Summer Reading 2017!

Although I am not on track to finish this stack, so far I have learned a lot from what I have read and look forward to putting it into practice:

The 5 Languages of Appreciation in the Workplace by Gary Chapman & Paul White

A healthy culture and community notices, affirms and recognizes the work, good deeds and dedication of others. All organizations can do better in this regard, and I am committed to doing so! Ideas from this book will help me launch a gratitude campaign. If as faculty and staff we model appreciation for each other it will be noticed by our students and transferred to the greater community.It is important to understand how others feel appreciated and the best ways to interact with them to support them. This is where my knowledge expanded from reading this book. I will now be more observant and conscious of what others need as far as support and recognition.

Grit: The Power of Passion and Perseverance by Angela Duckworth

Grit is an important concept for educators and parents to understand. An elevated work ethic, an intense desire to explore one’s passion, and a thorough approach toward setting and planning the steps to achieve one’s goals are embedded elements of Grit. Aren’t these all elements and characteristics that would benefit our children and students for them to be successful? By focussing on character and curiosity as opposed to intelligence and quantitative outcomes Grit honors the whole person or child. This is more apt to lead to intrinsic motivation and authentic transfer of work and success from an academic to a real life accomplishment.

Rising Strong by Brene Brown

I have always enjoyed Brene's books for a few reasons. Her message is authentic and bold. She is a strong woman with important ideas. She recognizes that relationships, connections with others, and personal stories serve as the fuel for us to survive and thus should be explored, honored and recognized. I highly respect her research method. Rising Strong was a good follow up to Grit. Even when we see our vision in the horizon, and we are on a path to persevere and accomplish great things, we will fall, and we may fail. In Rising Strong Brene shares how to recognize and ponder upon our emotions, be in tune with our actions as we fall, and more importantly to use those emotions and self-reflection to get back on our feet and move forward.

Why did you go to the NAIS Annual Conference?

So Why did we all come to the NAIS 2017 Conference?

Well I am not sure, it is my first time...my Dean of Faculty said, do you want to go and I said sure! We all have different reasons of course, and I am just figuring this out. I enjoy being with my fabulous colleagues, and I have to say the Keynotes truly caught my eye. Susan Cain and Brene Brown - it does not get better than that! But as I reflect on my three sessions today this is why I came:

1. To follow my passions - “Greening your Mission,” High-Impact Environmental Strategic Planning. I am blessed to have an office that looks over the blue ridge mountains, where I I watch the perfect sunset at least a few times a week. We have an incredible Outdoor Classroom where I spend a period of time most Thursdays with our precious 4 and 5 year olds. From trash free days, to decomposing experiments, to tree identification -- fun is always to be had. But, how do we as a school tie all these adventures into a cohesive story (AND at the same time feed my own passion.) Well, Greening the Mission gave me some great ideas and joining the Environmental Leadership course for Independent School Leaders will certainly help me implement the ideas!

2. To get some tips during tough times - “Difficult Decisions” came at a perfect time. How often do we actually sit down at the end of the day or week and jot down all the key decisions we have made? Think about the process of making them, what worked, what did not, predict any possible fallout or surprising reactions? Besides being surrounded by some courageous educators who shared some valuable experiences, this session reminded me that we all care deeply about the people behind our decisions; we are all human and make both excellent decisions as well as those that can go wrong from time to time. Reassurance - we come to be reassured that we are on the right track, but look to add some tools to our tool box.

3. To look for reassurance that social emotional learning is the foundation to academic and personal growth - this I achieved in the session Develop Implement and Assess your School’s SEL Program . I have always believed that SEL is the gateway toward academic success, but there are bumps along the road when you do not get that buy in and understanding from key stakeholders. This session reminded me that I need to refer to the research that shows that schools with solid SEL programs show higher rates of academic success; it also gave me some great additional resources like http://www.casel.org/

So in reality maybe we don’t always go to conferences for one particular reason in mind. It also depends on what you need at that given moment. Sometimes I am in search of ideas and in hopes of mixing those creative juices that lead to spontaneous innovative ideas; sometimes you need reassurance that what you are doing, indeed is moving in a logical direction, and sometimes you want to sniff around in your passion areas to add some joy to a tough year and discover ways to move forward in a way that supports your own values! So far so good - #nais2017 has yet to disappoint!

