An untimely combination of personnel changes, department shuffling, and volunteerism left me in the unique position of teaching a high school psychology class with zero psychology background this school year. 15 weeks in I've found 5 great things are happening in class that I'm not sure would be happening if I had even a small amount of pre-existing content knowledge.
1. I'm able to model how I learn new things to the students constantly; I show them how to learn something new rather than tell them about content I already know. I discuss apps & resources I use to help me learn, and celebrate the process of learning alongside the written curriculum.
2. I participate in my own activities, and use the resources I create with the students to learn the material together; I have a unique opportunity to assess my materials as learning tools. I'm able to see what I'm doing and using from a first time learner's perspective.
3. My lack of overall content knowledge focuses the course on the process of learning and the sharpening of skills; what we're doing in psychology promotes lifelong learning far more than my AP U.S. history class' curriculum.
4. As I learn these new concepts and debate & discuss with students, I able to show and model my love of learning in ways I'm rarely able to as the room "expert." New and interesting points raised by students are truly new and interesting to me.
5. When I ask the class what they think about the theories of behavior development I ask the question because I legitimately wonder what they think because I'm not sure if I know what I think yet; the class has developed a great culture of learning from each other.
Obviously it's preferable to have content knowledge in any endeavor, but even the silver lining can provide some important insights and highlight great unintended developments and practice.
Saturday, December 29, 2012
Sunday, September 9, 2012
Embracing Insecurity in the First 2 Weeks
My new position as Dean of Students/Teacher has drastically changed both my responsibilities and what my day looks like. The juggling act that is my new professional existence is physically, mentally, and emotionally packed, but it's allowing me to do exactly what I've wanted to do for two years; while having the chance to build a school-wide culture of achievement at the administrative level, I also have the unique chance to continue to find ways to enhance student learning at the classroom level.
But, it's hard. I've never been as professionally self-conscious as I've been over these first two weeks in my new role. There are two reoccurring situations and thoughts I have been experiencing constantly since school started that challenge my confidence in my abilities to perform, but rather than allow my own insecurity to interfere with my capacity to lead, I've embraced it as a motivator and used it as a reminder of the steps I know I have to take to succeed and impact the school positively. This self-doubt could overcome me, but I choose to spend my time and energy reflecting on the remedy rather than the problem. Do I have it all figured out? No. But, I figure the concerns and paranoia I've experienced two weeks in can't be unique, and maybe what I do to overcome them will help someone in a situation similar to mine.
It's the end of day where I didn't sit down or eat lunch, and my "to do" list I made at 6:30 this morning has nothing checked off...
I try not to dwell on the outstanding tasks on my list and spend more time on the professional relationships I need to build in my new position; the paperwork and things I need to "get done" can be finished anytime, but the students and staff are only in school for a fixed block of time each day. If I fancy myself as a leader of people, then that's where my priorities must lie. I focus on being a resource to as many people in the building that I can, and I figure the rest will take care of itself. I've been capitalizing on many apps and digital tools to improve my efficiency and organization with administrative tasks, but that can be saved for a different post.
I was a full-time teacher here; I know there are staff members who talk about administration all the time. Surely they are talking about me and my decisions...
People are inevitably going to talk about what I do and how I perform in my new role, and instead of being a slave to my own insecurity, I use it to make sure I'm always in an optimal position to make the right decision and be in the right place at the right time. I use that self-consciousness to pull myself away from the office and walk the halls to interact with students and staff. I listen to people, because I figure that if I let them know that I'm listening then maybe they won't need to find another audience in less constructive environments. If I'm going to be a topic of conversation then I might as well make sure people are talking about me for the right reasons. I welcome anybody talking about my work ethic, positive energy, or my genuine commitment to the learning that happens every day in and out of our schoolhouse. And, if they're not sold on me yet, I still have 38 weeks to get it done!
The bottom line is that my biggest takeaway from these first two weeks is that all I can do to alleviate my own insecurity is to lead by example, and model the elements of a culture of achievement I wish to see. Everything else is currently out of my hands.
But, it's hard. I've never been as professionally self-conscious as I've been over these first two weeks in my new role. There are two reoccurring situations and thoughts I have been experiencing constantly since school started that challenge my confidence in my abilities to perform, but rather than allow my own insecurity to interfere with my capacity to lead, I've embraced it as a motivator and used it as a reminder of the steps I know I have to take to succeed and impact the school positively. This self-doubt could overcome me, but I choose to spend my time and energy reflecting on the remedy rather than the problem. Do I have it all figured out? No. But, I figure the concerns and paranoia I've experienced two weeks in can't be unique, and maybe what I do to overcome them will help someone in a situation similar to mine.
It's the end of day where I didn't sit down or eat lunch, and my "to do" list I made at 6:30 this morning has nothing checked off...
I try not to dwell on the outstanding tasks on my list and spend more time on the professional relationships I need to build in my new position; the paperwork and things I need to "get done" can be finished anytime, but the students and staff are only in school for a fixed block of time each day. If I fancy myself as a leader of people, then that's where my priorities must lie. I focus on being a resource to as many people in the building that I can, and I figure the rest will take care of itself. I've been capitalizing on many apps and digital tools to improve my efficiency and organization with administrative tasks, but that can be saved for a different post.
I was a full-time teacher here; I know there are staff members who talk about administration all the time. Surely they are talking about me and my decisions...
People are inevitably going to talk about what I do and how I perform in my new role, and instead of being a slave to my own insecurity, I use it to make sure I'm always in an optimal position to make the right decision and be in the right place at the right time. I use that self-consciousness to pull myself away from the office and walk the halls to interact with students and staff. I listen to people, because I figure that if I let them know that I'm listening then maybe they won't need to find another audience in less constructive environments. If I'm going to be a topic of conversation then I might as well make sure people are talking about me for the right reasons. I welcome anybody talking about my work ethic, positive energy, or my genuine commitment to the learning that happens every day in and out of our schoolhouse. And, if they're not sold on me yet, I still have 38 weeks to get it done!
