who attended were swept away. I mean, even ijohnpedersen commented that Once a year I get serious on my blog. Today felt right. Reflections on Educon Philly. http://snipurl.com/1yk4b 

As someone who couldn’t attend the conference, I am grateful to all those people who are sharing their notes and their links to the different sessions. It will take me time to sift through all these and digest the information. I agree with Tim about

However, more than anything else we need to continue and expand the discussions that began this weekend.

Improving education from the outside has never worked, not in my lifetime. The only way anything is going to change is by working from the inside.

We need to continue to expand the community of educators that was in Philadelphia this past weekend.

Exactly. We need to reach out to teachers and help them to begin using the tools.

However, this post is not about that. This post is about one administrator, who has for the last 15 years or so, has been working to bring technology into schools. This post is about how one administrator wants to reach out to other administrators and help them to understand how education can change, needs to change, as technology becomes a part of everyday life. It is about how one administrator continues to look for ways to network and make connections but, living the life of an administrator, doesn’t have the hours needed to do much more. You see, one other thing struck me in Tim’s post.

Another thing great schools need is a strong leader as principal -so I’m thinking maybe we could clone Chris.

Ok, so that’s not very practical. Instead we need to work to help our administrators understand that more trust in our kids and giving them more control over their own education can actually improve their learning. Test scores, too.

Then one of the commentors left this comment-

I couldn’t agree more, and it became painfully clear today as we held the second of three faculty interviews for a new lower division principal at my school. I left thinking, “where’s the passion?” Chris definitely holds the patent on passion in administrators.

First, I have no doubt that this wasn’t aimed at all administrators  but it did grate me some.  Oh well. Move on and I probably would have but I kept on reading through my RSS feed and came across Scott McLeod’s post over at Dangerously Irrevevant that was a follow-up to an earlier post. Now, Scott links to his earlier post, a follow-up post by Pete Reilly and Others who have commented. He finishes by saying:

We need to teach administrators about this stuff. Take a post like mine that gets some play (and also is of interest to school leaders) and show them how this works. Show them that the learning is in the dialogue and the interplay of ideas and that it’s not difficult to do. They need help seeing the power and potential. Lend a hand, won’t you?

As one administrator who’s working his tale off and trying to make a difference, I’m kind of deflated at the moment, to be honest. I don’t have a hope of being able to hold a conference or be able to do national presentations about technology and the power it holds for administrators. Heck, I don’t even get the chance with the administrators in my own division.  I might get a crack to actually do a small presentation at a small conference later this year, if my proposal is approved. I work pretty much in isolation, trying to gain insights and support from my small network. I’m trying to change things in my own school to make technology more accessible but am not always able to make headway. I’ve shared my own teaching experiences using technology, everything from using gliffy and bubbl.us to creating podcasts using audacity and trying out some of the online video editing software to sharing the use of social bookmarking tools, blogging and RSS readers. I worked to try to begin a ning group specifically geared to administrators and technology use but it’s not getting the response that I expected even once I threw it out to my twitter network.

Do I have the passion? I think so. But right now my passion is really burning wondering what a guy has to do to get someone to listen. Okay, maybe that isn’t passion but it’s still burning.  Most administrators I know are working in a situation where they have way too much on their desks. They are trying to do things that are being dictated from above while being pushed by the teachers within their own buildings, often with more than one competing agenda. Heck, I think technology is extremely important but I don’t have the time to always be up on what’s happening on Twitter or seeing who’s leading on twitdir. In fact, I’ve grown to really like Pownce because I can see it having some real use for my staff and even for students in particular instances.

All-in-all, I’m pretty frustrated with all this talk about administrators being the ones who are highlighted for needing help. In my experience, they are only a part of the puzzle. In fact, it is just as important to bring all the stakeholders online with this need for change. Policy and focus need to support the actions of technology use so that schools can move from casual use to assimilation where the technology no longer has that “wow” factor but is just part of the learning environment. This requires more than just getting administrators on board. It requires a reshaping of culture in order to see that learning does not span certain a period of time but is, in fact, a lifelong pursuit that begins at birth and continues until death.

Yes, I have a passion - for doing what is best for the students that come into the school each day. Sometimes, I have no time to even think about technology with all the meetings or dealings with students who are struggling or who are mad or bullied or …. and never mind those who don’t want to be in the building. Then there are parents who don’t agree with how we do things or how I do things. Like most public school administrators, I deal with whomever comes through the doors and whatever baggage they are carrying and try to make things work for them. If passion was all it took to get things done, I’d have accomplished much more in my time as principal. But it takes much, much more.

For those who are serious about wanting to have their administrators become better engaged with technology, send them over to the ning. I’m hoping it’s a place to share and grow as learners. My experience is that, like teachers, administrators listen to other administrators. They don’t have to do more than just look around but I’m hoping to bring together a collection of what I’ve gleaned over the past few years in regards to technology, learning and leading. Actually, I’m hoping to have others contribute - my stuff won’t take much space.  

What are you doing?

There’s a Calvin and Hobbes cartoon that has Calvin hammering nails into the coffee table. His mom comes in and freaks, saying “What are you doing?” There is a pause and then Calving replies “Isn’t it obvious!”

