This year I haven't taken to the pages. And, the guilt of this has picked away at me over time. I take great pride in growing through writing. Therefore, when not writing, there has been a sense of disappointment. Until today.
As I was listening and learning today from George Coursos, it hit me. While I have had a sense of being at a loss these past few months for not modeling a platform of reflection (blogging) that I take great pride in, I was reminded (via George's comments) that quite possibly my growth this year has happened in other ways, equally as powerful, just not nearly as noticeable.
Mr. Couros reminded me/us that while we need to find ways in which to share out our story, the way in which we do can change over time just like our students change the way in which they learn over time. And even though we may become accustomed to one particular way of doing so, we must constantly be evolving ourselves as learners. And therefore, as teachers.
The reality is that this past year I have found other ways to grow personally and professionally. And finally after months of "guilt" (and with the help of today's conversation), I feel a sense of understanding in my journey.
This year, maybe more than others in years past, I have been more intentional and purposeful with:
Engaging with face-to-fact conversations and having deeper conversations about being impactful and effective in teaching and learning/leading.
Sharing our/my school story of successes and failures in teaching and learning through both my personal twitter account and our school (@wmscats) account and most importantly our school hashtag, #WeaverWay.
Helping others grow by encouraging and modeling multiple platforms of social media to reflect and grow as educators.
Reading some amazing books about my current role as an administrator and future role next year. (Message me if you would like my list!)
Growing others through intentional professional development as a community of learners.
Focusing on relationships first and foremost with students, staff, colleagues and community.
Building leadership capacity in those I work with day in and day out.
Reflecting today, and hearing the message of the morning, I am letting myself "off the hook" for not writing/blogging as much. Because in the end, I have grown just as much (if not more) but just in other ways and while using other tools.
Mr. Couros also reminded me that if we ask our students to change in the ways in which they learn, then I too can change the way in which I am taught. The goal is growth. And for me, I have done just that this year.
This past week I had the joy of watching my two youngest at surf camp. For the past three years they have each awoken before the rest of the house so that they can master the skill of riding the waves. Now in their third year of camp, I am impressed with their dedication and passion for a hobby that they only do for 5 days out of the year. Waves are hard to come by in Central Ohio.
Throughout the week as I was watching them surf, I paralleled what they had invested into their learning of how to surf as to the work that we do in education. And as a part of any summer vacation of embracing learning throughout the year, I was quick to realize the parallels and the challenges.
This time around I have been watching them catch wave after wave with a different lens. Yes, as a father but also as a teacher, leader and learner. What I was witnessing and what they had accomplished didn't happen just through showing up, it took much more than that. Here is what I learned by watching my boys riding the waves.
Surf's Up - Know Your Learners. Before even taking to the water, the surfers were coached in basic water safety and given an appreciation for the craft of riding the waves. In addition, the camp counselors learned who their campers would be before setting out to the ocean seas. The counselors learned names and took an interest in their campers. The coaches were building trust. Educators, like surf coaches, recognize the need to know their learners. Going well beyond names, and well before instruction, we must know who it is we will be pushing and what knowledge they bring with them. We take assessments of their skills and come to know who they are. Like surf camp, trust is essential. Relationships first.
Catch the Perfect Wave - Learn the Basics. One of the most challenging things for educators to do each year is to come back to "zero". With surfing, each week the camp counselors have to start "over" with a new crop of eager vacationers. I watch in awe as they skillfully go back to the beginning of their week just coming off of getting the last week of learners to a skilled, maybe even an accomplished, level of catching the waves. As educators, one of the most rewarding moments of each year is watching our students get to the level they do as a school year wraps up. Like camp, we too must recondition ourselves to go back to the beginning. For many, that is the ultimate draw to the profession. Going back to "zero". That is, taking our learners on a journey toward success even when it means starting from the basics of the beginning of the year.