The bottom line is that my biggest takeaway from these first two weeks is that all I can do to alleviate my own insecurity is to lead by example, and model the elements of a culture of achievement I wish to see. Everything else is currently out of my hands.
Saturday, July 7, 2012
Ten Easy Ways You Might Discourage the Truth
While reading Fisher, Frey, & Pumpian's How to Create a Culture of Achievement, a quote jumped off of the page at me and led me to reflect on different things I've witnessed, experienced, heard about, and/or done, and the effects it had on people.
"If people think that there are consequences to their honesty, they will no longer be honest and you will be faced with making decisions and taking action on inaccurate data." -p.68
- Your organization has a spoils system culture with favorites; there are haves and have nots
- You're hotheaded; you're reactionary
- You're vindictive or judgmental
- You're someone who only does what they "have to" to fulfill the position
- You're a "me first" personality
- You shoot the messenger(s)
- You have a big mouth; you tell people other people's information
- You always make it about you and how it makes you look
- You don't make an effort to include everyone
- You don't seem like you care enough to do anything
I'm most guilty of number eight, and am consciously working on fixing this insecurity. What about you? Are there any on the list that you know you need to be aware of?
What are the other mistakes we make as people and as leaders that discourage people from telling us the truth? How can we avoid sabotaging ourselves by not promoting an open and honest culture?
Wednesday, June 27, 2012
"How to Create a Culture of Achievement" - Welcoming Students & Teachers
Chapter 2 of Fisher, Frey, and Pumpian's How to Create a Culture of Achievement in your school and classroom discusses the importance of making all the stakeholders in a school feel physically and intellectually welcomed; while reading I found myself thinking about ways I can make students and teachers feel more apart of the culture and operations of the school. Some key questions I wrote in the margins as I read were:
There were two quotes that especially stood out to me in highlighting what can happen if we do not pay attention to how welcomed our students and staff feel. (the underlining was added by me)
- how can individual groups of stakeholders be made to feel more valued as contributors to school policy and direction?
- how can I as a classroom teacher and a dean of students better show my appreciation for each stakeholding group's potential value as builders and shapers of a culture of achievement?
- how can I from my positions better reach out to the folks in each stakeholding group who do not feel welcomed in the school community?
There were two quotes that especially stood out to me in highlighting what can happen if we do not pay attention to how welcomed our students and staff feel. (the underlining was added by me)
"They will makes choices to actually be where they are supposed to be and be there on time. Students will exercise this choice over and over again through the day, week, and year. Finally, and most importantly, students choose to engage or not, to tune in or not, to contribute or not, to value being in your school or not." -p.20
We can force and mandate all we want, but if we want our schools to have cultures of achievement and excitement for learning then we must create the kind of school where students want to do the right thing and want to be present physically, emotionally, and intellectually. Just as we don't want an environment where people are abdicating their responsibilities and ignoring procedures, we also don't want a culture of people only doing what they "have to," and nothing else. Although the eventual results surrounding complete student participation and engagement is an outcome not exclusively in our control as educational leaders, there are certainly many steps and actions that can be taken to better the odds of a favorable outcome. Two steps I've taken as a classroom teacher that I will continue in my new role as Dean of Students in an attempt to make students feel welcomed in our school are:
- speaking to every student every day- Even if it's just a "hey, how are ya?" as they walk in the room, I make a point to say something and elicit a response from every student I teach every day. I miss them in class, I get them in the hallway at some point.
- taking every student's thoughts seriously- Some of the most valuable class-wide discussions I've experienced as an educator have been in the most unexpected classes. It's amazing what a person can do when they know the leader respects them and takes what they do and offer seriously; welcoming students beyond physical presence in the classroom goes a long way
"When teachers talk about administrators as 'them' instead of as partners, boundaries prevent the transparent and collaborative flow of ideas, program development, and accountability." -p.26
Teachers who ignore how welcome their students feel in class do so at the expense of their individual classroom culture; administrators who fail to make their staff feel welcomed as professional members of a great team do so at the expense of their entire school's/district's culture. Similar to welcoming students, administrators can do wonders by making a point to engage with all faculty/staff in regular intervals, and by celebrating and taking seriously their hard work and effort. Some steps I've taken to make new teachers feel welcome in my old role as mentor, and plan to apply on a grander level in my new role in leadership are:
- curating and sharing collections of resources- who doesn't like getting free stuff? I always gave the new teachers on day one a binder of resources ranging from school specific info to assessment and pedagogy. As my technology skills have improved (lifelong learning), the resources have gone digital, but the effect remains the same; professionals feel most welcomed when the organization is immediately helping them be better at their job.
- following up & asking- if a teacher comes to me with an issue, I follow up on it. If I notice a teacher who I think has a lot to offer on a committee, I ask them if they want to get involved. It sounds simple and obvious, but it's the simple and obvious things that add up to make big positive cultural changes; it's the simple and obvious things that make people feel important.
- visiting their classes and learning what they do- I have always wished that administrators came in my class more and talked to me about teaching and learning; now that I am in leadership I have the opportunity to fulfill that desire, albeit in a different way. I can make teachers feel more welcomed in school simply by watching them do what they do best, and providing them opportunities to get even better. It also puts me as a leader in a position to learn as many tools of the trade as possible to better educate and assist the staff in becoming master teachers.
A group of we will always outperform a bunch of you and me; how are you going to make your school more welcoming to all stakeholding parties? What can you do to make sure your students and staff feel important, appreciated, and perpetually working toward something bigger and better?
Monday, June 25, 2012
"How to Create a Culture of Achievement" Chapter 1
After I read chapters of the books on my summer reading list I intend to reflect on some of the key quotes I highlighted as I read. I just finished reading chapter 1 of Fisher, Frey, and Pumpian's How to Create a Culture of Achievement in your school and classroom, and selected four quotes that jumped out to me from my duel perspective as a classroom teacher and school administrator for next school year and beyond.
Do what needs to be done to ensure that your work is meaningful and leads to the results you intend for it produce. Agreeing to a common mission and vision on paper is the beginning, and whether it not it leads to anything of value depends on what happens next. Like with anything that matters, the real work lies in the middle. What you do with your mission will have a far greater impact on your culture than the simple act of putting one on paper.