And why did you come to #naisac?

“Tweet, Tweet, Hoot, Hoot, Blog, Blog”

This year in Wakefield’s Lower School we have started “Coffee & Conversations” an opportunity for parents to get together every couple of months to have a dialog around a theme. Our first coffee titled, “Tweet, Tweet, Hoot, Hoot, Blog, Blog” -  was a hit!  Here is the message in a nutshell:

Social media provides an engaging, collaborative platform for education communities. It is a way  to expand our knowledge base on the most up-to-date educational practices and programs, as well as pursue useful information on child development and the like to support your children in this ever-changing world. It is also a way to tell our Wakefield Lower School Story.

Every community and profession uses social media to meet their specific needs. As educators, we must be lifelong learners to keep up with the demands of our fast paced society for new knowledge and skills. My purpose in engaging in a Professional Learning Network is two fold: personal and community-wide professional growth, and a modern method of sharing with parents and others how our values, beliefs, practices and programs are implemented within our culture and community.  I do this by interacting with other educational leaders and teachers around the world through twitter conversations and chats through my twitter handle @drmisabel12.  We share our ideas and resources and ask each other questions that lead to continuous dialog. I share much of what I learn with the Lower School faculty.

For the parent community I am sharing through my twitter handle @WakefieldLSHead. Each week I share a blog post that I have written, an article I feel parents may enjoy and learn from, and a “snapshot” of our day to day experiences. Please collaborate and engage with our connected Lower School Community!

Our Lower School is Junior Kindergarten through Fifth Grade. If there are any teachers, classes and educational administrators who would like to collaborate with us, please drop us a line!

Dr. Margo Isabel

Lower School Head

Wakefield School

Summer Reading: The Principal

Always great to go back to my favorite author of Educational Leadership! No regrets, I feel charged up and ready to build on the Professional Capacity Framework that yields results in supporting a dynamic and successful learning culture at my school. In summary the PCF includes effectively building human, social and decisional capital to strengthen a professional team, working in unison toward specific, strategic, learning goals. If you want to know how, well, you may want to read his book! It was very reassuring to me and speaks to how our Lower School team functions, grows, and succeeds! A few takeaways:

• Build the capacity of the group.
• Lead the team to commit to a unified vision.
• The leader is a part of a team that is constantly learning.
• Instructional leadership is not solely about instructional expertise; more important is knowing how to involve the team and its members toward achieving a dynamic learning culture.
• A strong learning culture, and quality day to day interactions within the culture supports professional growth and instructional programs; this is the DNA of a Professional Growth System. 1:1 professional growth initiatives, to be effective, are strands of that DNA.

Lastly, Fullan outlines important characteristics of change agent leaders. To be an effective leader of change one must build relational trust, develop confidence within the group, know when to move forward, and be alert and responsive to feedback. Collaborating, problem solving and innovating as a team is key. In my humble opinion, in our interconnected world where ideas, insights, events and experiences are in constant motion, can you even be an effective educational leader if you are not a change agent?

Summer Reading: Daring Greatly

What is my biggest take away from Daring Greatly by Brene Brown?

While in my PhD program I clung on to theory espoused values vs. values in action coined by Chris Argyris. It taught me, as a leader, to identify my values, articulate a concrete action plan, and consistently reflect and revisit that plan throughout a school year to ensure that my values were truly “in action.” This theory influences my leadership vision, and helps me to outline my professional goals each year. In essence it serves as my personal and professional road map for the year and beyond. The process is private as I reflect, plan and propose, and then shared among my leadership team in the form of goals. The process is thought provoking and valuable but I can’t say it pushes me out of my comfort zone.