Point Break - Fail and Fall Again. As a parent it is not easy to watch your young surfer fall over and over into each passing wave. The struggle can be painful. Salt in the eyes, the smack into waves and the sheer reality that it is harder than it appears can bring the desire to quit and move on. However, they get back up and hit yet another wave. Through coaching and trust, each surfer is willing to try another wave in the hopes that this will be the one that sets them on a path of continued success. For educators, it is not much different. Failure will occur. Our role is to ensure they have an environment where risk taking is encouraged and students feel safe in their journey. Whether in a classroom or on the waves, keep going after what seems to be impossible.
Hang Ten - Reaching Your Goal. Riding the Waves. Toward the end of the week, my little surfers were not so little. They had worked tirelessly each morning through trial and error, building confidence and learning from their mistakes. Likewise, as educators we provide an atmosphere where hard work and determination are praised and those that need additional support are provided such. We teach to the whole surfer/student and meet them where they are at and grow them from there. And above all else, just as we do in school, our surfers celebrate what they have accomplished.
What a powerful week to watch two city slickers from the midwest learn and explore the art of surfing. This was more than just spending each morning in the ocean. They showed their resiliency and their determination as they persevered in the face of frustration and disappointment. For every fall into the water they hopped back on to their boards and set out to try again. As a parent, this was a powerful lesson for me as well. While I value the time our children are within a classroom setting, I have an appreciation for this worldly example of teaching and learning. Equally as amazing to watch was connecting how our youth work with our children as the teachers they are. The classroom is endless as our are opportunities to grow.
Here is a quick slideshow of the 7 year old. His expressions speak louder than any words on a page. The look of amazement and accomplishment are all the measurement that is needed to assess his efforts.
And, check out THIS MUCH WATCH VIDEO of his older brother (14) as words and actions take him from failure to success and how determination and grit get him to achieve the ultimate surfing goal. Hang ten, kid!
I am amazed by how much I learn through you. The reality is that I don't know much on my own. In fact, if it wasn't for you, where would I be? What would I know?
Our profession is not for the faint of heart. I am mesmerized by those that I get to observe in their instruction and watch them passionately reach the minds and souls of their students. You are engaged in your role each moment of every day. You do not take a break. You do not waiver in your conviction to serve. You listen to every child in every moment. You give, relentlessly, tirelessly.
I am in awe. You are my teacher. I am your student.
Without you I would not be filled with the knowledge and the passion that consumes me. I learn through you. What you bring to the table is undeniably the most powerful lessons that life can provide. My plate feels full yet there is room for more. I crave, more. Just when I thought I was on the brink of running over, more can fit within the cup. I seek more.
I learn through you.
Your writing is filled with inspiration and determination. You share the journey in which you are on. Your willingness to be transparent has made me better. The experiences you have embarked upon has inspired so many. For that reason alone I, we, are never on our own. You are always there. I, we, are grateful.
I am better at what I do because I learn from you.
Landing that first teaching job, any teaching job, can be a daunting task. The world of teaching is as competitive as it ever has been. Whether spending hours in coursework, months of field study or after years of teaching, securing that coveted role of educator is not for the faint of heart. It will take more than talent. You will need to build skill along the way.
These past three weeks I have conducted three webinars with the Lead Learning team. In addition, I have had multiple Voxer conversations with five educators seeking advice to land their first job, And, I have had four student teachers/tutors sit down in my office and we have discussed what it will take to be the last one standing when the process comes to an end.
The reality is that getting hired is not easy. Separating yourself from the pack can be overwhelming. Knowing what to say, and what not to say, can be intimidating. So, knowing all of that, I have compiled 5 quick tips to assist you on your way to becoming the candidate of choice and becoming the teacher you have so much passion to be.
1. Be Crisp. Whether your resume, your portfolio or your presence, present yourself in a way that you want the community of learners to see you. There is no second impression. Once you walk in that room and shake the hands around the table, that's it. That is who you are and how you will be remembered as they process their choices while you are there and well after you have left.