"We believe that no school improvement effort will be effective, maintained, or enhanced unless school culture and academic press are both addressed and aligned." -p.5How many great ideas for professional learning, assessment, etc. have you had stifled because nobody else was into it? Have you ever brought something into the classroom you were absolutely convinced was going to be a hit only to have to drag students through it like a reluctant pet going into the vet? Even the most innovative initiatives are destined to remain ideas in the wrong culture. We tend to focus on the more tangible aspects of our lives, and spending our time on the academics surely makes sense with any school reform, but in order for us to avoid wasted time and effort attention must be paid to developing the culture needed for meaningful change.
"An effective school culture will provide students a respectful mediating experience through which they can understand, examine, affirm, modify, or change understandings of the world and how they want to engage in it." -p.9We all have our personal dogmas and beliefs that will always affect who we are and how we think, and effective cultures use that to their advantage. Open dialogue, an emphasis on the art of listening, and emphasizing the process of learning and reflection rather than common understanding. That's how enlightenment happens; that's how the society we're preparing our students for best operates.
"A shared definition of quality also enlists all members of the culture, not just a few, to take an active part in the effort. Importantly, it also empowers people by sending them the message that they are of value and their contributions are essential." -p.11Sometimes I seek people out simply because I know I haven't sought them in a while; folks that feel included are invested. Whether someone is a superstar, backbone, or mediocre teacher or student, they are a member of your team and learning community. No matter what, quality and quantity of output will be superior from members who are invested. While turning everybody into a superstar is unrealistic, finding the way to get maximum physical, emotional, and intellectual effort from the entire team is paramount the overall health of any organization.
" If mission building and revisiting is designed as a pivotal and integral driver of a school's ongoing implementation revolution, it is unlikely that the mission will be treated as something you did two years ago in a...meeting room." -p.13
Do what needs to be done to ensure that your work is meaningful and leads to the results you intend for it produce. Agreeing to a common mission and vision on paper is the beginning, and whether it not it leads to anything of value depends on what happens next. Like with anything that matters, the real work lies in the middle. What you do with your mission will have a far greater impact on your culture than the simple act of putting one on paper.
What else can be done to create a culture of achievement? How can we as school leaders promote the openness, inclusiveness, and constant reflection required to produce optimal school environments?
Wednesday, June 20, 2012
"Why Don't Students Like School"- Chapter 1
At the end of chapter 1 of Daniel Willingham's Why Don't Students Like School? he suggests teachers keep a diary, because "the ravages of memory can surprise us." (p.22) With that in mind, I thought it'd be valuable for me to write respond to a brief sampling of profound quotes from each chapter of the book as I read. I look forward to discussing this chapter further with the #sschatbook club next week.
I'm excited to continue reading this book and the others on my summer book list, and look forward to applying what I learn next school year. I have never read anything about cognitive psychology, so it is certainly a gap in my knowledge waiting to be filled.
The implication of this principle is that teachers should reconsider how they encourage their students to think, in order to maximize the likelihood that students will get the pleasurable rush that comes from successful thought. (p.3)It's important for me to always remember in the classroom that the goal is successful thought, and not brain busting for the sake of it. As much as I love the struggle of difficult thoughts and theorems, it's also important for me to remember that in order for me to lead my students they need to be following; I need to create opportunities that yield results for their efforts. Struggle void of results or conclusion could have adverse effects moving forward.
In sum, successful thinking relies on four factors: information from the environment, facts in long-term memory, procedures in long-term memory, and the amount of space in working memory. If any one of these factors is inadequate, thinking will likely fail. (p.18)After reading the first chapter of this book, it's apparent that I have always over estimated the human ability and capacity to think; it's not what our brain naturally wants to do. I immediately think back to many a time when I've advised a puzzled student to "just think about it," and the fruitless effort that usually was. Perhaps I need to more carefully calculate the conditions I set up with my critical thinking activities and questions. I certainly need to focus more precisely on the priority objective of the lesson, and ensure appropriate conditions for best results.
If they lack the appropriate background knowledge, the question you pose will quickly be judged as 'boring.' (p.19)Yesterday my wife asked me to look for a coupon on an app she has on her phone. We have the same phone, so I was easily able to find the coupon app, open it, and even type Carters in the search bar. But, as soon as the hidden step that I couldn't immediately figure out stumped me, I turned off the phone and put it back in her purse. My exact quote, embarrassingly enough, was "whatever, it's broken; it's stupid." Willingham explains throughout the chapter that optimal conditions must be present for successful thought to happen, and my anecdote above highlights what happens to attempted thought at non-opportune times; phones get called stupid, and a subject is immediately labeled boring. In the classroom I need to be aware of my timing and intentionality. For critical thinking to be promoted and appreciated, it needs to happen at the right times with the necessary resources and conditions.
I'm excited to continue reading this book and the others on my summer book list, and look forward to applying what I learn next school year. I have never read anything about cognitive psychology, so it is certainly a gap in my knowledge waiting to be filled.
Thursday, June 14, 2012
Listening & Media Literacy in the Social Studies Classroom
I have always been impressed with the way foreign language teachers infuse the enhancing of reading, writing, listening, and speaking skills with their content on a day to day basis. The combination of differentiation, utilization of technology, active learning, and content acquisition in well run language classes is truly remarkable. I have worked hard this past school year to actively promote and grow the skill set of my students, rather than simply "give them information." A site that I have found great value in is Vocaroo, an easy to share voice recording platform.
To culminate our final unit on Political Philosophies and Media Literacy, I created sample audio clips for class analysis that highlighted a political philosophy's views on a particular issue within the American political scene. Students were able to practice applying context clues and key words to the identification of a given philosophy and position. In the age of infinite access to information, I reckon the ability to identify and recognize bias is of the utmost importance. Also, instead of listening to me (again) read the statements in front of the class, the playing of the different audio clips give students natural transitions and miniature breaks throughout.