After reading Daring Greatly, I believe to be a great leader, or a full human being for that matter, you have to push yourself out of your comfort zone and embrace vulnerability. I do so in part, but not fully to the point of embracing discomfort as a means toward growth, my own, or to encourage the growth of others. As Brown notes vulnerability includes “feeling” instead of just thinking, and “being” instead of just knowing. I need to make that leap, and push myself to fully engage, question, feel, be and most importantly articulate, communicate what I am “feeling” and demonstrate what I “being.” By doing this I will be more present, more available for new ideas, and possibly more in tune with the needs, fears, and ideas of others. How does one do this? I believe one way is by listening in a different way. Being fully present anytime one is engaged with a person whether listening or interacting within a classroom is also essential. Empathizing more and trying to understand the why behind a position one has.This will open up the lines of communication, enable me to give feedback and help others recognize the gifts that surface when one embraces vulnerability. When modeling risk taking, or introducing a new idea, it is important that I explain the why behind it. As an advocate of change I tend to think that incremental moves will lead folks toward a guided path. From my experience that does occur. However, if I explain the why and/or embrace a bit of unknown, maybe more ideas from others will surface as well.  If I embrace discomfort, help those I interact with to embrace discomfort - creativity and innovative ideas may surface. I want to be a courageous leader and a wholehearted person.  What are your thoughts?

Reflections in the Mirror: Ponderings that will Guide my Year

https://treereading.files.wordpress.com/2012/05/windowmirror1.jpg

I spent the summer looking out the varied windows of my life to ponder, reflect and contemplate. It was not a summer of intense learning, instead my thoughts and observations revolved around refocusing, improving upon and redefining things that are important to me both personally and professionally. Opportunities, interactions, conversations and simple experiences have enabled me to articulate the following thoughts that will guide me through the school year. This was not at all an intentional process. Perhaps the flexibility of time and structure and the willingness to just “be” served me well. My window has now turned into a mirror where I will see and remember the valuable thoughts of a summertime of reflection.

Ponderings that will guide my year:

• When receiving feedback sometimes a simple thank you is all that is needed.
• There is nothing more genuine than to hear: What can I do to support you?
• Assertiveness is an important component of my leadership style and should be consciously practiced.
• Take time to wonder. Be a Wonder Woman. Be a woman who wonders…….
• Take time to listen. Be a conscious listener. Listen to yourself, your students, your colleagues, your loved ones.
• Pause and  embrace the silence.
• Be intentional: intentional with your words and your actions. Intentionally guide others to think, do, act.
• Remember the power of connection for you, your students, your colleagues. When we see the connections within our world - our world makes a lot more sense.
• When you inspire and trust teachers, they feel empowered, become engaged, and great things happen!

What thoughts will you see in the mirror this year?

Ready to Go with My Leadership Vision!

Prior to initiating my leadership at Wakefield School in July of 2014 I wrote my leadership vision. My professional goals for the year were based on this vision. I see my vision as my map and my goals as the directions that lead me in the proper path to deliver the mission of the school I represent. My vision is a guiding light that leads the way. I waited until the end of the year to share my vision with the faculty I work with. There are mixed messages as to when, if and how to share your vision with your colleagues. I wanted to ensure that my vision, and the direction I was taking was aligned with both the mission of the School and its strategic initiative. More specifically, could I point to specific actions that aligned my vision to the school's mission and strategic vision. Indeed I could!

I have asked the Lower School faculty over the summer to write both their professional vision statement and a vision statement for their classroom. When we return in August we will add the goals (more goal posts later). It will be interesting to see how all of our visions intersect and provide the unified direction that will move us to deliver the mission of our wonderful school!

Margo’s Personal  Leadership  Vision

My vision as Head of Lower School at Wakefield School is to cultivate and support a responsive and authentic learning environment where  members are understood, cared for and challenged.

In order to be responsive I will incorporate opportunities into my practice that will help to understand the backgrounds, needs and interests of all community members.

In order to cultivate  an authentic learning environment, members should have opportunities to develop and practice skills that will help them to navigate and succeed within and outside of the school community. Experiences  that explore and practice collaborative decision making, ethical leadership, interconnected and effective communication, global citizenship, and responsible stewardship will facilitate this authentic learning environment.

I believe that a challenging learning environment includes opportunities for community members to: generate questions, problem solve, take risks, make mistakes, have choice, and have fun.