2. Be Confident. Getting to that interview table was hard enough. Now that you are there it is time to let the team have it. Come out strong. You are asking to be entrusted with other peoples children. Demonstrate to the team through your words and your interactions that you can handle that responsibility. Whether the students are 5 or 15, articulate through your responses that you are ready for the task at hand. 3. Have Vision. A candidate that knows exactly what they believe in when it comes to education is an impressive candidate to put it mildly. This doesn't mean that they aren't willing to learn. Just the contrary. A prospective candidate that is well-versed in best practices like homework guidelines, grading practices, technology, personalization and blended learning speaks to the vision they posses for teaching and learning. You can't be faulted for having vision.
4. Find Separation. This is my personal favorite. For the most part candidates are going to come across with an 80% overlap of skill, knowledge and pedagogy. My advice therefore is simple. bring the "wow" factor. One of my most recent suggestions was to a candidate that asked me about bringing in a portfolio of her transcripts, lesson plans and some pictures. Honestly, as I told her, that does nothing for me. One, portfolios are required by most colleges and universities. It is an outdated practice. However, here was my 2016 spin of a portfolio and how to demonstrate separation:
Take those pictures of the Medieval Festival, throw in some screenshots of your grading rubric, assessments and exit slips, put it to some Jack Johnson upbeat song (see below) and make an iMovie. Then, during the interview when asked about "a lesson that stands out" or "an example of best practices" you have a real-life, technology driven example. That is how you separate.
5. Leave it on the Table. To conclude the interview process most conversations end with the team asking the candidate if they have any questions. If a question didn't capture a strength or you have more you can add about why you are best for the job, you have to use this time to share it out. Don't get in the car driving away and say, "Oh, I wish I would have shared _______!" This is your time to leave it all on the table.
Hats off to those entering the profession. You are what we need. You are passionate, bright and outgoing educators that will do what is best for kids. As the ones doing the hiring (whether an individual or a team) we strive to find the best of the best. To be selected you have to separate yourself. Bring that 20% that no one else thought of before they entered the room. You will be better for it. And, hopefully get the position you seek.
Timeouts. Just about every sport has them. They are used in a variety of ways. Whether to slow down the pace of play, allow players to regroup, to get another player into the game or even to freeze the opponent, timeouts are a crucial part of competition. Timeouts will always be a part of the game.
In fact, they have been known to win, or lose, some of the most amazing sporting moments (movies included) of all times. Here is one of the classic timeouts (speeches) in sports movie history. Please forgive a few moments of language. The message though, is coaching (and use of a timeout) at its finest.
Our work in education needs timeouts as well. We work tirelessly as teachers and administrators. Each of us are constantly on our game in the hopes of achieving all that we can day in and day out. Granted we are not in a game that we are trying to "win", we are however, trying to ensure some of the greatest teaching and learning of all time. Consider it our own victory of sorts.
Therefore, take a timeout when the situation calls for one. Whether you are working with your students, supporting your teachers in professional development or leading a district, there are times that you need the same opportunities as the athletes are provided on the court or on the field.
Timeouts are great for:
Reflection of a situation that needs thought before responding.
Regrouping from a lesson gone awry.
Supporting others in time of confusion and loss of clarity.
When you simply believe that life in general is moving too fast.
The writing of this blog is my own personal timeout. I afforded myself a few moments to take a break and step back. My work and aspects of it have been moving at lightning speed. I was losing my ability to think clearly and guide unconditionally. And, I do not see this timeout as a sign of weakness or fear of losing. Just the opposite in fact. Instead, I will go back into the game ready to finish what I started. Even though there is no clock that will read "zeros" or a score that shows winners or losers, it is my hope that those that I work with will be able to see and feel the energy and passion I come back with after taking pause and reflection in what I do.
My timeout was only a few moments. But the impact will last well beyond. Game on.
Constantly striving to embed best practices, teachers are embracing the notion of the 21st Century academic experience more now than ever before. And, as leaders in our field either in the classroom or within our building or district, it is the modeling that we do, the efforts that we make, and the implementation of these concepts that sets us aside from our peers.