Sometimes, this is how I feel when I’m working with the various tools that I use each day at school. I think it’s obvious what I’m doing, kind of like hammering nails into a coffee table. And it may be obvious to others who are using similar tools and doing similar work. However, I think that many teachers react like Calvin’s mom - in some type of disbelief and shock. It looks like we’re hammering nails into their coffee table.

So, I wondering, in the same vein of my previous posts, what 5 tools do you think would be the best to use with teachers so that they don’t think we’re hammering nails into that coffee table.

My list looks like this:

1. pbwiki - staff wiki of information and events with calendar of school-wide activities.

2. eye-jot - introduced to me by Alec Courosa - just something fun that teachers can do. It is amazing how you can get teachers using things just for fun.

3. Audacity - recording using the computer lab instead of tape-recorder. Students like wearing headphones and having a microphone!

4. Zoho business - introduction to online desktop. Slowly beginning to look at using online document sharing.

5. Google Earth - there’s just so much to do with this program.

Okay, I now pass this on to the following three: Julie Lindsay, Mrs.Durff, David Truss

They can choose to participate or this will die a quick and sudden death.

Looking both ways before entering the new year.

 The new year has arrived and I’m spending time back in my hometown visiting family. It’s always nice to come home to take some time to just visit and catch up. It gives me time to do some reading and blogging and just reconnect with my family - dysfunctional as we are. As I drove home, a 6 hour trip, I was reflecting on all the things that have taken place during the past year and looking forward to where things might be going in 2008.

As I look back at 2007, I marvel at all that has happened since I began really blogging in January 2007. I mean, I’ve met and interacted with a whole variety of different educators and technologists from around the world. I’ve learned a great deal about what tools are available and some of the great things that are being done in classrooms all over the world. I’ve been able to interact and expand my knowledge of teaching and learning and the impact that the technological tools are having, or could have, on the classroom.

As an administrator, I find myself to be a somewhat oddity in this blogosphere ether that we inhabit. I’ve come across a few regular principal bloggers but the list isn’t very long. Ive also read many a blog where principals are one of the main stumbling blocks in getting technological tools into classrooms. As my last post indicated, I’ve come to realize that these tools will become necessary components of teaching and we need to become active in promoting use before someone else comes to tell us what and how to use them. As an administrator, I’d better be assisting my staff in working with these tools and looking at ways to help them become part of the teaching pedagogy in the school.

As I look forward to 2008, I see ever so unclearly that we need to reconceptualize the way we go about doing “school”. As the web grows and tools become more available, it will be necessary to decide what and where these tools will be used. I mean, just look at the tools available at go2web20.net and you’ll see that there are multiple sources available for anything that you wish to do. I spent a few days just surfing and checking out many of the sites that are listed on this site. Some I found to be very userfriendly while some just didn’t do what I wanted them to do so I looked for another tool.

The following is just a fraction of what is available.  I found MeeMix radio to be very good and have used it a few times. I thought Gorillaspot has some good potential for creating online video especially in my Communication Production Technology class. We may use this to create our online trailers that the students are suppose to do. I’ve also added the liveZuu widget to see how it might help. I’m not sold on it but will be taking a closer look. I thought the  was a good idea and would work in an office or classroom setting. I’m going to give it a try after Christmas with the first staff birthday.  I’m also giving meemi a try just because it sounds like something that a might work for a group project. Mind42 is a free online mindmapping site that looks like it has potential. I won’t really know until we give it a spin in class! Scribblink is an online whiteboard that I’m going to give a try. It sound like something that would be very useful when teaching a distance ed class. Converttube  provides a way to convert youtube and such videos to other formats. Storyofmylife looks like an interesting site especially with all this focus on storytelling. I haven’t really looked at it closely but it looks very inviting. Mygetgo is another online organizational site that allows you to add your information and content. Much the same to netvibes and pageflakes. I like the backgrounds and will fiddle a bit with the modules before I give a screenshot.

Whew. I really didn’t mean to go that far but I just get carried away when I see what is available for use on the net and I’m always weighing the benefits of what I look at with what I’m already using since recreating a new startpage or adding yet another site does take a great deal of time. Right now, my main focus as an administrator is having staff use various online applications on a regular basis so that they become use to the routine of checking for updates, information and email more than once a week!

Looking back on 2007, I see that education and educators have made progress in using the technology tools but we haven’t re-visualized school by including them in the day-to-day happenings of our classrooms and our lives. It’s not that we throw out all we are doing but we need to reflect on what is happening around us and explore how it can assist us in what we are doing. Banning, confiscating and outlawing technologies won’t stop their use while letting them drive how and what we do isn’t right either. One of my greatest worries for the upcoming year is that instead of educators adopting these tools and using them, they will be “required areas of study” and become the “essential learning tools” that teachers will be mandated to use, following the prescribed online curricula that will be supplied. We have an opportunity to be proactive innovators but our time is dwindling. It can’t be long before someone, probably an administrator, figures out it might be easier to track if curricula are being followed by tracking usage of recommended online sites through a database, using particular tools to demonstrate and show particular things and having students complete specific information sheets to determine comprehension.

Rest assured, that administrator will not be me.

Blogged with Flock

Tags: administration, teaching&learning, future education, online tools, web2.0 tools, web2go20