Although personal reflection is a huge part of my professional practice, this past year it remained just that “personal” or “behind the scenes.” I hope to return to this public space in order to reflect with, collaborate and learn from educators around the world. I look forward to another great year of learning!

Looking Out for My Students' Wonderful Summer Adventures

To All my Wonderful Students,

I wish you a fabulous summer full of fun adventures that spark your interests, follow your passions and engage your minds!  Please be in touch:

• Have you found the perfect reading spot?
• Have you gone on a walk, observed nature or history unfolding before your eyes?
• Have you doodled, created, put together an artistic creation?
• Have you baked, cooked, or otherwise experimented in the kitchen?
• Have you written a story, made up a puppet show, or used your imagination?
• Have you taken a trip to a new place - five miles down the road or on the other side of the globe?

Whatever your summer learning adventure is, I want to hear from you! WRITE ME A COMMENT ON THIS BLOG OR….

• Send me a tweet @drmisabel12
• Send me a postcard or letter to my school address at PO Box 107, The Plains, VA  20198
• Send me a photo or a drawing
• Send me an email to my school address

Have a fantastic summer. I will miss you up here on the Hill. Sincerely,
Dr. Isabel

Let’s change “Up There” to “Out There”

http://imgkid.com/paulo-freire-quotes.shtml

Mid-March through Mid-June can be a tricky time for educational leaders. It’s a time where the past, present and future continually collide!  Reflecting on what we have accomplished this year, where we are now, and where do we need to go, are a part of each and every day. From the Big Picture panoramic view that pushes us to look beyond our communities toward the vast educational landscape to imagine how to better serve the needs of our students, to the still life painting which helps focus our attention on the needed details of our end of the year events, activities, reports and reflections, our reflections collide.    

This winter I have been encouraging my Lower School Team to reflect on the WHY behind the WHAT of their teaching. Sharing Simon Sinek’s message, Start with the Why, was an introduction to this thought process which includes precise examples to help us consider the Why behind what we do. In essence, this is the panoramic view I am asking educators to contemplate.  

Using the KUD planning strategy (articulating the Know, Understand, Do) and asking teachers to focus specifically on the, Understanding, the Why, of a lesson or unit, has been introduced as a priority. Teachers have been encouraged to review past and present lesson plans under this lens, and to ensure that the Why/Understanding is front and center to all future planning. Simply put, if the Understanding cannot determined, then why bother with it. This process can be seen as the still life of this reflection process, a necessary focus on the details of why we teach what we teach.

When I think about the Why, I am thinking about relevance – how can what I am learning be applied to another situation or context. This is a tough question at times, but one worth always pondering. It is important to look at that context beyond the next stage of one educational journey and toward one’s life journey. Whether we are four and starting our educational journey, 17 and ending our "school" journey, or teachers in our 20s, 30s, 50s and beyond, we all have a life “out there.” Our professional learning journey also must consider our “out there” lives and the “out there” lives of our students.

My present school is somewhat divided into sections, PS-K, 1-3, 4-5, 6-8, and 9-12. This is what I hear often as an answer to this question, Why are you doing this that way?:

• Because that is what they need to be successful “Up There,” pointing to 4^th and 5^th grade floor
• Because that is what they need to be successful “Up There,” pointing to Middle/Upper building
• Because that is what our Alumni say they needed to be successful in College

Let's not forget about their "Out There" lives, their real journey.....

Are we educating students for College or for Life? What will life be like for the Kindergarten students in the division I oversee when they are ready for College and beyond (Class of 2027)? Do we have to wait until our students are ready for college to educate them for life? Are we preparing students for what life is like now, and should we shift our thinking toward what life could become? 

Whether our students are 4 or 17 as we plan and prepare....

Let’s change “Up There” to “Out There” If education is relevant, the Why must answer how we are preparing our students for life "Out There." 

It is only this way that they will be ready to change the world.......

Authentic Learning: 5th Grader presents to the Board of Trustees

In January Andrew shared his story of entrepreneurship and commitment to service with the Board of Trustees at an official board meeting. Being true to his commitment he passed out Smile Train donation envelopes to the Board Members. I have also since learned that Smile Train tripled our donation through their triple match program. What a fabulous example of authentic learning for Andrew and our 5^th Grade!