I have blogged before about the need to use technology and digital resources as a medium to more effectively promote the critical reading, writing, listening, and speaking skills that have separated the successful from the rest of the pack for scores of generations. Something as simple as utilizing a free voice recorder can take a traditional type of activity/skill like listening and enhance the delivery and results.
"No man ever listened himself out of a job"-Calvin Coolidge
Freedom of Speech According to a Statist
I have blogged before about the need to use technology and digital resources as a medium to more effectively promote the critical reading, writing, listening, and speaking skills that have separated the successful from the rest of the pack for scores of generations. Something as simple as utilizing a free voice recorder can take a traditional type of activity/skill like listening and enhance the delivery and results.
Corporate Welfare/ Bailouts According to a Libertarian
Student Loan Interest Rates According to a Liberal
How else can we utilize the infinite resources around us to better promote and enhance listening skills? What tools do you use?
Tuesday, June 12, 2012
Summer Reading List
We as educators ought not to continue to think of summer as a vacation, but rather as "professional time." I have always used my summer professional time to read and reflect as much as I can, and this year is no different. As I begin my first leadership position in the fall, I will target key points of interest and concern to better my chances of being highly effective from day one. I look forward to a professionally lucrative summer of reading, tweeting, and blogging in preparation for a great school year!
1. Why Don't Students Like School? - I watch my one year old everyday get so excited every time he learns something new while he is playing with his flash cards or watching Sid the Science Kid, and I've lately been wondering when and where the excitement for learning and curiosity stops. The title of this book certainly makes it seem like it will be a fine resource for me in this regard. I am also excited to use this book and the corresponding Twitter chat #sschatbookclub to reconnect with other social studies teachers across the country that I've lost touch with this school year. It will be like killing two birds with one stone.
2. Pathways to the Common Core - There are certainly political issues that are yet to be totally resolved with the Common Core State Standards (CCSS) but the reality of the situation is that state, including my home Massachusetts, departments of education are adopting them as the new "frameworks." Knowing that the key to any kind of positive results with CCSS rests in the hands of teachers and classroom implementation, I must be a resource for teachers in my building. Without the support and knowledge of the leadership team, classroom application on a large scale won't happen. I hope to use the knowledge from this book to help teachers in my building be able to visualize how their instruction and assessment will change as a result of the Common Core, and what inevitable effects they will have on the curriculum moving forward.
3. How to Create a Culture of Achievement in Your School and Classroom - Culture starts at the top; I want to model and promote the learning environment that will best produce active, reflective, and curious students who celebrate success by working harder for more of it. The title of the book says it all, and I'm excited to save 15% using a social media coupon code!
4. Harvard Business Review's 10 Must Reads on Leadership - Along with many others I have written before about the need for educators of all varieties to think of themselves as one part teacher and one part leader of people if they want to have the greatest impact. I am very interested in the perspectives of educational and non-educational leaders alike, and love the idea of essentially 10 miniature books in one. This will be fine companion to any beach day this summer!
1. Why Don't Students Like School? - I watch my one year old everyday get so excited every time he learns something new while he is playing with his flash cards or watching Sid the Science Kid, and I've lately been wondering when and where the excitement for learning and curiosity stops. The title of this book certainly makes it seem like it will be a fine resource for me in this regard. I am also excited to use this book and the corresponding Twitter chat #sschatbookclub to reconnect with other social studies teachers across the country that I've lost touch with this school year. It will be like killing two birds with one stone.
2. Pathways to the Common Core - There are certainly political issues that are yet to be totally resolved with the Common Core State Standards (CCSS) but the reality of the situation is that state, including my home Massachusetts, departments of education are adopting them as the new "frameworks." Knowing that the key to any kind of positive results with CCSS rests in the hands of teachers and classroom implementation, I must be a resource for teachers in my building. Without the support and knowledge of the leadership team, classroom application on a large scale won't happen. I hope to use the knowledge from this book to help teachers in my building be able to visualize how their instruction and assessment will change as a result of the Common Core, and what inevitable effects they will have on the curriculum moving forward.
3. How to Create a Culture of Achievement in Your School and Classroom - Culture starts at the top; I want to model and promote the learning environment that will best produce active, reflective, and curious students who celebrate success by working harder for more of it. The title of the book says it all, and I'm excited to save 15% using a social media coupon code!
4. Harvard Business Review's 10 Must Reads on Leadership - Along with many others I have written before about the need for educators of all varieties to think of themselves as one part teacher and one part leader of people if they want to have the greatest impact. I am very interested in the perspectives of educational and non-educational leaders alike, and love the idea of essentially 10 miniature books in one. This will be fine companion to any beach day this summer!
What are you going to do with your professional time this summer? Don't waste an opportunity to get better at whatever you're trying to get better at!
Friday, June 1, 2012
Sweet Advice For the Graduating Seniors
My wife and I have been the advisors for the Class of 2012 in Hopedale, MA since they were in seventh grade in August, 2006. I have learned many things both directly and indirectly from my six years working with this class, ranging from how to manage an accounts with thousands of dollars in it (never have to worry about that with my personal checking account) to properly taking thorns and leaves off of hundreds of flowers for Prom. I also learned the value of saying yes to things and stepping outside of my comfort zone; I never saw myself as having the skills and qualities for class advising, but it turned out to be one of the best decisions I ever made. After all, I ended up with a wife and son! Last night at Class Night, we presented our last words of wisdom and advice to the graduates in a unique and interesting way. Aside from the novelty of seeing candy bars and treats substituted for some words, please pay careful attention to the advice itself. It has been a wonderful journey with the Class of 2012, and a true pleasure to work so closely with my wife in a professional way. We are proud to share our finished product with all the graduates around the country/world. Good luck!
Monday, May 21, 2012
Admissions Tips for the Class of 2013
As juniors in high school across the country/world prepare for the college search/admission season, I want to draw upon my former years coaching and recruiting collegiate rowers and offer 5 tips for any student looking to improve their applications and resume. These are all actions anybody can begin taking immediately to improve their prospects, regardless of current academic standing.