Teachers and administrators today are defining themselves by the experiences they offer. The art of education is taking on a form of its own. The traditional side of education is evaporating from our experiences. The strides being made in this generation of learners has evolved beyond all the previous generations combined. There is a growing separation.
With that, we have heard time and time again about shifting from the scope of being “good” at what we offer as educators to taking what we do to the level of “great”. Today, however, we are hearing and believing that being “great” isn’t good enough. The charge given to those that truly seek to be innovative and be a leader amongst leaders and a visionary amongst their colleagues is to take the craft of teaching and learning and strive to be “exceptional”. It is educators taking their passion of teaching and learning to a level achieved only by a handful. Many of us work to aim toward this level of instruction, not all can reach this peak.
Being exceptional requires many attributes, most notably, the belief in being a 21st Century teacher and leader. Do you have the attributes of being a 21st Century educator? Read below to see how you measure up to your colleagues near and far. Becoming exceptional is a goal well worth achieving.
Are you a 21st century teacher?
Do you share what your students are doing with the world?
Do you bring in experts to talk with your students via Skype or Google Hangout?
Do you seek out and participate in professional learning via twitter and other online communities?
Do you take your students on virtual field trips?
Do you focus on having your students to create instead of them only consuming?
Do you connect your classroom with other classrooms across the globe?
Do you use backchannels in your classroom to give even the quietest students a voice?
Do you give assignments where students collaborate via online platforms, such as Google Docs?
Do you teach your students about digital citizenship and anti-cyberbullying?
Do you share your lesson plans and collaborate with teachers across the globe?
Do you leave a video tutorial or podcast for your substitute to play when you are not at school so that students don’t miss a day of learning and/or doing?
Do you allow your students to guide their instruction and do they own their learning?
Does the culture of your room speak to the values and beliefs of the learning?
Are you a 21st century school leader?
Do you flip your faculty meetings?
Do you seek out and participate in professional learning via twitter and other online communities?
Do you share what your teachers and students are doing with the world?
Do you model risk-taking?
Do you provide professional development experiences that allow for teacher choice in delivery format, skill level, and flexible time of delivery?
Do you lead technology training sessions?
Do you use Remind to notify your staff of important events and news?
Do you collaborate with other school leaders across the globe via social media and other online communities?
Do you have a school hashtag?
Whether you are a teacher within a classroom of students or a leader within a building full of learners, your charge is to ensure that each person within your community is receiving a 21st Century academic experience. This list of questions is a great starting place for you to recognize what is, or is not, happening in your workplace. Take inventory in your teaching and leading and strive to becoming an exceptional educator in the 21st Century.
Being a building leader, it is essential that I work with my staff and understand their instructional path. One of my focuses this year has been to work with my teachers to discover, define and implement what their passions are in their teaching. The conversations that we are having are imperative to our success. They hold the pieces to this puzzle.
Working with students at the middle level, I also find a it a priority to discuss with them what they strive for in their academic experience. Even though they are in the early stages of their journey, they hold many pieces to the larger puzzle of the teaching and learning experience. Their input is necessary to our growth as an academic institution.
Puzzles, as we know, are challenging. Arranging, turning and guessing where each piece is placed can be a daunting task. The shear number of pieces and their appearance alone can be overwhelming. My task is to take these various pieces and lay them out in front of each other and show how the interlocking sides can become that completed puzzle we seek in eduction.
It is these very pieces - the perspectives, beliefs, passions and experiences of the student and the teacher, that cultivates an environment that pushes the boundaries of education and redefines what best practices truly are. We must bring our ideas together and collectively determine what it is we want from our experiences.
As these conversations take place, each learns that many of their ideas are more similar than they may have first thought. The pieces to this puzzle will fit together nicely.
Teachers and their students share the following beliefs in their teaching and their learning:
Collaborative spaces. A classroom where students can work together to share their ideas and discuss the topics. A space where teachers can move freely about to support the learning process is essential.