As an educator, I have no greater sense of satisfaction than seeing the “stars align” through a student-led, authentic, collaborative and compassionate service project that sprang from a conversation between a grandson and his grandmother about the challenges and complexities of our world poverty, friendship, and the need to serve humanity.  Pair that with encouraging teachers who appreciated this student’s interest and were willing to support him through lunch, recess and after school work sessions.  The end result was that this authentic project, a Lower School bake sale, earned $873 to be donated to The Smile Train organization.

Fifth Grader Andrew Renz and his grandmother were having a conversation about poverty in our world – which led to a conversation about the main character, August Pullman, in the Fifth Grade Literature book, Wonder, by R.J. Palacios.  August was born with extreme facial deformities.  Because of constant surgeries, he was homeschooled for much of his life, but thereafter was fortunate enough to attend a school much like Wakefield.  Accepting him was difficult for some of his classmates.  As you might imagine, August’s story has stimulated multiple important conversations in our fifth grade about empathy, kindness and inclusion.

Andrew quickly made a text-to-world connection between children in less developed countries – born with cleft palate and unable to pay for surgery due to their impoverished background.  At that moment, he decided to put aside his upcoming Christmas money to donate to the Smile Train organization, an organization that sends trained doctors to different countries to perform this relatively simple surgery – for free.

That was not enough for Andrew, however.  He wanted to do more.  In Andrew’s words, “Sometimes, the little things we can do to show one another kindness and support are the most important. To help a young child, the same age as the kids right here in our Lower School, have a pretty smile instead of living a whole lifetime with a crooked, incomplete smile is a kindness I would like to share.”  With the support of his teachers, Mrs. Bates and Mrs. Williams, off he went to talk with his classmates to organize a two-day bake sale that was held over six lunch periods.  He divided and conquered – forming an advertising committee to make posters and announcements at our assemblies, a set-up and sales committee, a baking committee, and a committee to count the profits and announce the result - $873.25 for Smile Train. 

Andrew and the fifth grade know the true meaning of the holiday season – a time of togetherness, empathy, joy and service to others.  These are the values that we all, families and teachers in partnership, work to instill in our children.  We do this by providing students with opportunities to collaborate, problem-solve and serve the greater community – there is no greater gift than active, meaningful learning.

Sketching a Landscape for Education Change

In this excerpt from my first parent letter of the academic year I compared the start of my leadership journey at a new school to that of an artist. I saw myself as an artist observing my new school as a large landscape painting, standing back and contemplating how to best understand and contribute to this educational masterpiece.

"The wonderful thing about being new to a community is having the opportunity to stand back, reflect, and look at the School picture with fresh eyes and a unique perspective. Where are the colors the brightest, and the design the strongest, thus requiring no need for change or improvement? Where are the details lacking? Where do the highlights need to be added? Perhaps there are new elements, portraits and sketches to add to the vibrant educational landscape that encompasses the Lower School. As an educational leader, it is my responsibility to formulate and communicate to all of you the “big picture” of the educational experience that we offer to your family." 

It is clear to me, reflecting on this passage, that at that time I saw myself simply as an observer. Seven months later I actually see myself within that landscape, walking around, interacting, “noticing” what surrounds me.  Instead of “standing back,” I have now “stepped into” the landscape and have become attuned to my surroundings. What have I noticed? What have I stumbled into? What rocks have I turned-over or what pebbles have I scattered? Have I changed the scenery?

This landscape and its effect on me are very real – it is not just a metaphor for my leadership.  I work within an incredibly gorgeous landscape. The tranquility and beauty I encounter each and every morning ease my mind and prepare me for the day ahead. Viewing the sun rise and set, the masterful web of a spider, the changing leaves of the fall and frozen branches of the first frigid day –have pushed me to appreciate the little things, look for the wonder, and acknowledge that within a beautiful somewhat defined landscape, change is still constant. I embrace that change; it is a natural and necessary part of the landscape. As I “step into” the second half of the school year and I continue to interact within the landscape it will be important for me to actively point out those appreciated details, share with and encourage others to wonder, and together “sketch” the natural and necessary changes that will further enhance our educational landscape.   