1. Market Yourself- You don’t want your dream school to have any other choice but to say yes to you, and with that comes some salesmanship on your part. Do not lie or even embellish, but you must aggressively market your character, accomplishments, and potential. Use action verbs when describing your activities and responsibilities, and don’t be hesitant or bashful when they ask you what you bring to the table! You know what you’re capable of and you know what you want, and it’s up to you to make sure you articulate and communicate that to as many people as you can.
2. Utilize Technology- Whether it was FDR with the radio, JFK with the television, or Barack Obama with social networking and web 2.0 tools, history has fared well for folks who utilize the latest technology to create some of the most impressive campaigns of their time. Use the tools around you at your disposal, and take full use of your Facebook, Twitter, Youtube, etc. accounts to achieve the marketing mission discussed above. With the extra scrutiny that may be coming, take this opportunity to begin reflecting on your digital footprint, and what someone like an admissions rep would think if they were to stumble across your Instagram. Instead of having accounts that you hope schools and potential employers do not find, create a presence that you can encourage recruiters to go to for even more reasons why they should invite you on board.
3. Be Visible- You can gain an incredible feeling for a what a school is all about with online research, interviews, webinars, etc, but you must actually spend time on the campus and visit/interview with folks that work and study there in order to really know if it’s a place for you. It also communicates to admissions that you are more interested than all the applicants who chose not to visit the campus; by separating yourself in any way from the pool will only improve your chances.
4. Articulate the Why- You must go beyond what you do and how you perform given tasks; the key to a successful application is expressing why you do all that you do.What drives you to pack your schedule, join and lead clubs, play three sports, and sing in the play? You may have never thought of it, but the answer is crucial for numerous reasons. It was truly humbling to realize there were hundreds of students in my class at Holy Cross that did all the same stuff I did in high school better than I did, but that hindsight better prepares me to advise now. Focus on the why. Simon Sinek’s TED talk on how to inspire others explains it all.
5. Start Climbing- Stagnation is your enemy; growth is the only option. You want to finish stronger than ever, and your senior year is no time for study halls and lazy afternoons. Challenge yourself both in school and out, and make a personal pact not to sully any future options simply by not working hard enough in 12th grade. Focus on your goals, put in the time and effort, and transform weaknesses into opportunities to get better. Don’t dwell on what you’ve already done; prepare for all that you’re going to do!
I used to always tell my recruits that this process was one they would remember forever, and that it was important to take the necessary steps to ensure the memories would be fond. Have fun!
1. Market Yourself- You don’t want your dream school to have any other choice but to say yes to you, and with that comes some salesmanship on your part. Do not lie or even embellish, but you must aggressively market your character, accomplishments, and potential. Use action verbs when describing your activities and responsibilities, and don’t be hesitant or bashful when they ask you what you bring to the table! You know what you’re capable of and you know what you want, and it’s up to you to make sure you articulate and communicate that to as many people as you can.
2. Utilize Technology- Whether it was FDR with the radio, JFK with the television, or Barack Obama with social networking and web 2.0 tools, history has fared well for folks who utilize the latest technology to create some of the most impressive campaigns of their time. Use the tools around you at your disposal, and take full use of your Facebook, Twitter, Youtube, etc. accounts to achieve the marketing mission discussed above. With the extra scrutiny that may be coming, take this opportunity to begin reflecting on your digital footprint, and what someone like an admissions rep would think if they were to stumble across your Instagram. Instead of having accounts that you hope schools and potential employers do not find, create a presence that you can encourage recruiters to go to for even more reasons why they should invite you on board.
3. Be Visible- You can gain an incredible feeling for a what a school is all about with online research, interviews, webinars, etc, but you must actually spend time on the campus and visit/interview with folks that work and study there in order to really know if it’s a place for you. It also communicates to admissions that you are more interested than all the applicants who chose not to visit the campus; by separating yourself in any way from the pool will only improve your chances.
4. Articulate the Why- You must go beyond what you do and how you perform given tasks; the key to a successful application is expressing why you do all that you do.What drives you to pack your schedule, join and lead clubs, play three sports, and sing in the play? You may have never thought of it, but the answer is crucial for numerous reasons. It was truly humbling to realize there were hundreds of students in my class at Holy Cross that did all the same stuff I did in high school better than I did, but that hindsight better prepares me to advise now. Focus on the why. Simon Sinek’s TED talk on how to inspire others explains it all.
5. Start Climbing- Stagnation is your enemy; growth is the only option. You want to finish stronger than ever, and your senior year is no time for study halls and lazy afternoons. Challenge yourself both in school and out, and make a personal pact not to sully any future options simply by not working hard enough in 12th grade. Focus on your goals, put in the time and effort, and transform weaknesses into opportunities to get better. Don’t dwell on what you’ve already done; prepare for all that you’re going to do!
I used to always tell my recruits that this process was one they would remember forever, and that it was important to take the necessary steps to ensure the memories would be fond. Have fun!
Monday, March 26, 2012
Screencasting for Teachers & School Leaders
I love finding tools that address problems I frequently encounter as an educator. Using technology for the sake of using technology is not the point; when I promote tech integration to both colleagues and students I always aim to show them why it will be of educational or organizational value, how to functionally use it, and, of course, what the given service or site does. I have recently discovered the possibilities that screencasts present, and I embedded examples of how they can be used by both teachers and school leaders to improve their ability to communicate integral information both efficiently and effectively. Both screencasts were made using Screencast-O-Matic and were uploaded and embedded using Vimeo. I chose Vimeo over Youtube simply because the latter is currently unavailable at school.
This first screencast is a compilation of excerpts from recently submitted student essays; I provide commentary on each of the points the excerpts raise and explain how students could use the example to improve their own writing moving forward. It's a way to quickly communicate and possibly remedy any common mistakes one sees students making as a whole. Especially in an AP class where there is so much content to go along with necessary skills, teachers may find screencasts as a great way to save time and effectively improve writing at the same time.