Share the teaching. Their is no longer one teacher within the room. Each wants to be responsible for sharing out the content. If we allow for a sharing of instruction, the return is evident in the achievement students are having.
Feedback is essential. Guide us, share with us and push us with critical questions to the learning we are doing as the student. Whether the child or the adult, both seek feedback to the work. Offer it.
Technology supports the learning. Teachers and students agree that technology is essential in todays classroom. Both agree that technology is intended to enhance the teaching, not replace it. It is a shared belief that both students and teachers rely on each other in the learning on how to use technology in instruction.
Accountability. Students want to be held to the highest standard possible. Teachers agree. Not always the easiest of tasks, still a critical one at that. Don't allow "lost homework" and poor attendance to be an excuse for failing grades. Instead, pool resources and find solutions.
Take risks together. We have gone through our lives, young and old, learning from our mistakes. Mistakes happen due to a risk we have taken. In teaching and learning we should be offered the opportunity to take risks and learn along the way. Imagine the possibilities.
The pieces to the puzzle are laid out on the table and we are working together to create a year of success. Student achievement, regardless of how you measure it, will increase. Passions will be evident, impact will occur and best practices will continue to evolve.
Work with and listen to your students and your teachers to determine what their needs and wants are of your environment. Cultivate the great things that are happening and watch the growth continue.
Each day I find myself following
a rather familiar routine. Picture your day. My guess it is, well, predictable.
Their are the "givens". Rise and shine, make your way into the office, clear some emails and away you go. We know that each day there will be tasks that need to be completed. Again, it has to be done.
What I enjoy most
about my days though are the momentsbetweenthe moments. The parts of the day that are not a part of the routine. This is when the real
“work” happens. These are the moments that we find ourselves passionate about interacting
with students, supporting our teachers and finding ways to connect with our
school community.These moments
are the ones that got us into the business of education and these are the
moments that keep each day from being redundant. This is far from routine.
As you head off to your school,
your office and your classroom tomorrow focus on the moments between the
routine. Look for that opportunity to get away from the predictability of it
all. Take the opportunity to find the moments that will be the first one of the
day or the week. Be anything but routine.
(courtesy babble.com)
Our lives are anything predictable.
Each day has an opportunity to be
something greater than the day before. Make the most of it. You will be glad
you did.
Today begins an amazing week-long opportunity for professional growth through the Ohio Innovative Environments Conference. If you are an educator within driving distance, you should be here.
This is a steal. An absolute gift. An amazing schedule that covers every aspect of what we do for our school communities. There are keynotes, breakout sessions and everything in-between. There are conversations about how we teach, how we lead, the work we do with our students, our colleagues and our communities. Need fresh ideas, wanting a greater understanding of Blended Learning or looking for some instructional technology support? This is the place to be.
This morning we are listening to Paul Sloane. As the author of the The Innovative Leader, he has empowered us to think about our way of teaching and leading by having us explore our assumptions in the work you do. Maybe you have studied some of his work on Lateral Thinking. Through his examples and his sharing of life experiences, we have reflected on the daily decisions we make and the differences between us. Mr. Sloane goes into great depth in regards to both and has challenged me to consider other ways to accomplish daily leadership tasks. He offers some enlightening insights to how we lead and how get others to follow us on our journey.
(courtesy of http://www.destination-innovation.com/)
The proof from the work we are doing today is found in the comments left by the teachers and leaders in the audience today via twitter. We are being pushed to think, to be creative and to be committed to improving our way of leading.
As you think of your week ahead, consider how you are spending your time. If you are in the area, drop on by. If you are elsewhere, come back tomorrow and read some more takeaways of the great work by our next keynote, Steve Farber, and reflections of the breakout sessions this afternoon.
Mr. Couros reminded me/us that while we need to find ways in which to share out our story, the way in which we do can change over time just like our students change the way in which they learn over time. And even though we may become accustomed to one particular way of doing so, we must constantly be evolving ourselves as learners. And therefore, as teachers.