I look forward to sharing these “sketches” with others. I welcome all, those within the community, and those who share in the artistry of leadership and education, to share their observations of the important educational landscape that surrounds us.

Here are some questions I may ponder:

How are other members viewing this landscape?
How are they helping to define and enhance it?
Are we each creating our own picture to add to the gallery of our experiences?
How are we blending, collaborating within and refining this masterpiece?

Getting Started: My View From The Hill

There are no step by step instructions or a logical plan for your first days as you transition into a new position and school. All the professional reading that you do or the research you do on the your new school’s mission, program and people, most likely will not influence your first step, stride or jump into your new community. I did not receive any concrete advice, and I did not have an image in my mind or an outlined schedule of how things would fall into place during my first week on the job as Head of Lower School at Wakefield School.  I must say, not having gone through a big change in 15 years, I truly was uncertain of what to expect or even how to approach my first day – but in the end a week has  passed and I feel settled, comfortable and at home in my new surroundings on the Hill! This is how the week naturally fell into place.

  Day 1 and 2: Creating a sense of space and belonging

The campus was very quiet; teachers away, and many admin on vacation. I sat in my office in awe just contemplating where to begin. I felt the need to be on the move and to understand my surroundings, so my Division Assistant gave me a thorough tour which helped me to quickly feel grounded.

Day two amounted to folks coming in and out, fixing phones, connecting printers, and then moving furniture. I think we flipped the desk around three times – my heart was set on the window view; after all it is what is taking place outside of the office that truly matters in a school setting. I was anxious to be able to see both the beauty of my surroundings as well as the hustle and bustle of the students once school is in session. With furniture in place, I began to unpack my belongings and create a space that would help me, and hopefully others, feel at home and comfortable. By the end of day 2 I felt that I belonged. It is an essential human need to feel that you belong in a community. It sets the stage for engagement, happiness, and productivity. It is the responsibility of leaders and teachers to foster this sense of belonging within the classroom and the greater community.

Day 3: Traditions

When I arrived on day 1 I found two handwritten notes, one from my predecessor and one from a member of the board. The notes indicated that they had each left me an “official Wakefield School coin,” a challenge coin to be exact. There were two immediate issues of concern. First, there was no coin in sight, and second, I had no idea what a “challenge coin” was. Luckily, when I straightening up each corner of my office I found the coins! On day 3 I found the time to read the explanation of this tradition as well as my responsibilities as a “coin holder". Low and behold, I am now 100% prepared for the challenge. I look forward to “uncovering” many more Wakefield School traditions.  As leaders we must integrate traditions, rituals, and symbols into our practice in order to reinforce and support a strong community and culture.

Day 4: Relationships

I already know that at the end of each day someone will walk into my office to say hello; I am guarantied at least this one daily opportunity to speak my second language, a language that I love and appreciate. I know that each and every day I will see a helpful hard working colleague with a huge smile who will happily twirl my desk around 3 times, move my shelves up and down, or simply make sure all is set and up to par in and around campus. I know that I have a patient, supportive Division Assistant who will walk, sit, and talk with me to ensure I am in the know and ready for each daily adventure. I am looking forward to developing many more relationships with faculty, staff, parents, and of course, students! Relationships are the heart and soul of the school community. As a leader I will take the time to build effective, trustworthy relationships across and throughout the community.

Day 5: Integration

A special day! After reviewing each and every file, artifacts and book left for me in the office by my predecessor, today, I was able to interweave and place my own books, files and artifacts throughout my office, creating a special, authentic and meaningful office environment which I hope will be both welcoming for everyone who enters, as well as allow me to engage, learn, grow and support the community as a whole. An effective leader will honor institutional history and program while carefully and selectively integrating new ideas that support the school’s mission.

 Final thoughts of the week

Although I respect and encourage a balance between life at home and at work, I also recognize the value of including family members in one’s journey. It was important to me that my two boys visit my new environment. Both of them made it; Ricardo to deliver all of my books, and Charles to help put the finishing touches to my office. Now when they hear my stories, comments and reflections they will understand the context in which they have occurred. Meaningful connections between our community and families-that is what I hope we all want on the Hill!