This second example highlights how screencasts can be used by school leaders as a way to communicate important information to the school community, and as a way to quickly provide a visual tutorial on how to use a digital tool that some on staff may not be comfortable with. I explain each section of a proposed expectations for student learning document as well as a brief visual explanation of how to use Google Docs and the comment feature. Tools like this allow school leaders to communicate efficiently with their entire community in a way that combines visual and auditory means. As opposed to sending emails that get buried over the course of one day videos can remain front and center for longer periods of time, increasing the chances for more views. For anybody interested, the learning expectations were ratified unanimously and we look forward to implementing them moving forward!
Whether you're looking to target specific skills in the classroom or communicate essential information or tutorials to your faculty, screencasting presents fantastic opportunities!
Monday, February 27, 2012
Intrinsic Learning
A recent combination of writer's block, professional interest, and thrift led me to re-read a book I half-heartedly looked at some time ago as a first year graduate student. I had been meaning to re-visit Failure Is Not an Option by Alan Blankenstein; I read it simply to fulfill an assignment a few years back, but remembered finding value in the little bit of the book I actually read when I "had" to. Filled with poignant stories of successful school leaders and the methodical steps they took to build Professional Learning Communities in their schools, I found myself nodding and highlighting in agreement through much of the entire book as if I had never read it before. After the second read, I highly recommend this to any aspiring/current educational leader looking to change professional culture and build community capacity.
"...staff compliance alone is not enough. It takes total staff commitment to succeed in the...work of reaching...students"-A.Blankenstein
— Eddie Evans (@eevansHHS) February 22, 2012
"Teachers cannot be the mere targets of other peoples leadership, but must see themselves as being...leaders..." A.BlankensteinAside from the content of the book articulating and expanding on much of the ideas and conclusions I have come to regarding the kind of educational leader I am and want to be moving forward, I appreciated the irony of the situation; I was reading and heavily annotating a book over my February vacation that I haphazardly read and hardly noted two years prior in a class that I paid to take and would be graded after reading it.
— Eddie Evans (@eevansHHS) February 27, 2012
Re-reading a book I had to read as student. Getting way more out of it now than when I "had" to read it. It's funny how that works out...I recently wrote about leading people to a place where they are going beyond "have" to. My two readings of Blankenstein's work clearly demonstrates the effect of adult learning with a purpose. My intrinsic motivation as a professional genuinely looking to get better at what I am attempting to do inspired me light years more than any extrinsic motivation ever did. What I take away from this is that leaders must uncover and tap into the intrinsic motivations that exist within each member of their team as it relates to the overall mission and vision of the school if they ever want to get beyond what Blankenstein calls contrived collegiality. As Marilyn Tallerico writes to school leaders, "...you must...help build and sustain a schoolwide environment conducive to adult learning," (p.70) and the most prudent way to achieve this is by capitalizing on the professional interests and passions of the adults in the school.
— Eddie Evans (@eevansHHS) February 26, 2012
"The prime responsibility of all school leaders is to sustain learning."
(Blankenstein, p.203)Without getting to know and eventually taking professional advantage of the intrinsic motivations and curiosities of the adults in any school, leaders will always struggle to reach the optimal levels of engagement and commitment needed for a sustainable culture of professional learning; they will find it difficult to get anything more than the motions from most people. Sure, there will always be folks on staff taking it upon themselves to re-read books on achievement and leadership over vacation, but I reckon the finest school leaders will not leave that to chance.
Wednesday, February 8, 2012
Collaborating Beyond "Have To"
In all my previous and current capacities as a leader- captain, coach, and teacher- my main goal was/is to inspire and motivate people to apply the same dedication and passion reserved for matters of interest to the given work at hand. We are in a pedagogical age when it is impossible to stay current while practicing in isolation, and a permanent priority of the modern school leadership team must be strengthening the professional network their teachers have at both the building level and beyond without turning collaboration into just another thing teachers “have to” do. In Learning From Lincoln: Leadership Practices for School Success, Alvy & Robbins write, “...the leader’s task is to organize the school or district to support collaborative work, create those conditions that will allow it to occur, and ensure that the collaboration is purposeful for those involved.” However, if the avenues that schools are taking to create opportunities for collaboration and interpersonal professional learning become seen as just another obligation to be half-heartedly crammed into limited contractual hours, then the outcomes will never justify the effort, and the self fulfilling prophecies of doubters and isolationists will be realized yet again. If we know that networks and connections offer the best outlets for teachers to be most equipped for success, then we as leaders owe it to our schools to bring those opportunities for collaboration to the forefront of our agendas. Rather than attempting to utilize randomly assigned tuning protocol groups with prescribed topics and tasks to facilitate professional growth, or default to certain departments for school-wide rubric creation, the more prudent road for leadership to take is to purposefully and organically allow teachers with similar interests and passions to connect with each other, and work and learn together. It is only with purposeful engagement and careful planning that school leaders can begin to move adult collaboration and collegiality beyond “have to.”
Major obstacles exist that prevent professional learning and development from holding higher value in most schools, and leadership must explicitly address these concerns if trying to build authentic learning networks amongst faculty and staff. The quality and relevance of professional development offered in the building sends the loudest message to the staff. Administrations that treat P.D. like they something they “have to” offer employ teachers that think of P.D. as something they “have to” do. Beyond what is offered, the administration must have an active and robust presence in the school, and invest the time in getting to know their staff on a pedagogical level in order to be able to create purposeful and results oriented connections for tunings protocols, NEASC committees, PLCs, etc. while also ensuring relevant development opportunities. Rather than asking who wants to work and learn together, it’s about discovering and understanding who should work and learn together. Leaders who know their staff are better positioned to do this. Finally, excitement for growth and learning must start at the top. The principal and leadership team must be modeling the culture and habits they want to promote. Alvy & Robbins would call this intentional visibility.
What makes the Edcamp model such an effective form of professional interaction, and so unrealistic as an event for many actual school communities in their current form, is that everyone is participating because they want to. It’s not the fact that it is an Edcamp that makes it special; rather, the element of interest and passion that brought everyone there is what must be captured. Twitter is a catalyst for growth and learning because all the networks one builds and conversations one has occurs by choice and is sparked by initial interest or passion. Networks such as #sschat would not be as strong if every single educator using Twitter had to participate by condition of usage, just like intra-building or district professional development does not work when every single person has to participate, regardless of knowledge base, experience, or care. Instead of recreating Edcamp, or perpetually romanticizing mediums like Twitter as the magic bullet for professional growth, school leaders need to craft the environment that fuels both of these platforms within their school. Creating the culture of excitement and passion for professional learning in your building is a more reliable long term solution than simply mimicking/hosting an event. The only way for professional dialogue and collaborative learning to go beyond “have to” is to make it so valuable and rewarding that it organically becomes a want rather than an obligation.
Major obstacles exist that prevent professional learning and development from holding higher value in most schools, and leadership must explicitly address these concerns if trying to build authentic learning networks amongst faculty and staff. The quality and relevance of professional development offered in the building sends the loudest message to the staff. Administrations that treat P.D. like they something they “have to” offer employ teachers that think of P.D. as something they “have to” do. Beyond what is offered, the administration must have an active and robust presence in the school, and invest the time in getting to know their staff on a pedagogical level in order to be able to create purposeful and results oriented connections for tunings protocols, NEASC committees, PLCs, etc. while also ensuring relevant development opportunities. Rather than asking who wants to work and learn together, it’s about discovering and understanding who should work and learn together. Leaders who know their staff are better positioned to do this. Finally, excitement for growth and learning must start at the top. The principal and leadership team must be modeling the culture and habits they want to promote. Alvy & Robbins would call this intentional visibility.
What makes the Edcamp model such an effective form of professional interaction, and so unrealistic as an event for many actual school communities in their current form, is that everyone is participating because they want to. It’s not the fact that it is an Edcamp that makes it special; rather, the element of interest and passion that brought everyone there is what must be captured. Twitter is a catalyst for growth and learning because all the networks one builds and conversations one has occurs by choice and is sparked by initial interest or passion. Networks such as #sschat would not be as strong if every single educator using Twitter had to participate by condition of usage, just like intra-building or district professional development does not work when every single person has to participate, regardless of knowledge base, experience, or care. Instead of recreating Edcamp, or perpetually romanticizing mediums like Twitter as the magic bullet for professional growth, school leaders need to craft the environment that fuels both of these platforms within their school. Creating the culture of excitement and passion for professional learning in your building is a more reliable long term solution than simply mimicking/hosting an event. The only way for professional dialogue and collaborative learning to go beyond “have to” is to make it so valuable and rewarding that it organically becomes a want rather than an obligation.
Tuesday, January 10, 2012
Taking On the Middle
| Image Source |
While watching Sunday morning’s GOP presidential debate, a discussion was framed around rhetoric often not leading to a change in practice of any relevance. Not exclusive to Washington, it seems that long term changes to practice and policy in any organization is the most elusive accomplishment for leaders throughout history. Despite passionate words and a grand vision from well intentioned individuals on the onset of any campaign or job, something in the middle of those two points always stifles, and eventually kills, the initiative.
Over the holiday vacation my wife and I made the executive decision to take down our infant’s swing that he took all of his naps in. While he was not too big for it yet, we estimated that he only had a few more weeks in it anyway. Factoring in the inevitable lack of sleep that a decision like this would produce, we figured that pulling the trigger early and sacrificing rest over vacation was preferable to doing it while we were both getting up for work in the morning. While I thought I was mentally prepared for the possible backlash for removing the swing, after three days of what seemed to be non stop screaming, I was ready to put the swing back together and simply find a bigger one in a few weeks. But, just as I was ready to give up on what I knew needed to be done and simply adapt to the status quo, he finally slept in his crib! Fighting through temporary pain and inconvenience, and staying focused on long term gains produced the results we wished to see. What started off extremely shaky, and led to great frustration, has created permanent positive change.
While a small scale example compared to the presidency or leading a school, there are obvious lessons to take from my ordeal. Crafting a vision and creating an end result are the easy parts to cultivating change. It’s the middle of the process, the period that often gets the least attention in the planning phase, that is both the most difficult and important of the journey. Leaders must have the will to push forward despite what might be spirited resistance. You must be able stay committed to the long term goal while managing the short term situations as they arise and always bringing the conversation back to the end results. Trust your judgment, keep your eye on the prize, focus on your priorities, and see your vision come to fruition. It certainly won’t be easy, but nothing worth accomplishing is.
Over the holiday vacation my wife and I made the executive decision to take down our infant’s swing that he took all of his naps in. While he was not too big for it yet, we estimated that he only had a few more weeks in it anyway. Factoring in the inevitable lack of sleep that a decision like this would produce, we figured that pulling the trigger early and sacrificing rest over vacation was preferable to doing it while we were both getting up for work in the morning. While I thought I was mentally prepared for the possible backlash for removing the swing, after three days of what seemed to be non stop screaming, I was ready to put the swing back together and simply find a bigger one in a few weeks. But, just as I was ready to give up on what I knew needed to be done and simply adapt to the status quo, he finally slept in his crib! Fighting through temporary pain and inconvenience, and staying focused on long term gains produced the results we wished to see. What started off extremely shaky, and led to great frustration, has created permanent positive change.
While a small scale example compared to the presidency or leading a school, there are obvious lessons to take from my ordeal. Crafting a vision and creating an end result are the easy parts to cultivating change. It’s the middle of the process, the period that often gets the least attention in the planning phase, that is both the most difficult and important of the journey. Leaders must have the will to push forward despite what might be spirited resistance. You must be able stay committed to the long term goal while managing the short term situations as they arise and always bringing the conversation back to the end results. Trust your judgment, keep your eye on the prize, focus on your priorities, and see your vision come to fruition. It certainly won’t be easy, but nothing worth accomplishing is.