Departing Soon: It’s Time To Pack My Suitcase

Departing is not necessarily about saying good-bye. Departing is about carefully packing your suitcase in order to prepare for the next stop along your journey. What you decide to pack; what you leave behind; as well as how you pack your suitcase may define your leadership. When I embark upon a journey, I almost always inadvertently leave an obscure, luckily, non-essential item, behind…which in the end may enable me to say so long, see you later and not good-bye.

So WHAT is it that I am packing in my suitcase as I prepare for my new journey?

• Knowledge gained through collaboration, trust, and hard work
• Diverse abilities achieved and practiced through my interactions with others
• Skills mastered through experimentation with varied techniques, tools, and methods
• Empathy and compassion used regularly as I heard, observed and responded to the stories of students, colleagues, and parents
• Lessons learned through the development of essential relationships across the community
• Connections to people and ideas within and beyond my community that have inspired, motivated and engaged me professionally and personally.

So HOW do I pack my suitcase?

• First, by prioritizing, listing, and organizing the most essential items for the journey
• Second, by deciphering the most versatile elements that can be counted on multiple times along the journey
• Third, by attempting to efficiently place each item for easy access; as well as to leave enough space to add important treasures that I encounter along the way
• Finally, well, I do tend to stuff some favorite items along the sides suggesting perfection is just not what life is all about……… not yet sure what those items will be!

And WHAT will I leave behind?

Only time will tell, but considering all I have learned from my colleagues throughout my stay, some part of me most likely is resisting the departure, and will be left behind. I only hope, whatever it may be, it will be useful to a group of wonderful educators that have been such an important part of my journey. When you encounter that left behind item, please give me a shout, as I will be thinking of each and everyone one of you as I embark on this new journey. I do leave behind a heartfelt THANK YOU for sharing your expertise, embracing my passions and always looking for the opportunity to have some fun!

And little by little I will be unpacking that suitcase and gathering new experiences and expertise for my life-long learning journey……

See you later and THANK YOU.

Some Useful Blog Posts for Departing Employees:

http://leadchangegroup.com/what-will-they-say-when-youre-gone/

http://blogs.hbr.org/2014/05/the-art-of-saying-a-professional-goodbye/

http://www.forbes.com/sites/mikemyatt/2012/12/13/10-reasons-your-top-talent-will-leave-you/ 

(Thanks for sharing @mmreesescott)

http://www.fastcompany.com/3031659/4-ways-to-end-a-professional-relationship?partner=rss    (Thanks for sharing @mmreesescott)

Please add to the list.

Musings on Professional Growth

What surfaces to the top of my mind each day as I ponder upon my upcoming entry into a new educational community is professional growth: my own, my colleagues as well as the organizational climate for professional growth. I believe there are two main reasons behind these consistent and on going thoughts that persist in my head each day.

From my perspective as an individual – I yearn to learn and grow each day; I view professional growth as a necessary component to my success within an organization, and I believe my ability to model and share my professional growth process and thoughts will ultimately contribute to or in the least influence the professional growth of my colleagues. Second, the rapid and continuous changes affecting organizations in general, and educational systems in particular, due to technological advances, globalization, and information flow and processing, requires practitioners to adapt, change and grow professionally. Thus, it does not mater if I am entering a new community or if I continue to be a member of the community I have been in for 15 years – both professional growth and cultivating a learning climate within all educational organizations is needed to keep up with the demands of our global society.

I hope to spend some time, as I read and reflect over the next few months, setting the stage for optimal professional growth and to begin to cultivate a learning environment for the organization and for the individuals within it – me included.

Here are some questions I am pondering:

• How do we create optimal environments for professional growth?
• Is there a correlation between the environment we create and the personal growth initiatives of each individual?
• What are some strategies or processes that would help professionals reflect upon or record their professional growth?

Here are some topics I am pondering:

• Relationship building
• Goal setting
• Reflection
• Risk taking

What do you think I should think about in regards to professional growth for individuals and within organizations?