Saturday, January 7, 2012
Lessons from Kodak
I was sad and initially shocked to read this week that Kodak is teetering on the brink of bankruptcy. In business for 131 years, and the only camera/film company I can remember from my childhood, conventional wisdom would suggest Kodak would be thriving in an age when it seems everybody has a camera and fancies themselves a photographer. Reflecting further, however, I failed to recall new products or any buzz surrounding Kodak in quite some time. I see a lot of Nikons and Canons, and a lot of people using smartphones to take pictures, but do not see any Kodaks. People posts thousands of pictures on Facebook and other picture sharing platforms, but not many print photos on Kodak paper. It seems the creators of the digital camera in the 1970s were out innovated and out developed in the market they invented, and there’s a lesson here for educators and schools. If we offer the same curriculum and the same instruction year after year, we run the risk of becoming increasingly irrelevant over time. Resting on tradition and becoming complacent in what we do and offer puts us on the same path that Kodak went down. Just as businesses run the risk of economic bankruptcy in the absence of growth and innovation, schools risk creative and inspirational bankruptcy that cripples school culture and impedes the opportunity for meaningful and fulfilling work to be done.
Focus on research and development, stay fresh, and encourage risk taking. Stay ahead of the trends, and provide staff and students with the optimal environment for excellence. Calvin Coolidge brilliantly said, “Nothing in the world can take the place of Persistence.... Persistence and determination alone are omnipotent,” and by pursuing innovation and inspiring imagination and creativity throughout the entire school with the necessary persistence we will continue to offer exciting new ideas and opportunities and avoid being kodaked.
Sunday, January 1, 2012
Leadership Lessons From Ronald Reagan
Numerous lessons on leadership can be found in reading the chapters on Ronald Reagan in James T. Patterson’s fine survey of American history from Watergate to Bush v. Gore titled Restless Giants. Regardless of politics, or any policy decision that was made, Ronald Reagan’s presidency provides 5 key leadership lessons to anyone looking to study traits and practices of effective leaders.
People Feed Off of Your Optimism: Reagan entered office during difficult times when confidence in American capacity was at a low point. His perpetually optimistic message about the ability of Americans and future prosperity, and his continuous talk of Americans having what it takes to reach limitless prospects resonated with the people. Reagan’s optimism and vision for the future earned him the faith and trust of the country. (Page 152-153)
Never Waste an Opportunity to Communicate Your Message: Reagan was a meticulous planner when it came to speaking. He wanted maximum effectiveness in all of his speeches, therefore he typically prepped to the point of not needing notes. Speaker of the House Tip O’Neill, a political opponent, called Reagan the best public speaker he’s ever seen. The leader of any organization must use their ability to speak in front a crowd to maximize every opportunity they get. While some are more gifted public speakers than others, leaders must be prepared to the max in order to guarantee that they perform to the absolute best of their ability. (Page 153)
Focus on Your Priorities: Reagan zeroed in on his priorities, and spent his time and energy on those select few initiatives. Unlike President Carter, Reagan wanted his work focused on what mattered most to his administration and, in his view, the country. It’s very easy for leaders to spread themselves and their teams very thin with a barrage of programs and initiatives. Focus on what matters, and strive for quality over quantity. (Page 154)
Perception is Reality: Polls and studies indicate that the public’s faith in the capacity of the government increased during Reagan’s administration. It is crucial for leaders in any situation to do what it takes to earn trust through competence and results. Your policies, actions, and communication must not only improve operations and stimulate change, but also must build your own leadership capital. Your performance must increase people’s faith the capacity and capability of your position as a whole. (Page 168)
Research & Develop: Just as foreign car companies surged ahead of American companies in the 1970s with superior research and development, Reagan’s Strategic Defense Initiative, while never fulfilled, forced the Soviet Union to begin bargaining their way out of the Cold War, which ended under Reagan’s watch. His doubling down on developing and researching for the future is what cemented the fulfillment of his foreign policy agenda. Leaders in any context must go beyond current situations and problems, and look to the products and innovations needed for future excellence. Time must be spent collaborating and discussing future needs and potential problems in order to cultivate long term success. Where anyone currently is is far less important to where they are heading. (Page 216)
People Feed Off of Your Optimism: Reagan entered office during difficult times when confidence in American capacity was at a low point. His perpetually optimistic message about the ability of Americans and future prosperity, and his continuous talk of Americans having what it takes to reach limitless prospects resonated with the people. Reagan’s optimism and vision for the future earned him the faith and trust of the country. (Page 152-153)
Never Waste an Opportunity to Communicate Your Message: Reagan was a meticulous planner when it came to speaking. He wanted maximum effectiveness in all of his speeches, therefore he typically prepped to the point of not needing notes. Speaker of the House Tip O’Neill, a political opponent, called Reagan the best public speaker he’s ever seen. The leader of any organization must use their ability to speak in front a crowd to maximize every opportunity they get. While some are more gifted public speakers than others, leaders must be prepared to the max in order to guarantee that they perform to the absolute best of their ability. (Page 153)
Focus on Your Priorities: Reagan zeroed in on his priorities, and spent his time and energy on those select few initiatives. Unlike President Carter, Reagan wanted his work focused on what mattered most to his administration and, in his view, the country. It’s very easy for leaders to spread themselves and their teams very thin with a barrage of programs and initiatives. Focus on what matters, and strive for quality over quantity. (Page 154)
Perception is Reality: Polls and studies indicate that the public’s faith in the capacity of the government increased during Reagan’s administration. It is crucial for leaders in any situation to do what it takes to earn trust through competence and results. Your policies, actions, and communication must not only improve operations and stimulate change, but also must build your own leadership capital. Your performance must increase people’s faith the capacity and capability of your position as a whole. (Page 168)
Research & Develop: Just as foreign car companies surged ahead of American companies in the 1970s with superior research and development, Reagan’s Strategic Defense Initiative, while never fulfilled, forced the Soviet Union to begin bargaining their way out of the Cold War, which ended under Reagan’s watch. His doubling down on developing and researching for the future is what cemented the fulfillment of his foreign policy agenda. Leaders in any context must go beyond current situations and problems, and look to the products and innovations needed for future excellence. Time must be spent collaborating and discussing future needs and potential problems in order to cultivate long term success. Where anyone currently is is far less important to where they are heading. (Page 216)
Subscribe to:
Posts (Atom)